Early Entry into Ecology: Authentic Field Research Experiences for High School Youth

Abstract

. Engaging pre-college youth in authentic fi eld research experiences is important for supporting entrance of young people into the environmental sciences. Here, we describe a model and outcomes for integration of career exploration programs into the research and restoration imperatives of a university fi eld station and a nature reserve. A progression of two partnered programs provide St. Louis area pre-college youth with fi eld skills and then the opportunity to apply those skills in assistance to scientists on current research projects. The model provides for early entry into the ecological research career pathway for the youth and creates benefi cial connection of professional activities to broader impacts outreach for the scientists. Importantly, the model differs from many other ecology outreach efforts because the youth programs are integrated into research rather than operating as separate outreach programs.With continued population growth and expansion of urban and suburban areas in the United States, we have a pressing need to train scientists interested in studying our rapidly changing natural environment. As we begin to address the necessity for a diversity of scientists to study growing impacts on ecosystems, it is important to recognize that most efforts to infl uence entry into environmental biology and ecology research are targeted at the undergraduate level. For example, the SEEDS program, ESA ' s signature effort to promote entry into and affect diversity within the ecology profession, is focused primarily on undergraduates. The successful efforts in undergraduatefocused programs are incredibly valuable, but efforts should also be made to infl uence entry into

Landscape Physiognomy Influences Abundance of the Lone Star Tick, Amblyomma americanum (Ixodida: Ixodidae), in Ozark Forests

“…We thank Susan Flowers, who got T.V.H. started in ecology in high school as a Tyson Environmental Research Fellow (TERF) student (Flowers and Beyer 2016). We thank the Tyson Vector Ecology lab-Brenden Sweetman, Lexi Beckermann, Omair Habib, Jolena Pang, Delilah Sayer, and Bailey Saylor-for assisting with tick collection and identification.…”

Authentic STEM research, practices of science, and interest development in an informal science education program

“…In support of this idea, Flowers and Beyer (2016) There are many different perspectives on how to develop and maintain students' interest (for a comprehensive review, see Renninger & Hidi, 2011. Hecht et al (2019) characterize interest as a "concept or word used in daily vernacular to describe a feeling of attraction or excitement for something outside of ourselves" (p. 692).…”

“…Many informal science learning programs provide opportunities for participants to engage in authentic science (e.g., Chaffee et al, 2021;Flowers & Beyer, 2016;Habig et al, 2018). While there are multiple definitions of authentic science, there appears to be consensus with respect to two components: (1) authentic science includes experiences or practices in which students engage in real world science meaning that they explore phenomena that does not have predetermined outcomes and that connects to specific scientific issues in their lives; and (2) authentic science learning involves inquiry-based, student-directed experiences (Braund & Reiss, 2006).…”

Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM

“…Interventions that range from "pipeline" strategies such as the Summer Research Opportunities Program (SROP) sponsored by the Big 10 Alliance Universities, funded programs such as the National Science Foundation's Louis Stokes Alliance for Minority Participation (LSAMP) grants, to prioritization of research funding for proposals that include meaningful broader impact strategies, have been developed to incentivize diverse participation in STEM. Access to research opportunities such as these figure prominently in STEM diversity enhancement strategies, and there is evidence-based support that such activities attract diverse participants [1][2][3][4]. Nevertheless, retention of underrepresented students remains low for many STEM disciplines [5].…”