Toward Conceptualizing Student Outcomes in Undergraduate Field Programs and Employer Expectations for Field Positions

Abstract

A key outcome of an effective undergraduate experience is for students to gain disciplinary knowledge and develop a range of skills and habits of mind that prepare them for career success. In 2018, the Ecological Society of America (ESA) entered into an agreement with the US Geological Survey (USGS) to recruit students and recent graduates and place them into field ecology/biology internship positions at research sites across the United States. This paper focuses on field research jobs and presents a literature review to gain an understanding of workforce development issues and preliminary perspectives on critical skills in which employers might be interested. This paper is based on a case study of one employer (USGS) and investigates the potential alignment between employer expectations, field training, and perceived student outcomes. To conceptualize new graduates’ readiness and employer expectations, we identified a set of skill categories sought by field research sites. We did this by analyzing the job descriptions available through the 2019 ESA/USGS Cooperative Summer Internship Program and prior literature. These categories were incorporated into a new post‐internship student survey that was used to collect data from students. We found a potential gap in some transferable skills in both fieldwork and office work expected by employers and those offered by undergraduate field training programs. This could be explored in future studies involving a more extensive set of employers who seek to hire students with field ecology/biology skills.

Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting

“…Employers who pick their employees from recently graduated students from undergraduate field programs, they look for specific skills. We broadly divided fieldwork skills into three categories, and they are transferable skills, technical skills, and program‐specific skills (Alwin et al 2021). Undergraduate researchers expressed their focus on technical skills during the webinar interview.…”