-
Title
-
Eng
Evolving Education in the Environment: Reflecting on benefits of Facilitating Field Trips For Environmental Studies Faculty at TESC
-
Date
-
2017
-
Creator
-
Eng
Krossen, Kennedy
-
Subject
-
Eng
Environmental Studies
-
extracted text
-
EVOLVING EDUCATION IN THE ENVIRONMENT; REFLECTING ON BENEFITS
OF FACILITATING FIELD TRIPS FOR ENVIRONMENTAL STUDIES FACULTY
AT TESC
by
Kennedy Krossen
A Thesis
Submitted in partial fulfillment
of the requirements for the degree
Master of Environmental Studies
The Evergreen State College
September 2017
© 2017 by Kennedy Krossen. All rights reserved.
This Thesis for the Master of Environmental Studies Degree
by
Kennedy Krossen
has been approved for
The Evergreen State College
by
________________________
Kathleen Saul, Ph. D.
Member of the Faculty
________________________
Date
ABSTRACT
Evolving education in the environment; reflecting on benefits of facilitating field trips for
environmental studies faculty at TESC
Kennedy Krossen
As widespread environmental degradation and global climate change stresses our shared
environment, it is critical that institutes of higher education around the world engage
society to safeguard environmental protection and human well-being. How can these
institutions partner with societal groups affected by environmental issues while also
ensuring students learn practical skills for future careers? Field trips provide an
opportunity to do both; along with another key benefit, that of faculty learning. Academic
studies focusing on pedagogy within the fields of Geography, Ecology, Engineering, and
other environmentally relevant disciplines consistently report increases in both
standardized test scores and qualitative learning objectives as a result of field trips
(Charles-Edwards, Bell and Corcoran 2014; Collinsfree 2014; Jacobson, Seavey and
Mueller 2016; Lei 2010; Stumpf, Douglass, and Dorn 2008). Yet I have found minimal
research examining the experience of leading these field trips for faculty.
Using a grounded theory research design, I interviewed nine professors at The Evergreen
State College regarding their experiences leading Environmental Studies field trips with
various social partnerships. These interviews and relevant portions of documents
concerning The Evergreen State College history and pedagogy were then transcribed.
Field trips within environmental studies programs help students and faculty actively
engage with stakeholders of a given environmental issue. These educational outings also
provide opportunities for active co-learning between and among students, faculty, and
societal partners. The benefits of Field trips within the Environmental Studies planning
unit embodies the core themes of The Evergreen State College. Ultimately, the theory
that was grounded in my data was that field trips within the Environmental Studies
program at Evergreen offer a learning process that helps faculty become more engaging
and effective educators.
Table of Contents
ABSTRACT......................................................................................................................................... v
Table of Contents ............................................................................................................................ vi
List of Figures ................................................................................................................................. vii
Acknowledgements....................................................................................................................... viii
Introduction ..................................................................................................................................... 1
Literature Review ............................................................................................................................. 2
The Benefits of Field Trips in Higher Education: .............................................................................. 4
Benefits of Leading Field Trips in Higher Education ........................................................................ 8
History of Evergreen ...................................................................................................................... 11
Reflexivity statement ..................................................................................................................... 14
Methodology overview .................................................................................................................. 17
Coding stages ................................................................................................................................. 23
Participant background .................................................................................................................. 27
Data generation ............................................................................................................................. 28
Conclusion...................................................................................................................................... 43
References ..................................................................................................................................... 47
Appendices..................................................................................................................................... 50
vi
List of Figures
Figure 1 Memoing Drives the Grounded Theory Process .............................................................. 21
Figure 2 Visual Overview of Grounded Theory Process................................................................. 23
Figure 3 Example of Line by Line Coding ....................................................................................... 24
Figure 4 Visualized Intermediate Codes ........................................................................................ 25
Figure 5 Creating Axial Codes From Intermediate Coding Categories ........................................... 26
Figure 7 Participants Areas of Expertise ........................................................................................ 28
Figure 8 Axial Coding Paradigm ..................................................................................................... 29
Figure 9 Axial Code Using Core Category of Faculty Learning ....................................................... 31
vii
Acknowledgements
So many people supported me completing this thesis. These individuals include, but are
not limited to, my tireless reader, Dr. Kathleen Saul; the Director of the MES program,
Dr. Kevin Francis; Martha Henderson for the inspiration for my thesis, my fellow MES
students for support and all my generous participants: Dr.Richard Bigley, Dr. Gerardo
Chin-Leo, Dr. Martha Henderson, Dr. Lee Lyttle, Dr. Peter Robinson, Dr. Oscar Soule,
Dr. Edward (Ted) Whitesell, Dr. Shangrila Wynn, Dr. Pauline Yu. Finally, I would like
to think my wife and graphic aid Quynnessa Kauffman, and my loving and supportive
family.
.
viii
Introduction
Studies within Geography, Ecology, Engineering, Anthropology and other
disciplines consistently show value both in standardized test scores and qualitative
learning objectives resulting from higher education field trips not shown within
classroom education alone (Charles-Edwards, Bell and Corcoran 2014; Jacobson, Seavey
and Mueller 2016; Lei 2010a-b; Stumpf, Douglass, and Dorn 2008; Collinsfree 2014).
Field trips challenge students to contextualize their abstract knowledge based on welldesigned educational material. These valuable learning experiences were only possible
with substantial effort and planning by the faculty leading the field trips.
Though many studies exist about field trips within higher education, however,
after a considerable search of relevant academic literature I have found very little
information about the effect these experiences have on the faculty themselves, those
leading, organizing or facilitating these trips. The question remains, why would a faculty
take on the extra logistics, work and liability to incorporate field trips in their courses (not
just once but in the case of the senior faculty hundreds of times over the span of their
career)? More specifically: What benefits do faculty derive from leading field trips at The
Evergreen State College (TESC)?
TESC has a unique pedagogy that focuses on experiential learning; a key feature
to this learning strategy is the use of field trips. In the near fifty-year history of TESC, an
average of one third of the classes within the Environmental Studies curriculum included
a field trip component, resulting in thousands of field trips. This institutional knowledge
is a valuable source of data about the educational use of field trips, since many faculty
members have led multiple field trips over years of teaching.
1
Field trips represent a critical hands-on learning experience that can give rich
context to environmental issues. Field trips often incorporate a service component
benefiting the community directly. On these trips, relationships for learning are fostered,
and students can be transformed by these experiences. By pursuing effective education
on environmental issues grounded in experience, educators foster real world connections
with conservation, restoration, and community health. This thesis research shows that it
is not just the students who benefit and learn from field trips in higher education, but also
the faculty leading these trips who increase their knowledge base and understanding of
the world around them.
Literature Review
Field trips have long been a valuable teaching tool in higher education, taking us
to place-based experiences that explore more than just our theoretical understanding. In
this section, I will explore and discuss the benefits of field trips in higher education, as
well as the unique pedagogy of TESC. These will be discussed in more detail in the
sections that follow. Field trips have an emergent quality; when students and faculty are
cognitively, emotionally, and kinesthetically involved with what they are studying they
gain a better awareness of place and the real-world realities of the natural and social
environment (Algona & Simon, 2010). Field trips allow students and professors an
informal environment in which learning occurs that give context to environmental studies
(Foster, 1999). Studies within fields directly related to Environmental Studies such as
Geography, Geology, Ecology, Engineering, and Anthropology consistently show value
resulting from field trips, both in standardized test scores and qualitative learning
2
objectives (Charles-Edwards, et al. 2014; Jacobson et al. 2016; Lei 2010a-b; Stumpf et al.
2008; Collinsfree 2014). The Evergreen State College (TESC), and, in particular, the
Environmental Studies planning unit, have a rich history of programs incorporating or
even being built around one or many field trips. These trips could take an hour on
campus, or take weeks to trek across the globe.
This literature review will be broken into two main sections:1. The Benefits of
Field Trips in Higher Education.2. Historical & Current Pedagogy of TESC Which
Emphasized Environmentally-themed Field Trips. In the first section I give some
background about field trips in higher education as part of experiential learning and the
specific benefits that are gained by students, in an attempt to explain why educators
would take on this increased logistical work and liability. Next, I examine the particular
benefits resulting from field trips within environmental studies (and related fields). I
investigate the evidence that field trip leaders in higher education directly benefit from
leading these trips. Finally, I explain the gap in that literature within which I situate my
study. From my extensive search in relevant academic journals I have found very little
information focusing on the benefits experienced by faculty leading environmental
studies field trips; though many studies look at the effects of field trips on students
learning, and leadership skills.
The second section sets the historical context in which early pedagogy at
Evergreen developed and how this pedagogy has continued into the present. I argue that
the unique pedagogy at TESC helped to develop and sustained Environmental Studies
field trips as a core element of most past and current environmental studies programs.
TESC has a long history of field trips, collaborative learning environment, and detailed
3
narrative evaluations of courses by students. It offers frequent learning opportunities for
teaching faculty and I argue that leading field trips is one such opportunity. In the last
section, I transition into a discussion on critical reflexivity, in which I discuss the
methodology used in the study. I argue that my study topic is complimented by the use of
Grounded theory methodology and what my philosophical stance is.
The Benefits of Field Trips in Higher Education
Field trips are often associated with fun times during elementary school, usually
consisting of short walks through the local natural history or art museum, or attending a
play at the local theater. However, in many higher educational disciplines, field trips
become valuable educational tools. Academic literature concerning the use field trips
within higher education often include information about experiential education. I will
begin by giving some brief background information about experiential education, and
how field trips fit within this educational style.
Field Trips in Higher Education as Part of Experiential Learning
Experiential learning is a basic component of how humans learn about the world
around us, we experience events then create heuristics based on our experiences. As an
educational philosophy, Experiential Education owes it modern roots to John Dewey.
Dewey asserted that we make meaning, and learn from events, through the combination
of experiences and reflections on these experiences (Dewey,2009). This kind of
experience-based learning was then expounded in 1975 by Kola and Fry. In their 1975
4
“Towards an Applied Theory of Experiential Learning,” Kolb and Fry explored concrete
issues related to the learner and the learning context. They theorized that knowledge
developed through the grasping and transformation of an experience (1975). This
learning style emphasizes that experiences are not always educational or meaningful, but
rather that it is through a person’s reflection and elaboration on their experiences that
they gain knowledge and meaning; meaning is socially constructed and can be shared and
reflected upon after the experience. In 1984 Kolb proposed that experience is the source
of learning and thus educational development.(1984)
Kolb also believed learning from experience occurs in a cycle. The cycle has four
phases, not necessarily ordered, and students can enter the learning cycle at any stage: (1)
concrete experience, characterized by learning by encounter; (2) abstract
conceptualization, or by learning by thinking; (3) reflective observation, characterized by
learning by reflecting; and finally (4) active experimentation, also known as “learning by
doing” (Kolb,1984). In my limited experience with field trips at evergreen I feel that my
learning followed the phases. I learned directly by surveying vegetation with quadrats in
Pack forest, representing active experimentation. I learned from various speakers on our
trip from to the northern most point of the Olympic peninsula. Local tribal members from
the Makah spoke of the toll that the forces of colonialization have taken on their
traditional way of life and through abstract conceptualization I came to understand how
these forces are still effecting these people. Reflecting on my experience taking an
extended trip filming an environmental educational video I learned the amount of time
and work that goes into producing educational videos about energy.
5
These four phases are well represented in most field trips. By studying
information about the area or topic of the trip students are using abstract
conceptualization. Being in the field gives concrete experience, and offers an opportunity
for active experimentation, and most field trips studied in higher education incorporate
some reflective observation during and after the trip.
Experiential learning focuses on relationships and emotional connections to
content and the learning community (Goralnik et al., 2012). Studies involving emotional
and cognitive learning suggest that the two are enmeshed elements of a single learning
process (Goralnik et al., 2012; Zembylas,, 2007). By engaging students emotional,
cognitive, and physical relationships with the area of study, experiential education creates
a more holistic approach to learning than more conventional educational styles.
How Field Trips Benefit Environmental Studies and Related Fields
Experiential learning in higher education often takes the form of field trips,
internships or service-learning opportunities. Field trips to natural settings have been
shown to help students conceptualize human-environment relationship, important for
shaping their beliefs and values; these direct experiences in nature have been shown to
foster environmental awareness and care (Bogner, 2010). Erdogan et al.’s meta-analysis
of 15 ecology research studies undertaking field trips from 2000-2011 in higher education
in Turkey found that the selected studies benefitted students’ knowledge, perception, and
behaviors regarding the environment, as well as enhancing students understanding of
natural sciences (Erdogan et al., 2012). Students increased their knowledge about the
detrimental cost to the natural environment that humans pose (Jacbson et al., 2016) These
6
benefits are in keeping with the many studies reviewed in fields directly related to
Environmental Studies. Studies in Geography, Geology, Ecology, Engineering,
Anthropology, Sociology and many more disciplines consistently show value resulting
from field trips in higher education both in standardized test scores, and qualitative
learning objectives (Charles-Edwards et al., 2014; Jacobson et al., 2016; Lei, 2010a-b;
Stumpf et al., 2008; Collinsfree, 2014).
Some examples are as follows. Stumpf et al. indicated field trips appear to be
“effective methods for teaching students’ basic knowledge about desert geomorphology
in introductory physical geography classes, regardless of background and interest in
outdoor activity” based on standardized pre and post tests conducted. They also “found
that the passion and enthusiasm that instructors show in the subject matter instilled a
deeper sense of physical geography operating at the field site.” Colinsfree’s study of the
opinions of undergraduate engineering students towards a project based field trip
experience describes some qualitative benefits achieved.
Students compared the project favorably to their usual work due to its real-world
content and the chance to think and express their opinions. They saw its potential
to drive social change and wished for it to continue and expand for the benefit of
all students. The researcher saw the contrast in behavior before and during the
project, showing that students preferred out-of-class interaction to exclusive inclass study (Collinsfree, 2014).
Jacobson et al’s study titled “Integrated science and art education for creative climate
change Communication” reported,
A comparison of the pre-post surveys demonstrated that after the field trip,
descriptions of the causes and potential impacts of climate change in Florida
became more detailed, with more correct components. Fewer misconceptions
7
about weather and climate were evident after the field trip. Improvement in mean
scores in knowledge about the extent that climate change is viewed as
controversial among climate scientists was statistically significant. (Among art
class students, the pre-trip average was 3.55 and the post-trip average was 4.55
(paired t-test, t = -.268, p < 0.05). Among natural resources class students, the
pre-trip average was 4.4, and the post-trip average was 5.22 (paired t-test, t = 3.50, p < 0.05).) Based on the pre-post surveys, students in both classes provided
a greater number of and more diverse ideas for images and illustrations to
communicate about climate change after the field trip (Jacobson et al., 2016).
Benefits of Leading Field Trips in Higher Education
Field trips as educational opportunities have been a part of ecological studies and
the earth-science curriculum, especially at the post-secondary school level, since the
University of California at Berkeley first introduced them as a requirement for a degree in
1890 (Manner, 1995). Much has been written about the effect of field trips on students’
learning, but very little has been written about the benefits of field trips for
teachers/faculty. "Taking students on field studies is based on the premise that both
students and teachers benefit from such activities." (1995) Good faculty are always
looking for ways to expand their students' horizons as well as improve upon their own
teaching skills; field trips provide an opportunity to do both. Being well prepared for a
field trip makes the field experience an enjoyable, meaningful one for both faculty and
students.
Faculty can use field trips to hone their preparation skills. Planning a new field
trip begins with decisions made to link the classroom learning objectives to the field
experience to enable both the students and the teacher to derive maximum benefit from
the experience. Advanced preparation is the key here, and it involves reviewing available
information, setting identifiable goals and logical structures, visiting the site prior to the
trip—integrating the trip into the class with a sense of purpose. (Manner, 1995) The
8
number of field trips TESC’s Environmental Studies program takes requires the faculty to
acquire preparation skills quickly, resulting in a more confident, attentive staff. "The
building of better human relationships between students and between students and
teachers, and improvements of self-concept are additional benefits of field studies."
(Manner, 1995) Even at the university level, there have been significant increases in selfconcept, resulting from environmental investigation of field studies. (Hamm, R.W.,
1985).
A sense of cooperative learning develops as students work together in any
activity-based program of which field study is a component. Students learn to explain
things in ways that make them more understandable to fellow students. In addition,
students may find it less threatening to present ideas as a peer group rather than as an
individual. (Smith, 1993.) A student who finds a particular subject difficult may prefer
this method as well, many of these students may not feel as confident, and like the
security, and reinforcement that a supportive group provides. Observing students in an
informal cooperative learning situation also allows the faculty to evaluate the different
learning styles of each student. This helps faculty determine the best method to deliver
material to each individual student or group of students.
Field trips often promote bonding. Putting students and faculty together in unique,
unfamiliar situations creates opportunities for bonding and team work to occur. I
experienced this kind of team-bonding outcome when in 2016 I was included in a group
of four environmental studies students and one faculty from TESC that collaborated on
an educational video about energy production. We produced hours and hours of video
together, working collaboratively on editing and scouting locations for filming. At the
9
end of this extended field based class we were all good friends and could anticipate what
each individual’s strong suits were, and who to assign what parts of the project.
Being in an informal learning environment also allows students and faculty to
relate to each other in ways different than in a classroom. Faculty are no longer standing
in the power position at the front of the classroom. Traditional student/teacher roles
begin to break down when everyone needs to pitch in to achieve a desired outcome or
perhaps when everyone gets drenched in a unexpected downpour. Faculty may begin to
see the student in a new light as new abilities are discovered. Communication skills can
be improved by both faculty and students, skills that can carry over to the classroom
setting. Students may now feel more at ease to ask questions, or to ask for help, after
interacting with faculty in an informal setting. According to Manner, field trips also
provide "teachable moments... A teachable moment enables the teacher to explain a
single concept of interrelated concepts in the outdoor situation. These ’teachable
moment’ are also useful in dispelling preconceived notions of students." (Manner,1995,
p43)
During field trips, younger members of the faculty can observe and learn from
more experienced faculty members, benefiting both. The team teaching approach that
TESC offers is an excellent example of how first or second year faculty members can
develop their leadership skills, while having a senior member close by to assist if any
questions or problems may occur. This can result in a more relaxed, secure situation for
all. Faculty members feel a sense of accomplishment and confidence after leading a
successful field trip, further enhancing their leadership qualities.
10
Finally, most teachers/ faculty from kindergarten through college level aspire to
‘make a difference’ in a student's life and, as I have discussed earlier in this thesis, field
trips allow instructors to do just that, by providing opportunities to enrich lives, spark
interest, become better citizens, expand horizons, and even expose students to possible
future careers, this provides the educator an intrinsic reward.
History of Evergreen
The 1960's were a decade that changed our nation in many ways: people began to
question class values, protests for social rights burst out as the nation seemed to wake up
and demand change. Activists protested against war and for peace, women's rights, and
racial justice. The country seemed to try to begin to right itself when the 1964 Civil
Rights Act ostensibly guaranteed equal rights for all at least on paper. Demanding quick
changes, some young people often supported the violent call for justice, even as other
young adults turned to pacifism, becoming hippies, flower children, and responded with
"sit-ins". During this time, a reform movement in education was also stirring teachers
were encouraged to be creative, and experiment with new and innovative curriculums
like ‘new math, new science, even new music’ this was a time of theoretical upheaval
changing of the bases in math from 10, introducing a generation of high schoolers to
symbolic logic and teaching new music theory (Tomson, 1967). During this time
coordinated studies were burgeoning, experiments in team teaching at Berkeley and Santa
Cruz California as well as the development of a little-known college in the woods of
western Washington (Jones, 1981). The Evergreen State College was born.
The air was ripe for the acceptance of educational change. In 1967, the
Washington state legislature set up a new four- year college. Olympia was chosen as the
11
site. It was originally set up by Temporary Advisory Council of Public Education
(TACPHE) in 1967, as an answer to the desperate need to accommodate the (projected)
10,000 new college students by 1975.
Believe it or not, the college was not originally mandated to be innovative.
Neither TACPE or the legislature was specific about the curriculum to be developed,
other than in the identifying degrees to be authorized. (The Evergreen State College
Newsletter April 25, 1986) “The college was indeed born out of demographic and
geographic considerations." The innovate approach was traced to two key factors: a
report by a consulting firm, Arthur D Little, "who proposed the new college give a
greater role in planning to the educators... and academic offerings be organized along
problem lines and taught in an interdisciplinary context," and John McCann the President
of the new college, along with his planning faculty who included Mervyn Cadwallader,
one of the three founding deans. (The Evergreen State College Newsletter April 25,
1986)
President McCann encouraged innovation. Cadwallader had freshly arrived from
San Jose State College where he implemented an experimental program there based on
The Experiment at Berkeley which had taken place at the University of California at
Berkeley from 1965 to 1969 under the auspices of Joseph Tussman. Cadwallader also
was a disciple of Alexander Meiklejohn, the author of " The Liberal College," and a
strong advocate of interdisciplinary liberal education.
Cadawaller suggested the planning faculty all read Tussman's book, (Experiment
at Berkeley 1969) They did so, and "the rapid result was the structural, stylistic, delivery
12
features of the Meilkejohn-Tussman model were made the center of the Evergreen
curriculum. Inter-disciplinary programs would predominate at Evergreen." (Jones, 1981).
Evergreen's planning committee also decided against a letter grade system and instead
used a system of portfolios and written evaluations for the students as well as the faculty,
much like today. The Meiklejohn-Tussman pedagogy model remains in place today at
TESC.
"Meiklejohn insisted from the beginning that his curriculum's rationale was the
need for decision making citizens in a democracy to be educated enough to take
advantage of their own individual freedoms -not just for their own individual sakes, but
also for the sake of the society." (Jones, 1981) Parts of this seem to be similar to TESC's
current mission statement today:
As an innovative public liberal arts college, Evergreen emphasizes collaborative,
interdisciplinary learning across significant differences. Our academic community
engages students in defining and thinking critically about their learning.
Evergreen supports and benefits from local and global commitment to social
justice, diversity, environmental stewardship and service in the public
interest.(Evergreen’s current Mission Statement)
Evergreen's four core principles interdisciplinary studies, collaborative learning,
learning across significant differences, student engagement and linking theory with
practice--all relate back to the early days when the college’s visionaries adopted The
Meiklejohn-Tussman model. The team-taught interdisciplinary studies, learning
communities rather than departments, narrative evaluations of student work instead of
grades, no faculty rank or disciplinary departments all make Evergreen a unique learning
environment for not only students but also for the faculty and adjunct teachers.
13
The Environmental Studies program at TESC, use field trips as learning
opportunities. Field trips create a unique atmosphere and enable teachers to put the four
core principles in practice. One example from my own experience, in 2016 I was
included in a group of environmental studies students from TESC that collaborated on an
educational video about energy production. This extended field trip enabled us to get
involved with community stakeholders, those producing the energy and to see how this
energy was produced. Learning takes place between all participants, teacher-student,
student-student, and student-teacher, many times as well. For this research however, the
primary question concerning the academic system is not, "What is its effect upon the
students?" But rather, "What is its effect upon our teachers? "If we can get them rightly
placed in their relations to work, nothing in the world could prevail against them."
(Meiklejohn, 1981)
Reflexivity statement
To study the effect that leading field tips had on faculty I chose to use the
Constructivist Grounded Theory method to organize and analyze my data. In the
following sections I will discuss the methods I used and define some key terms. Before
these methods are discussed I will provide a reflexive statement. The reflexive statement
is especially necessary when using grounded theory methods in order to shed light on my
perspective and philosophical position that may shape my views as a researcher.
Reflexivity is a key tenant of research that probes a particular phenomenon and
seeks to induce theoretical concepts from the data collected about it. By viewing the
14
research as constructed rather than discovered researchers are required to examine their
conceptual predisposition or reflexivity. The constructivist approach to grounded theory
dispels notions of a value-free neutral observer (Charmaz,, 2014). Personal philosophy of
the researcher becomes a very important aspect of this type of research (especially for
those conducting qualitative analysis). Our personal philosophy defines what we consider
to be real and how we view legitimate knowledge about the world. Holding a bachelor’s
degree in philosophy, I have always found myself inexorably drawn to the study of this
discipline, and how our situated-ness within a philosophical position leads us to various
methodologies. In my undergraduate studies, I was influenced by constructivists and
existential phenomenology along with the qualitative methods that these epistemological
traditions developed. I was drawn in particular to the openness of these positions to help
understand a phenomenon from various perspectives.
Phenomenological methods within qualitative research focus on the participant's
experience, in order to obtain comprehensive accounts of those experiences.
Phenomenology uses deep description focusing on meaning, and intention to be found in
the lived experience (Mustakus, 1998). Phenomenological studies result in rich
descriptions of lived experiences, serving to provide understanding but not a causal
explanation of these experiences. For this research, I considered Phenomenology;
however, I was not interested in what it is like (in rich detail) to plan, organize and
facilitate a field trip at Evergreen within the Environmental Studies Planning unit. More
than that, I wanted to know about a process of human action and interaction. Namely, I
15
wanted to know what benefits do Evergreen Environmental Studies faculty derive from
facilitating field trips?
To answer this question, I turned to Constructivist Grounded Theory. Grounded
theory is used to study empirical events experiences and pursue potential analytic ideas
about them. Early Grounded theory studies emphasized causal relationships, however,
now many scholars use grounded theory for interpretive understandings. Constructivist
Grounded theory offers explicit guidelines and procedures that are also in line with my
personal epistemological stance that subjectivity is inseparable from social existence
(Charmaz, 2014).
Using Constructivist Grounded theory developed by Charmaz, I begin with the
assumption that social reality varies person to person, that it is constructed, and process
driven. Grounded theory methods serve as a way to learn about the socially constructed
worlds we study and develop theories to understand them. As opposed to an objectivist
approach to Grounded theory, Charmaz’s constructivist approach emphasizes that the
interaction between the researcher and participants in interviews cannot be neutral. It is
through active engagements with interview questions that ideas are formed and discussed,
constructing a mutual knowledge about the topic at hand. The researcher and the
participants both participate in a process known as data generation (Mills, Bonner and
Francis, 2006; Charmaz, 2014).
16
Methodology overview
Grounded theory begins with purposively (not randomly) sampled rich qualitative
data usually in the form of intensive interviews. The methods help to: first break down
the qualitative data into abstract codes, then to group these codes to common categories
or code families linking commonalities within the groups. These code groups then build
an abstract central theory grounded in the data that illuminates a process or phenomena
under study (Charmaz, 2014). This methodological structure was eluded to in Glaser and
Strouse’s early sociological work (Glaser and Strouse, 1975), and has been substantially
developed and refined with subsequent grounded theorists in wide ranging disciplines
according to Grounded Theory a Practical Guide from Mills and Burks 2015. Today
qualitative studies reporting Grounded theory methods are among the most numerous in
qualitative academic journals (Mills and Burks, 2015). Some studies using Grounded
theory methods fall short of creating a centralized theory that attempts to explain and or
predict a phenomenon; however, even when this is the case Grounded theory can excel.
The hallmark of Grounded Theory is the investigative process in which data is generated
and collected by the researcher to form a theory that is abstracted from, or grounded in,
the research itself. Grounded theory uses both inductive and deductive thinking, using
strategies of data collecting and analysis to generate a theory that develops a phenomenon
from the perspective and in the context of those who experience it (Birks and Mills
2015). Though it is difficult to draw common core codes from qualitative data coming
from many sources, when successfully created from this core, a Grounded theory
provides something powerful and directly applicable to the area under study.
17
My study utilized the main methodological tenets of Grounded theory:
simultaneous data collection and analysis, avoidance of pre-formulated hypothesis,
systematic coding, constant comparison, theoretical sampling, and theoretical
saturation (as developed and defined by Charmaz, 2014).
Simultaneous data collection and analysis, grounded theory method allows for
and promotes simultaneous data collection and analysis (Charmaz, 2014). This allows for
the continual analysis to drive the collection of subsequent data. Avoidance of preformulated hypothesis requires extant concepts to earn their way into a grounded theory
analysis by being evident in the data and not adopting them from the outset. Systematic
coding, the process of labelling single lines of text, sentences or incidences within data
with a short and descriptive name. During systematic coding the framework of analysis
develops leading to theoretical coding, critical for identifying themes and subsequent
theory development (Charmaz, 2014). Constant comparison involves making
comparisons during each stage of the analysis, comparing codes with other emerging
codes, as well as various data sets (often interview responses) with each other.
Theoretical sampling which is employed as an analysis technique that guides data
collection as the study progresses. The concepts and categories that have already emerged
from initial interviews on a topic and will be explored in more detail with follow up
interviews with the same or new participant. Finally, theoretical saturation reflects the
point at which gathering more data on the topic under study reveals no new codes or
insights about the emerging grounded theory (Charmaz, 2014).
The logic of theoretical sampling distinguishes grounded theory from other types
of qualitative inquiry. Theoretical sampling brings explicit systematic checks and
refinements into your analysis. You conduct theoretical sampling by sampling to
18
develop the properties of your categories until no new properties emerge. Thus,
you saturate your categories with data and subsequently sort and/or diagram them
to integrate your emerging theory. Conducting theoretical sampling can keep you
from becoming stuck in unfocused analyses. (Charmaz, 2014)
I conducted nine Intensive interviews with participants, which provided the data
for this study. Participants were selected based on their prior facilitation of field trips for
Environmental Studies courses at TESC, in order to discover the benefits of field trips for
faculty from the faculty standpoint. I provided participants with a list of seventeen
questions designed to prompt a discussion concerning the role of field trips in
Environmental Studies (included in appendix A.). Subsequent conversations loosely
followed these questions, allowing ample time for insightful comments not directly
related to the questions. These questions were then amended with more specific questions
added for subsequent interviews with new participants. This process represents
“theoretical sampling” the iterative process in Grounded theory whereby the analyst
simultaneously collects codes and analyzes data to decide what data to collect next and
where to find it.
Charmaz sees theoretical sampling as central to Grounded theory, and many
qualitative researchers follow but may not explicitly define (2014). Theoretical sampling
helps to raise the conceptual level of the categories thereby extending their reach. This
means that sample based on the constant analysis focusing future research on categories
that emerge from the data through analysis. As I developed and refined my codes and
categories, I gained insights to the major categories in my analysis. By engaging in
theoretical sampling, saturation, and sorting, I created robust categories and penetrating
analysis that were constantly compared, refined and grounded in the data.
19
Interview questions were open ended and some were omitted if the participant
covered the topic sufficiently while answering other questions. Interviews were audio
recorded and later transcribed (word for word) serving as data. The data was coded using
Nvivo qualitative data analysis software, with best practices adapted from Grounded
Theory: A Practical Guide and Charmaz’s Book Constructing Grounded Theory (Mills
and Burks 2015)
After transcribing each interview, I coded responses using various levels of
analysis. Grounded theory methods involve multiple conceptual levels of analysis initial,
intermediate and advanced, each stage is marked by abstraction and the collapse of
previous codes into a higher-level code to develop a more inclusive grounded theory
(Charmaz, 2014). ‘Memoing’ drove all the stages of my qualitative study using grounded
theory. Memos serve as unstructured notes about the process see figure 1 (Charmaz,
2014; Mills and Burk, 2015). Memos can cover any thought about the process, notes
about critical reflexivity to the first drafts of the final grounded theory. I used memoing
to create common code categories, collapsing those into core or axial codes that dominate
the final results in this study.
20
Figure 1 Memoing Drives the Grounded Theory Process
According to Charmaz “Axial coding is a type of coding that treats a category as
an axis around which the analyst again into a coherent whole after the researcher has
fractured them through line-by-line coding” (2014). Once initial and intermediate coding
is completed, some grounded theorists suggest searching for theoretical codes existing in
the literature. It is only at this fully developed stage (after the theory has been created and
grounded in the qualitative data) that we can look for similarities between the emergent
theory and existing theory.
21
As mentioned above, throughout the project, theoretical sampling continued as
attention was given to the developing categories and deeper observations emerged about
initial data. These observations were then factored in when gathering subsequent data. In
keeping with theoretical sampling, I elaborated on my initial questions with subsequent
interview participants. Also, to better understand some responses of the participants, I
conducted addition archival research into the foundational philosophy and current
pedagogy of TESC.
I continually looked-for data saturation of codes. Data saturation in Grounded
theory occurs when analyzing new data that reveals codes which fit in already existing
categories, and when these categories’ properties and dimensions are sufficiently
explained. The advanced codes represent codes that are theoretically saturated in other
words they are codes that are constant throughout all interviews (See figure 2)
22
Figure 2 Visual Overview of Grounded Theory Process
Coding stages
In Grounded theory methodology, initial or open coding is the first stage of the
coding process. In involves the several iterative coding processes, I began by reviewing
the data line by line to develop a rich code book, then I consolidated and abstracted codes
by reviewing the data looking incident by incident seeing what codes are redundant or not
23
pertinent (Charmaz, 2014). In this way, I identified key words or phrases, and labeled
them for future analysis as codes. Below is an example of line by line coding I conducted.
Figure 3 Example of Line by Line Coding
Intermediate coding is the second major stage of data analysis in grounded theory
methodology. This process maps the relationships between codes and helps uncover some
cohesive themes in the qualitative data (Charmaz, 2014). In this stage I began linking,
grouping and eliminating codes from the initial coding stage, eventually leading to axial
codes. Consistent themes emerge from the various data sets under study and lead to more
advanced coding procedures like Axial coding. In this stage codes that are relevant to the
phenomena understudy are condensed and redundant codes are eliminated. Below is an
example of some intermediate codes visualized to help draw out the relationship between
codes.
24
Figure 4 Visualized Intermediate Codes
Advanced coding furthers the analysis of relationships between codes and helps
uncover a cohesive theory in the qualitative data. Axial codes join various codes into
categories or themes to build a general framework that can help organize the results of
the coding process. Though not necessary, Charmaz, 2014 states that “[r]esearchers who
prefer to work with a preset structure will welcome having a frame.” The frame
developed by Strauss and Corbin applies a set of scientific terms to make connections
between categories visible. Axial coding arranges the data in new ways by creating a
25
coding paradigm which (1) identifies a central phenomenon, (2) explores conditions that
facilitate this phenomenon, (3) identifies the context this phenomenon occurs, (4)
Specifies strategies involved in the central phenomenon, and (5) delineates the
consequences resulting from the phenomenon. In my study to organize I first used the
axial codes to structure the intermediate codes relating to faculty’s opinions about field
trips in Environmental studies. Next, I used the coding category of ‘faculty learning’ as
the basis of another axial coding process to dive deeper into the phenomena of faculty
learning on these field trips.
Figure 5 Creating Axial Codes From Intermediate Coding Categories
26
Generating Theory: The final product of some Grounded theory studies is an
integrated theory that explains a process or scheme linked to a phenomenon under study
(Glaser and Strauss, 1967). The researcher generates this theory based on an extensive
understanding of the data, using it to explain or predict observed processes or schemes,
and, if done well, can inform practice in the area being studied.
Participant background
My study utilized an open-ended survey designed to aid in interviewing nine
current and prior environmental studies professors at TESC. The survey questions asked
participants to reflect on the significance of these field trips on faculty learning,
leadership development, and adapting to shortcomings. These interviews were then
transcribed and coded, generating over 50 pages of interview transcripts and over 150
initial codes.
I choose my participants based on these sample criteria: Each participant had to
be employed as a faculty member of the Environmental Studies planning unit who
facilitated a team-taught field trip. My study included nine faculty members who were
asked to describe their experiences leading memorable field trips. The participants
consisted of eight current and one retired faculty. The participants had a range of
expertise that encompassed both social sciences and natural sciences (see table for
individual expertise). Participants’ teaching experience at TESC varied from three to
thirty-three, with the average median age being 20.5 years. As may be expected, the
number of field trips varied, with more experienced faculty facilitating more field trips;
27
the two most experienced faculty members had facilitated approximately 200-300 field
trips and the least experienced faculty member oversaw four field trips. Most faculty
estimated facilitating more than two field trips in an average quarter.
Figure 7 Participants Areas of Expertise
Data generation
During the interviews, I asked participants about the role field trips fill within
Environmental Studies. From the transcriptions of these responses I developed my initial
codes and axial codes Then, as explained above, I set all of those codes within the more
comprehensive axial coding framework. The example of the general categories for the
28
axial coding paradigm follows (Figure 3).
Figure 8 Axial Coding Paradigm
. By utilizing intermediate coding, I was able to identify three main benefits of
facilitating field trips. Each of the core code categories represents quotes from all
participants. Later, in the advanced coding stage I created a diagram that includes all
intermediate codes as a way to visualize my axial coding. Results of this research
indicated that field trips help individuals actively engage in community, inspire students
to learn and develop new interests, and create a space for faculty learning. Below are
some short examples taken from the data that briefly illustrates these three core benefits.
Field trips engage people actively with the community
29
Martha Henderson, speaking about her goal when conducting field trips to
involve the wider community:
Ultimately my goal when taking people on a field trip is to get them to be aware
of the environment around them, to participate and understand see how other
groups of people around them may see them and define them, to get under the
skin of those people in a very respectful way, and to come to respect who those
people are, you may not agree with them but to offer them the same respect you
are asking from them.
Students Benefit from field trip experiences
Students can take inspiration from field trips and developed it into a career.
Richard Bigley indicated that a some of his previous students were inspired by the work
they did in the field and now work with him in the Department of Natural Resources for
the state of Washington. These students got interested and involved due in part to the
interactive field trips that Richard Bigley organized.
Lee Lyttle in the following quote talks about students learning from complex
experiences on field trips.
On environmental field trips, we study concepts and ideas, and processes, then
you get out there and you realize that these boundaries aren't as crisp as you see
them or as they appear in some textbooks or some articles or even in some labs,
students realize that things are not just black and white. There is an immense
amount of gray areas that are valid, and need to be a there, and how do you
recognize those and see the relationship between those? You can talk about how
important a creek or a river is, and when you look at it outside you see how it's
lined, and how in nature how plants and animals use it. What it does in terms of
cleansing the land and nursing the land, that's different then just reading or talking
about it.
Faculty Learn from Field Trips
Field trips create an opportunity for faculty learning: Through this study
eight main codes represented ways in which the faculty reported learning from the
process of facilitating field trips. Because faculty learning is the core code that I will be
30
examining I did developed another axial coding model that resulted in Figure 9 below
(also see appendix A.). In the section to follow as well as the conclusion I will give
examples of these eight main strategies and the consequences that faculty reported within
my interview data.
Figure 9 Axial Code Using Core Category of Faculty Learning
Finally, because the focus of my thesis is on the faculty learning which occurred
on field trips, a considerable length is dedicated to the eight main ways in which faculty
reported learning from field trips. Below are some direct quotes that help to illustrate
these eight strategies for faculty learning.
31
1. How to utilize field trips to enhance an environmental curriculum. 2. How to
teach effectively in an interdisciplinary team teaching environment. 3. How to cultivate
co-Learning, with other faculty, students and community members. 4. How to be open to
new and unplanned learning experiences. 5. Learning through experience (Experiential
learning theory developed by Kolb will help illustrate the four phases of learning from
experience witnessed in the study (A) concrete experience, learning by encounter; (B)
abstract conceptualization, learning by thinking; (C) reflective observation, learning by
reflecting; and finally (D) active experimentation, learning by doing” (Kolb,1984) 6.
How to foster and support student’s interests, and career goals 7. How to utilize field trips
for a greater community good 8. Discovering what only can be taught in the field. For
field trips to be a meaningful and effective learning tool, they must be relevant to the
class curriculum.
1 How to utilize field trips to enhance an environmental curriculum
Ted Whitesell responding to the question of how he has learned to organize field
trips as part of the curriculum.
I try to organize my field trips in a way that students are doing hands on learning
and not, a tour. I have seen field trips where it is more like a guided tour ... where
it's like, ‘ok, we are going to go here and we are going to listen to these people
talk to us then we are going there and let some other people talk to us and it's
almost like inviting guest speakers to class except it's outdoors. Which I think can
be a little mind numbing.
It is great to meet with people and I always do that, so that people that have a rich
local experience and knowledge… can meet students and they [the students] can
ask questions… [however,] Field trips need to be a coherent part of an overall
program so their needs to be related readings and seminar books and assignments
that are associated with the field trips so that they're not standalone lessons, but
are part of a much broader curriculum.
32
so, when we are planning our courses (I generally teach in teams you know,) we
start out early in the courses thinking about field trips and try to design readings,
and lectures and course activities around these field trips so they are really a
central part of the conceptualization and detailed planning from the very
beginning… So that means that students will have read some things that have
prepared them and have talked in class, and all of the lectures or maybe seen some
films, or have done all of the above before they go on the field trip and have a
sense of follow up as well. So hopefully it's a seamless whole.
2. How to teach effectively in an interdisciplinary team teaching environment
The Evergreen State College provides unique team teaching opportunities through
field trips. Through these field trips Faculty learns that there must be a single leader
among the group. Martha Henderson indicated learning from her past team-taught field
trips that “when you are on a field trip there can be only one leader”
You can collaborate on things but the idea of multiple leaders I don't think works
well. It is just like when kids develop the sense that they have two parents to
manipulate, and pit one against the other. I am more comfortable when there is
one leader. I have been careful about those boundaries.
Gerado Chin-Leo and others echo this statement saying…
So, there has to be one person that's leading and there has to be some consistent
rules. So that was the basic thing that we discussed, to allow opportunities in case
things that were unanticipated occur, to allow some time for group discussion
before we make a decision for that would affect the group.
3. How to cultivate co-Learning, with other faculty, students and community
members
Most field trips provide many different learning opportunities to both Faculty and
students. Faculty learn from each other, they also learn from the Environment that the
field trip takes place in, as well as any other stakeholders, for example; Native tribes,
Government agencies, or other community members.
33
Faculty to Faculty Co-Learning
Often field trips at TESC include at least two team members who have different
expertise and experiences that are shared between the Faculty members. This can help
Faculty learn from one another. Shangrila Wynn when asked, ‘do you feel like field trips
are a way for you as an educator to push yourself out of your comfort zone?’
[Field trips] are tremendous learning opportunities for faculty as well. For some
one that has been doing this for years would have a very clear idea of how to
prepare students before the field trip... Since I am fairly new here I had been
taking advantage of the opportunity to tag along with the more senior faculty
members who led these field trips. I use these trips as opportunities to learn more
about the local communities, and to figure out how I might design my own field
trips. This has been very wonderful for me, to be able to tag along and try and
learn more about the area's landscape and people. I want to incorporate certain
strengths this region has into my 2017 and 2018 classes.
Pauline Yu also indicated that she learned from fellow faculty members.
When I started out my first Fall and Winter quarter it was very Lab based, and
then in the Spring of 2015 I taught Marine Biodiversity with Eric, and because he
was the program coordinator and had arranged everything in advance. That was
really good for me because I could sort of be like one of the students, I could start
to learn how the Marine Science faculty at Evergreen approached teaching Marine
Science and learn about the field sites that they liked to go to. That was definitely
a really great learning experience for me as a kind of faculty training. I am really
grateful that Eric had the foresight to plan [the field trip] in advanced since I was
going to be attending as the junior faculty.
The Evergreen State College provides a hands on learning program to junior
faculty members by allowing them to team up with another more experienced faculty
member. They often teach by example, but also provide a non-threatening learning
environment at the same time, allowing the junior member to gain valuable experience
and confidence.
34
Student to Faculty Co-Learning
Faculty also can learn from students and often have particularly knowledgeable
students help add educational content to field trips. Lee Lyttle expressed that faculty learn
to involve students to help add educational components to the Field trips.
The other thing I learned is that you start to depend on students more, the more
experienced faculty actually seek out students that can make a field trip more
exciting, productive, and engaging.
Faculty Community Co-Learning
Other outside community members or Government agencies provide information
and share their knowledge and wisdom students, and Faculty alike.
Lee Lyttle said,
I connect with many agencies, tribes and Government identities. The world is full
of people with much to teach us. So, whether it is us talking to the tribes or us
talking about how the government works, and the interactions between these
different agencies, yes, there much to be learned.
Ted Whitesell, expressing some of what he has learned from being out on field
trips
It is so easy to live in a bubble and just make a lot of assumptions about the way
the world works. You really have to get out and meet with people and different
walks of life to see the land yourself and then that challenge is the preconceived
notions and assumptions that you start with, so it's really important for that
reason.
35
4. How to be open to new and unplanned learning experiences
Being continuously open to new experiences helps Faculty stay current while at
the same time allowing them to take advantage of new learning opportunities, as well as
dispel any preconceived notions that may have had.
Martha Henderson said,
What do you learn from leading field trips?
You learn that students respond in ways that you never anticipated. You always
have to be ready for the unknown and cross your fingers that nothing bad
happened, right? But that's always in the background, and we're so thankful that
the college allows us to do this. I think that we have to keep ourselves open to
new ideas and being out in the field helps that. Back off, enjoy life, because you
are really trying to get the students to take the leadership and figure out how to do
that.
Shangrila Wynn tells about learning to confront her preconceived notions by
directly meeting with tribal members.
I guess I did not really have any interaction with the Quileute tribe, I just read
about it in the case study. But it was really great to see the community members
in person. In terms of how my preconceived notion changed, --remember what I
was picturing when I first heard about the drum circle... a fire and some people
walking around it with drums-- well the drum circle actually happened in an
elementary school building. It felt like a very modern space, and I think that
speaks to the ways in which we tend to have stereotypical ideas of what tribes are
like, or what they are supposed to be like. And when we see them wearing
western clothing with athletic symbolism, it does not have to shock us. It is just
part of how cultures have changed in response to colonial forces. In this way, my
own preconceptions were challenged by what I saw.
In class, we read…. a case study detailing the youth in that tribe being very
proactive in drawing attention about the threats of climate change. At this time,
the tsunamis in the Indian ocean were all around the media, so the tribal youth
conducted civil disobedience, protests and such in order to draw attention to their
need for higher elevation land. That was an example of the use of tribal agency to
be empowered, as opposed to paying into a victimization narrative. We heard of
this work of the tribe, and the tribal youth with the guest speaker the following
morning [after the drum circle] so that was part of the learning experiences.
36
5. Learning through experience
Faculty engages in Kolb’s four stages of learning; effective learning is seen when
a person progresses through a cycle of four stages: (A) concrete experience learning by
encounter; (B) abstract conceptualization, learning by thinking; (C) reflective
observation, learning by reflecting; and finally (D) active experimentation, learning by
doing.
A. Concrete Experience (Learning by Encounter)
Ted Whitesell indicates that he learned from encountering unprepared students,
what to expect from inexperienced students.
So, I would say earlier field trips were a lot more ambitious and I guess I learned
how well prepared the students were for the outdoors in difficult conditions.
(Laughs)
And so I didn't want to ask too much of students, so on some of the earlier ones so
some of the students got really cold and wet, and you know I am somebody who
has spent a lot of times outdoors and I guess I am assuming too much of other
people, so I kind of learned those things as I scaled back on some of my
ambitions.
B. Abstract Conceptualization (Learning from thinking)
Shangrila Wynn talked about learning how an abstract concept like colonialism
and the tragedy of the commons is lived out within a community. She talks about
attending a drum circle at the Quileute tribal reservation, and subsequent guest speakers.
It was a learning opportunity for me, and I know from what students shared with
me after the trip that this trip was a very moving and very significant teaching
moment for the students as well... It was really a wonderful learning moment... to
see what happens when a people are removed from their access to land and
resources because the economic circumstances of the tribe was very clear to see.
Then hearing from the community members during the drum circle was very
informative as well, to cap that all up as a learning experience, I had arranged for
37
a guest speaker from the tribal office, that spoke to the various concerns and the
challenges that the tribes were facing vis a vi the national park services, where
they were not able to pursue their traditional hunter gather practices. The speaker
also talked about some of the victories that the tribe has won. One such example
is that the tribe was given a higher altitude 100-acre piece of property. So that the
tribe would have land if sea levels rise or in the event of tsunamis to relocate to.
This was motivated by climate disturbances. That was a nice update to the what
the students had learned about the case study
All of this came together as a teaching and learning moment, because we have
been discussing in class the tragedy of the commons Garrett Hardin’s supposed
seminal work in environmental studies. In which he really incorrectly
characterized what it means to use the commons. Traditional resource users have
use the commons in sustainable responsible ways. And it was with colonization
where these people were disenfranchised that certain kinds of environmental
conflicts arose for them. Just to see a real-world community --not in the third
world far away that is the subject of our readings and discussions in the
classroom-- but a community right here in our back yard serves as an example of
a disenfranchised community that were severed from their traditional commons.
And to see the real-world ramifications of this displacement was a very powerful
learning moment!
C. Reflective Observation (Learning by Reflecting)
Faculty learn to reflect on pervious experiences and plan for contingencies,
especially when they are far away from campus.
Peter Robinson
You also learn, once you're out in the field you don't have the resources you have
if you were at the college itself, it's like being on a road trip and you realize you
forgot something well you forgot it, well you don't have it, you have to make do
with what you have. You have to figure out plan to Plan B or Plan C.
So you learn, that wheels fall off, things happen, not only is that good for the
faculty to be reminded of constantly but it is a learning process that the students
may not know, the faculty knows it and they just have to remind themselves
sometimes. For the students to learn that this is business as usual, wheels fall off
things break, things get lost and that kind of thing. So, what are we going to do
about it what's the plan? Talk about it, think about it, and make a plan, keep on
moving. Field trips will teach you more than if you were in the labs and your 60
seconds away from running upstairs and grabbing another one and coming back
again, you can't do that in the field.
38
Faculty often reflect on what learning components were especially valuable or
effective within field trips.
Richard Bigley
[A good field trip] gives the students a chance to build on their previous
foundation and give them a foundation to take all this information and synthesis it
into knowledge and something it hasn't been before... Field trips may be a
relatively small amount of time in a learning program, but I think the impact of
this is disproportionately high. The greatest example of that this was a year ago I
took a tropical ecology class to Costa Rica with another faculty member, and we
had the quarter to prepare and then the field trip was during spring break.
Each student kept a journal and the last entry I had them make was, "How has this
field trip impacted you?" I had been traveling the tropics for 30 years and I
remember my first trip, and reading how insightful and thoughtful their comments
were, and how deeply it impacted them, totally convinced me that a field
component for Environmental Studies is essential.
Martha Henderson
[Field trips can be] transforming experiences.
The undergraduate trips that I did that really stand out in my mind, one of them
was extremely successful and the other one upon reflection, I learned a hell of a
lot from, and I don't think I would ever do it again. That was taking a group of
undergraduates from a class called ‘Exploration.’ I took this group of students and
we started on the Idaho border and we walked all the way to North Bend [across
the state of Washington] on the ‘Rails to Trails’ project.
D. Active Experimentation (Learning by Doing)
I asked Peter Robinson how he developed his strategy for teaching on field trips.
He responded by saying...
I developed my strategy just like I did to work on cars. I've been with people who
say how do you know how to do that? I say well let me show you my busted
knuckles, you know you break a lot of stuff. I had a teacher who was a physicist,
best teacher I ever had, for various reasons but he used to build nuclear bombs
before he decided to stop that and start teaching instead. He used to talk about the
39
"Smoke test”, whenever we were setting up a complex lab experiment, and we all
had to learn, what do you mean by the smoke test? And he said, well, get all the
equipment that you think you would need, you check the equipment, you check
the setup, you hook everything up, if you think it's done right, and then yes you
turn it on, if it smokes you turn it off. And I thought, well that’s good! That is the
smoke test. And you learn these things by, (I could say unfortunately but it is the
way all of life works) you learn them by doing your best. Then you see what
works and why it doesn't work. And there will always be corrections, always be
things you didn't think of, no matter how careful you do it, at some point you have
to move from thinking, to planning, to doing… It is like reading a book on
cooking, you can read a thousand books on cooking, and you're not a cook. You
got to turn the stove on, you got to chop stuff, you have to do things... This is
what happens in the field.
6. How to foster and support student’s interests, and career goals
There are many ways either, inadvertently or overtly that faculty can shape a
student’s future. Through field trips Faculty provide many new experiences to students
that may lead to new ways of thinking, inspiration, or even career choices. Ted Whitesell
illustrated field trips transformative effect with his statement below.
[Field trips] also can be a launching pad or try to make it a launching pad for
students to get involved with the things that were looking at so for example, when
we meet with any kind of natural resources manager with the municipal, state,
federal government, or tribal government, I ask them as part of what they talk
about with the students, to include their own personal trajectory , how they found
opportunities , how they got involved with the profession that they have , it
models for students the options for them, and gives them things to think about,
someone to bounce ideas off of. It opens up opportunities for internships and
things like that. So besides just teaching about the issues, and challenging the
students to think in different ways and to question their own assumptions, and
some of the things I was talking about before, we can open up some practical
options and inspire people to think in some new ways of some potential options
for them.
Richard Bigley
Well a number of my past students are employed in the Natural resource
management arena and I've worked with many of them. One of my previous
students, matter-of -fact three previous students are now employed at the
Department of Natural Resources. One is employed at a technician level, one that
40
is a frontline supervisor, and one is an assistant division manager. So, they have
not only get to apply the information but bring all their other strengths together.
Gerado Chin-Leo
I have seen many students that a field trip has really helped them make a decision
about what to do and what to pursue.
Martha Henderson
For our Arctic class, we took people to the North Cascades...Another person from
this class got so connected with a bunch of other women researchers who do
research on Antarctica, that she is going to go to graduate school and her hope is
to get hooked up with these people and now I have hooked with these people (in
Antarctica) so now it's become this international connection.
Shangrila Wynn
Where if students are really engaging with local communities even in such limited
field trip experiences this might make them better prepared to engage with
community members as part of their job eventually. Using these field trips to
understand issues in their fuller complexity, I hope that it is not a big surprise,
when student go out into the world as environmental scientists that they encounter
push back against what you are trying to do as environmental work.
7. How to utilize field trips for a greater community good
Evergreen has been involved in many projects that have benefited our local
community. In some instances, the knowledge and information gained from field work
done through TESC has had a national and global impact. Faculty learn how to
incorporate an end goal that will help community stakeholders as an outcome of a field
trip.
Oscar Soule reflected on a project based field trip that he had taken with his
freshman students in 1971.
A group of freshman did the first quantitative assessment of hospital waste
anywhere in the country. My wife was an epidemiologist at the hospital, and I had
41
been reading about cities having to pay in absorbent amount of money to dispose
of hospital waste because of contamination because it had to be handled very
carefully or you will get sick. I found out the people behind the movement to get
cities to get hospital waste categorized as dangerous, where the waste disposal
companies because they could charge more to dispose of it. So, I looked into it
and tried to find out how much waste was generated per patient, there were no
data fields.
The city of Olympia was in the process of shifting their landfill. So, I came up
with the idea that we would do a survey of all the waste that was generated in the
hospital, except for what was generated by the offices, and we wrote a report and
gave it to the city of Olympia. My wife was connected to many people all across
the country and one of the people happened to be from The University of North
Carolina, and a person there, who was outstanding in the field of handling
hazardous waste, was very excited when she reviewed our survey about hospital
hazardous waste, and took our results and published a report on them, which
represented the first national data on something of this kind. And this was done
by Evergreen freshman in 1971.
8. Discovering what only can be taught in the field
There are just some things in life that need to be experienced first-hand or closeup and personal, field trips provided these valuable experiences that a classroom cannot.
When asked what makes a good field trip, Ted Whitesell responded.
I think all good field trips have very similar traits in terms of how it opens
student's minds, how it sheds new light on the subject that would not have
otherwise existed by just studying indoors, how it builds solidarity between the
students and more of a learning community so those are common traits I can't
really think of one that stands way above the others in those aspects.
When I asked Peter Robinson what is special about learning on in field trips as
opposed to learning that takes place in the classroom. He said,
I can describe and illustrate a lot about the forest but until you wander about,
until you experience the smell of smoke from a burning fire, until you talk to
landowners about their issues, there is a lot of things that I can say that won't have
the same impact as if you experienced it yourself. Even simple things like, people
say, ‘I have a lot of experience in the forest I hike all the time’ I say, ‘oh great
we're going to climb up this hill and we're going to look at this gradient of soil
from the bottom of the hill to the top of the hill’ and they look perplexed. They
come back no say, ‘I didn't realize it was so soft off the trail, I didn't realize there
42
were so many things to climb over.’ So, it takes what many people assume is
familiar, and it rocks their confidence a little bit when I show them things that
have been like right in front of their face, and they've never seen it. That's what
they get out of a field trip.
Ted Whitesell talked about the learning from differing stakeholders at a field trip.
This illustrates the different demands that specific groups place on a landscape.
It was a nice field trip going from the Bonneville Dam up the Gorge and then to
meet with the Yakima tribe. We have done that at their tribal center there, we take
the students to the museum and meet with tribal leaders there who portray a very
different picture of the Dams and I think it is very important to expose students to
the different kinds of perspectives and the different types of authorities.
The Army Corps of Engineers, for example, [who the students and faculty spoke
with previously], knows a lot about their business and so do of course, the
members of the Yakima tribe, and they can speak with so much more authority
that I could on those issues that's another reason to take a field trip and You know
I can translate, interpret, and simplify, but I can't authentically represent these
viewpoints.
Conclusion
As Environmental issues threaten the very existence of the human species,
Environmental Studies programs become vital to our survival. Field trips can be an
important part of Environmental Studies programs. Ultimately, the theory that was
grounded in my data was that field trips within the Environmental Studies program at
Evergreen offer a learning process that helps faculty become more engaging and effective
educators. All faculty interviewed agreed that field trips help both students and faculty
learn together. Talented, educated, well-prepared faculty are needed to teach and lead our
future environmental leaders, as well as prepare and inspire younger faculty and staff
members. Field trips provide co-learning experiences for faculty and students, actively
engaging all in attendance in hands on learning while developing critical learning
skills. Perhaps just as important, they provide fertile on-site learning grounds for faculty
43
members; places for personal experiential growth, as well as a transfer of knowledge
between faculty members. While on these field trips students and faculty are kept up-todate on current and local issues and practices of monitoring and assessing the
environmental health of the area. Another common consequence that was mentioned
among all participants was when faculty lead field trips they make lasting connections
with students, other faculty, and community members.
During interviews carried out for this thesis research, many of the faculty
members at Evergreen mentioned the unique formative pedagogy that continues today at
TESC, the idea of interdisciplinary, hands-on, co-learning approach to learning as the
reason they were drawn to teach there. Field trips embody these ideas, as well as the four
core themes of The Evergreen State College: Integrated, interdisciplinary learning;
Individuals engaged in community; Environmental stewardship and social justice; and
Diversity and equity. In this kind of atmosphere, an abundance of learning takes place
between all involved but is especially beneficial to junior faculty members who attend
field trips with a senior member. I cite many examples throughout my thesis where Junior
faculty felt much more at ease and confident when accompanied by another more
experienced member, resulting in a unique form of on-the-job training. Peter Robinson
summed it up well in his interview:
The draw for me to Evergreen was the collegial relationship, the co-learner
relationship between students and faculty. The fact that we learn collaboratively,
and teach collaboratively. We don't achieve by climbing on the backs of others,
we do it by reaching out a hand and helping others learn. That just opens up
worlds.
44
I was surprised when doing my research by how little studies have been done on
the topic of the benefits of field trips for faculty members. A plethora of studies exist
about the benefits of field trips for students, but very little is written about the faculty
benefits. I believe this is an important issue that needs even more attention. There is
much to be learned in this area.
Based on what I have learned, I would suggest TESC set up a formal program for
pairing senior and junior faculty members on field trips. A formal program, spelling out
goals and responsibilities for both, seems to be in order. Faculty members do a fantastic
job leading field trips at Evergreen and at transferring their knowledge; such a program
could only enhance the faculty's experience and knowledge transfer. By identifying
strategies of potential learning there's a lot of room for study. I believe a mixed method
study, as well as a pre and post field trip assessment; focusing on the reflection of
Environmental Studies faculty would be a great place to start. This could take the form of
a formalized reflection process which would be required by the faculty that facilitate this
program.
All participants interviewed indicated that field trips were vital to the
Environmental Studies program and to the learning of both faculty and students. The
faculty interviewed agree that resources should be allocated for the continuance of field
trips. Ted Whitesell agrees, stating,
Evergreen needs to make a permanent commitment, (to field trips) as they are a
part of our pedagogue so we need the commitment of resources… also faculty
development, some Summer institutes that help faculty share information about
field trips and how to lead field trips, and all these things are necessary from an
institutional standpoint and important that they never go away...I think it's really
important that the college has continual field trips, and especially ones here in our
community.
Another benefit of field trips is the lasting and meaningful connections faculty
make with students and community members. Ultimately, students can achieve career
45
goals by utilizing these connections. Richard Bigley noted that a number of his past
students are employed in the Natural resource management arena and he has worked with
many of them. “One of my previous students, matter-of-fact three previous students are
now employed at the Department of Natural Resources” where Richad Bigley also
works.”
These events transcend the merely practical. Field trips can provide an experience
of awe and reverence for our shared natural environment. As Martha Henderson
illustrates,
We went to an observatory, there was this wonderful man that worked there that
let us come and look at the stars and the constellations and then that brought up a
chart that showed us the skies full of the stars over the Eastern Mediterranean
3,000 years ago. [caught up in conversation] I was worried and went looking for
the students and found them in the parking lot on their backs, looking at the stars.
The students said, we have never seen a place where there is no light pollution,
we have never seen the Milky Way, and I just wept. And I said if I never do
another thing in my Academic life, it's OK, this was the goal.
By combining classroom learning and field trip experiences, students and faculty
alike connect to the environment in a much deeper and more profound way. This holistic
approach helps to create caring and informed citizens, and inspire the next generation of
champions for the environment.
46
References
Alagona, Peter S., and Gregory L. Simon. "The Role of Field Study in Humanistic and
Interdisciplinary Environmental Education." Journal of Experiential Education 32.3
(2010): 191-206. Web.
Birks, Melanie, and Jane Mills. Grounded Theory: A Practical Guide. London: Sage,
2015. Print.
Bogner, Franz X. "The Influence of Short-Term Outdoor Ecology Education on LongTerm Variables of Environmental Perspective." The Journal of Environmental
Education 29.4 (1998): 17-29. Web.
Bryant, Antony, and Kathy Charmaz. "The SAGE Handbook of Grounded Theory."
(2007): n. pag. Web.
Charles-Edwards, Elin, Martin Bell, and Jonathan Corcoran. "Integrating Undergraduate
Fieldwork into the Study of Human Mobility." Australian Geographer 45.4 (2014):
505-19. Web.
Charmaz, Kathy. Constructing Grounded Theory. London: Sage Publications, 2014.
Print.
Charmaz, Kathy. Constructing Grounded Theory. London: Sage Publications, 2014.
Print.
Charmaz, Kathy. Constructing Grounded Theory. N.p.: n.p., 2014. Web.
Collinsfree, Zia. "Opinions of Undergraduate Engineering Students towards an Out-ofClass Research Project." The International Journal of Assessment and
Evaluation 20.4 (2014): 45-64. Web.
Dewey, John. How We Think ; &, Experience and Education. Denver, CO: Reprinted by
Frederick Ellis, 2009. Print.
Erdogan, Mehmet, Sahin Akbunar, Ummu Ozlem Asik, Hamit Kaplan, and Cigdem
Guzle Kayir. "The Effects of Demographic Variables on Studentsâ™ Responsible
Environmental Behaviors." Procedia - Social and Behavioral Sciences 46 (2012):
3244-248. Web.
47
Foster, John Bellamy. "Marx's Theory of Metabolic Rift: Classical Foundations for
Environmental Sociology." American Journal of Sociology 105.2 (1999): 366-405.
Web.
Glaser, Barney G., Anselm L. Strauss, and Elizabeth Strutzel. "The Discovery of
Grounded Theory; Strategies for Qualitative Research." Nursing Research 17.4
(1968): 364. Web.
Goralnik, Lissy, Kelly F. Millenbah, Michael P. Nelson, and Laurie Thorp. "An
Environmental Pedagogy of Care: Emotion, Relationships, and Experience in
Higher Education Ethics Learning." Journal of Experiential Education 35.3 (2012):
412-28. Web.
Jacobson, Susan K., Jennifer R. Seavey, and Robert C. Mueller. "Integrated Science and
Art Education for Creative Climate Change Communication." Ecology and
Society 21.3 (2016): n. pag. Web.
Jones, Richard M. Experiment at Evergreen. N.p.: Schenkman, 1981. Print.
Landis, Carol. "Teaching Science in the Field. ERIC Digest." N.p., 31 Aug. 1996. Web.
Lei, Simon A. "Assessment Practices of Advanced Field Ecology
Courses." Education 404th ser. 130.3 (2010): n. pag. Print.
Manner, Barbara M., and Robert G. Corbett. Teacher's Guide: Environmental Atlas of the
Cuyahoga Valley National Recreation Area, Ohio. Monroeville, PA: Surprise
Valley Publications, 1990. Print.
Meiklejohn, Alexander, and John Walker Ed. Powell. The Experimental College. N.p.:
Seven Locks, 1981. Print.
Mills, Jane, Ann Bonner, and Karen Francis. "Adopting a Constructivist Approach to
Grounded Theory: Implications for Research Design." International Journal of
Nursing Practice12.1 (2006): 8-13. Web.
Moustakas, Clark. Phenomenological Research Methods. Thousand Oaks, CA: Sage
Publications, 2010. Print.
"Newsletter The Evergreen State College April 25, 1986." N.p., n.d. Web.
48
Simon A., Lei. "Field Trips in College Biology and Ecology Courses: Revisiting Benefits
and Drawbacks." Journal of Instructional Psychology 37.1 (2010): 42-49. Web.
Stumpf, Richard J., John Douglass, and Ronald I. Dorn. "Learning Desert
Geomorphology Virtually versus in the Field." Journal of Geography in Higher
Education 32.3 (2008): 387-99. Web.
Thomson, William. "New Math, New Science, New Music." Music Educators
Journal 53.7 (1967): 30-83. Web.
Tussman, Joseph. Experiment at Berkeley. New York: Oxford UP, 1969. Print.
Zembylas, Michalinos. "Theory and Methodology in Researching Emotions in
Education." International Journal of Research & Method in Education 30.1 (2007):
57-72. Web.
49
Appendices
Appendix A. Questions Asked Participants
1. Name
2.Date employed as Environmental Studies Faculty at TESC.
3. Roughly how many field trips have you attended at TESC as a teaching faculty
(Including out of the class but on campus learning experiences) ?
4. What brought you to Environmental studies (is it connected with being in the
field or directly exploring the environment under study)?
5. Did the chance to lead and arrange field trips factor in your choice to become a
TESC Environmental Studies Faculty?
6. Please tell me about some of most memorable field trip within the context of a
TESC program that you helped to facilitate.
7. What did you do (academically and logistically) to prepare for your trip, both
for your class and personally as an educator?
8. Why was this trip memorable?
9. What challenges did you face before, during, and after, the trip?
10. How were challenges managed, mitigated, or overcome?
11. How did you incorporate outside agencies or groups to give context to
students?
50
12. What significant learning experience have you gained from leading field trips
at TESC?
13. Do you feel that leading multiple field trips effected how you teach within
subsequent field trips, if so how?
14. What educational role do field trips fill within Environmental Studies?
15. What can be gained conducting field trips as opposed to in classroom
learning, are these benefits both for student and educator?
16. When planning your programs within Environmental Studies are field trips a
central focus?
17. Is there anything else that you would like to add about your experiences
teaching Environmental Studies using field trips; do you have any particular
insights you would like to share?
51
Additional Graphic Support Appendix B
Details of figure 9
52
Details of figure 9 continued
53
Word cloud involving all interview transcripts representing word size as frequency used
within data over five letters long
54
