Where do we go from here? Reimaging field-based experiential learning beyond COVID-19

Restrictions related to COVID-19 forced instructors of field-based courses to cancel courses or to rethink physically immersive field-based learning experiences, redesigning them for off-site access via online platforms. In response to COVID-19's impact on teaching and learning across the world, the North American geoscience community came together and organized large-scale efforts to exchange virtual tools, resources, and plans; as well as wrestle with common challenges in adapting to the restrictions (e.g., would accrediting agencies accept a virtual field course for licensure?). A variety of approaches and models for virtual field-based learning experiences emerged with varying degrees of success. Despite challenges, the COVID-19 restrictions also created opportunities for the community and individuals to revisit core learning outcomes of field-based experiences; explore issues of inclusion and the ethics of field-based learning; consider why and how to include or address Indigenous histories and perspectives; reexamine known barriers to student participation; and produce digital field resources that have the potential to be used in new ways to scaffold or support student learning of field-based skills.

Part 2: COVID-19’s impact on field-based learning

●  Dr. Katherine Ryker (University of South Carolina), Community-wide efforts to transform field- based geoscience courses during COVID: What did the community accomplish and what did we learn? 

●  Dr. Laura Lukes and Dr. Shandin Pete (University of British Columbia), Reimagining field-based experiential learning opportunities at UBC: The Earth Science and Indigenous Learning (EaSEIL) project

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