So You Want to Teach a Field-Based Course: A Practical Toolkit for Teaching Teams

Field-based courses can be effective interventions in higher education but pose unique challenges. Instructors and teaching assistants (teaching teams) of field-based courses can use evidence-based course design to recruit, retain, and renew interest in life science fields while maximizing positive student experiences and outcomes. Yet, instructors and teaching assistants designing field-based courses in the life sciences lack an accessible, practitioner-focused synthesis of critical practices and tools for effective entry into this specialized form of teaching. We collected information about field-based teaching practices from educators at a four-year undergraduate research institution and hosted a collaborative summit with discussions focused around participants' lived experiences with field-based teaching to synthesize emergent themes. Additionally, summit moderators and participants acknowledged the importance of evidence-based teaching and pedagogical practices in field-based teaching. Because field-based courses require specialized teaching and leadership skills, we concluded that teaching teams should be trained in five critical practices of intentional course design and preparation: 1) providing context, 2) emphasizing community well-being, 3) preparing logistics, 4) developing interpersonal & communication skills, and 5) applying inclusive pedagogy strategies. Here, we discuss the use of these 5 critical practices in course design and we provide 10 inclusive pedagogical tools that can support positive student outcomes in field-based courses, including community building and support for project development and completion. We also emphasize the importance of support and teaching training for teaching teams of field-based experiences to improve student learning and community building outcomes in life science education.