Quantitative and qualitative impact of ecology education and outreach programs at North American Field Stations: An important, unrecognized resource for an urbanized society

Background/Question/Methods Increasing America's talent pool by vastly improving K–12 science and mathematics education is a key element to continuing American prosperity and is a major recommendation by the National Academies report, Rising Above the Gathering Storm. No areas are more critical than water, the environment, and natural resources for present and future generations, especially with a projected doubling in the U.S population. An ecologically literate public will be needed to make informed decisions on a variety of issues as resources become limited. Yet, >85% of U.S. citizens will live in urban areas and children have increasingly little contact with nature. The disconnect between children and nature has important health and career ramifications (Richard Louv, Last Child in the Woods). Field Stations and Marine Labs (FSMLs) may be important mechanisms to reconnect an urban youth and society with nature, and foster increased interest in science and ecology. A 2002 Report (NSF) Education and Recruitment into the Biological Sciences: Potential Role of Field Station and Marine Laboratories, concluded, “FSMLs are truly a nationwide resource for our citizenry.” The Organization of Biological Field Stations (OBFS) has over 200 members with perhaps an additional 100 non-member stations in North America. Results/Conclusions I used the OBFS online database of member stations and websites to characterize and quantify station size, capacity, educational programs and staffing, user demography, and pedagogical approaches. Integrating research with educational experiences at FSMLs is in the early stages of implementation for K-12, but there are numerous successful undergraduate and graduate programs, especially at LTER stations, and those with long histories. FSML K-12 curricula at < 10% of stations surveyed were based on state essential knowledge skills associated with the No Child Left Behind Act, but 75% involved transdisciplinary, multi-experiential learning, instruction and activity associated with learning styles, multiple intelligences, inquiry and team building. Several stations show dramatic student improvement in state science scores resulting from field based curricula, pronounced for student attendees from Title 1 schools of low socioeconomic status and disadvantaged. Some FSMLs have developed unique and innovative educational programs involving partnerships with school districts and state/federal natural resource agencies. Considering 80% of surveyed field stations have component educational missions/activities, and some annually accommodate 5-10K, K-20+ students and adults for overnight educational programs, the quantity and quality impact of stations is high and with great potential for growth. FSMLs have capacity to play larger roles in ecological and science literacy.