Conducting research, collecting data, and teaching students outside of a laboratory or classroom setting are commonplace across disciplines. For many scientists, being "in the field" is paramount to the work that they do (Cutter, 1993;Rudwick, 1996;Wilson, 1982).Therefore, in numerous disciplines, engaging undergraduates in experiences that take place in the field ais not only expected and intuitive (Dressen, 2002), but also considered central to training

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Off‐channel floodplain features are important components of a river system that provide habitat and boost regional species pools, but river‐floodplain connectivity is disrupted by anthropogenic activities. Campbell Lakes (Harrison, OH, USA) are formerly isolated gravel pits along Whitewater River connected to the river through flooding‐related erosion. The lakes were first stocked with sportfish by Great Parks of Hamilton County to promote recreational fishing, but stocking stopped in 2019 due to frequent connection with the Whitewater River during high flow. We explored how fish community composition of the Campbell Lakes reflects increasing connectivity with Whitewater River and among the lakes. Using historical aerial photographs and river discharge estimates, we established an approximate timeline of permanent connectivity and potential breaches between the lakes and Whitewater River from 2000 to 2020. We compared fish community data collected via electrofishing surveys of Campbell Lakes from 2004, 2007, 2012, and 2020 to 1995 and 2013 surveys of Whitewater River and Great Miami River. The lakes were dominated by centrarchid species in early surveys but show increased species and family richness with time. Based on an analysis of similarity and non‐metric multidimensional scaling (NMDS), the lakes’ fish communities differed significantly among years and are gradually resembling the river communities. Our results suggest that the Campbell Lakes fish communities are broadening to include taxa from the Whitewater and Great Miami communities and shifting from lentic to lotic species. The change in fish community assemblages in Campbell Lakes demonstrates the potential for gravel pit lakes to serve as artificial floodplain features that can enhance river‐floodplain connectivity.

Undergraduate field experiences (UFEs) are a prominent element of science education across many disciplines; however, empirical data regarding the outcomes are often limited. UFEs are unique in that they take place in a field setting, are often interdisciplinary, and include diverse students. UFEs range from courses, to field trips, to residential research experiences, and thereby have the potential to yield a plethora of outcomes for undergraduate participants. The UFE community has expressed a strong interest in better understanding how to assess the outcomes of UFEs. In response, we developed a strategy by which practitioners can assess their UFE using an evidence-based, systematic and iterative approach. This essay guides practitioners through the steps of: identifying intended UFE outcomes, considering contextual factors, determining an explicit assessment approach, and using the information to inform next steps. We provide a table of common learning outcomes and potential assessment tools, vignettes to illustrate using the strategy, and suggestions for practical application of the strategy. We aim to support comprehensive and aligned assessment of UFEs, leading to more inclusive and reflective design, and ultimately improved student outcomes. We urge practitioners to move towards evidence-based advocacy for continued support of UFEs.