Abstract

Field courses, while generally considered as beneficial for students, are challenging to implement and can lead to strained relationships between local residents and visiting scientists. Thus, it is critical to both maximize the educational value of field courses and help students develop contextualized science communication skills. We report on the development of a science communication module, integrated into an existing field-based ecology course, which aims to add value to an international field course enrolling students from multiple countries. Specifically, students surveyed local residents about their knowledge and perceptions of climate change, and then discussed their findings.

Document Type

Article

Source Publication

The Bulletin of the Ecological Society of America

Version

Published Version

Publication Date

2020

Volume

101

Issue

3

First Page

e01680

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Rights

© 2020 The Authors. The Bulletin of the Ecological Society of America, published by Wiley Periodicals, Inc., on behalf of the Ecological Society of America

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