Belonging in a network inspires research about how students sense of belonging impacts science learning in field courses

Kari O'Connell, STEM Research Center, Oregon State University, Corvallis, OR, Stephanie L. Shaulskiy, University of Michigan Biological Station, University of Michigan, Ann Arbor, MI and Alison Jolley, Centre for Tertiary Teaching and Learning, University of Waikato, Waikato, BC, New Zealand

Field-based educators, natural scientists, and social scientists have built the interdisciplinary Undergraduate Field Experiences Research Network (UFERN), which aims to foster effective, student-centered undergraduate field learning experiences. Collaborations formed through UFERN supported research about student outcomes from field station and on-campus courses, finding positive associations between the field station setting and perceived scientific literacy as well as future science plans. These relationships were explained by motivation and belonging in the course.