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Access to field experiences can increase participation of diverse groups in the environmental and natural resources (ENR) workforce. Despite a growing interest among the ENR community to attract and retain diverse students, minimal data exist on what factors undergraduate students prioritize when applying for field experiences. Using a nationwide survey of US undergraduate ENR students, we show that attracting most students to field experiences—especially racial or ethnic minority students—will require pay above minimum wage. However, the concurrent landscape of pay in ENR fell short of meeting many students’ pay needs. Aside from pay, ENR students valued training in technical field skills and analytical or research skills, working with their desired study species or taxa, and working near school or family. Additional barriers beyond limited pay included incompatible schedules and noninclusive work environments. Our findings provide important insights for attracting a diverse workforce to this critical stage in career advancement for students in ENR.

Recent literature has demonstrated the importance of fieldwork in geology. However, as resources become scarce, field experiences are often targeted for cuts. This was the case at the University of Calgary when massive enrollments placed a tremendous burden on resources. In courses throughout, field trips and other excursions were eliminated, making it so students do not have any field experiences until their third year. In response, we have developed three virtual field experiences (VFEs) of geologically relevant locations near Calgary. A burgeoning technology, VFEs offer advantages of convenience and versatility when compared to actual field trips. Our VFEs comprise drone-captured images used to form high-resolution 2-D photomosaics and 3-D computer models. We piloted one VFE in an introductory geology course. We wanted to understand how students engaged with the models so that we could make the VFE as effective as possible. Observing student engagement over two iterations allowed us to make changes to the activity. We found that students had difficulties with the VFE's open endedness. They also demonstrated difficulty with the relationship between observations and inferences. This is indicative of a broader issue with how geology (or science in general) is taught. Traditional instruction in geology places great emphasis on the \"what\" of geology as opposed to the \"how.\" We contend that teaching geology with more emphasis on how geology works will help students develop a better understanding of the relationship between inference and observation, enhancing their fieldwork and their understanding of science.

There has been a call for social work programs to better prepare students for field education. This qualitative study examined an innovation titled Practice Fridays developed to enhance competence in MSW students in a classroom setting. Students (N=57) described what they learned through this simulation-based learning activity and the processes that facilitated their learning. Students reported an enhancement in knowledge, skills, professional judgment, and self-awareness, attributed to observed practice, focused feedback, and guided reflection. Findings suggest that holistic competence can be developed in the classroom when using holistic teaching methods. These findings support simulation as an innovative method of teaching holistic competence in the classroom to prepare students for field learning.

The authors consider the future of special education personnel preparation by responding to an overarching question: What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future? In answering this question, they summarize current trends in the context of schooling and special education (i.e., Common Core State Standards [CCSS], multi-tiered systems of support [MTSS]) and what these contexts demand of special education teachers. The authors propose a practice-based model for fostering effective special education teacher performance. Grounded in the science of learning, the model includes approaches in teacher education that align with this literature. Implications for implementing the model are provided, which recognize current constraints on schools and colleges of education, to better promote this model for fostering effective performance.

Although field and research experiences have been shown to help retain students in the geosciences, there is less known about how and why this is the case. We created a field-based research experience for five students with a range of backgrounds and prior experiences. We used mixed methods case study research to identify affect-related persistence factors influencing geoscience interns during a field-based research experience, to interpret how the experience elicited those factors, and to explain why the factors influenced students' intention to persist. The study is framed within the Social Cognitive Career Theory and Geoscience Identity theoretical frameworks. Results indicate that the students in this field-research experience were influenced by five main factors: increasing self-efficacy, discovering people as resources, developing a geoscience identity, making connections with Earth, and maintaining interest. The first three factors have important social aspects to them that were impacted by the design of the field experience. The field experience contributed, positively or negatively, to the students developing the self-efficacy to succeed as a geoscientist and the geoscience identity needed to pursue a geoscience career. Therefore, these affective reactions of the students to the field experience, rather than cognitive reactions, played a key role with regard to impacting their intention to major in the geosciences.

In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education- signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student performance, peer accountability, the view of adaptive anxiety, and accountable talk. This article asserts that practicum effectiveness could be enhanced by a broader application of Shulman's criteria through a greater emphasis on group structures for learning/teaching in the field.

The HEAL Prevention Cooperative (HPC), a subset of the HEAL Preventing Opioid Use Disorder (OUD) Research Program, addresses the evidence gap of interventions for populations at higher risk for opioid use initiation, escalation, and disorder. Designed to yield programs that can be scaled up for dissemination, the studies address topics critical to systematic implementation including data harmonization, intervention costs, culturally responsive services, community engagement, working across the continuum of care, and bringing interventions to market. Ideally, interventions found to be effective will be considered for adoption by community stakeholders. However, the introduction and sustained use of evidence-based approaches remain challenging across the prevention field. Using SAMHSA/CSAP’s framework for describing a modern and effective prevention system (Early Action, Easy Access, Effective Delivery, and Equitable Opportunities – the 4Es), this commentary describes ways to engage states, jurisdictions, territories, tribes, and communities to apply the lessons learned and pre-position their respective prevention systems for broad-scale implementation of HPC interventions.

This study is motivated by an ongoing debate about the kinds of schools that make for the best field placements during pre-service preparation. On the one hand, easier-to-staff schools may support teacher learning because they are typically better-functioning institutions that offer desirable teaching conditions. On the other hand, such field placements may leave new teachers unprepared to work in difficult-to-staff schools and with underserved student populations that need high quality teachers the most. Using administrative and survey data on almost 3,000 New York City teachers, their students, and their schools, this study finds that learning to teach in easier-to-staff field placement schools has positive effects on teacher retention and student achievement gains, even for teachers who end up working in the hardest-to-staff schools. The proportion of poor, minority, and lowachieving students in field placements is unrelated to later teacher effectiveness and retention suggesting something beyond student populations explain these results.

Teacher educators globally have argued that developing coherent programs can combat the fragmentation that often characterizes teacher education and better support teacher learning. Yet, there is little research on coherence in mathematics teacher education, especially from the perspectives of preservice teachers. To that end, in this article, we report how 13 secondary mathematics preservice teachers (PSTs) from one teacher education program perceived their program as coherent, specifically attending to the ideas and practices PSTs engaged with and the settings in which they engaged with those ideas/practices. Based on participatory diagramming interviews and network analysis, we found that PSTs experienced two main sources of incoherence. First, although PSTs had opportunities to learn about equity from multiple settings, they did not perceive that equity and other aspects of mathematics instruction together were coherently organized. Second, PSTs reported learning about two opposing instructional approaches—direct instruction and inquiry-based instruction. PSTs reported that opportunities to learn about inquiry-based instruction were primarily isolated to courses taught by the mathematics education program and were contradicted by learning and experiencing direct instruction in their special education courses, mathematics courses, and field and student teaching experiences. Findings highlight a need to attend to issues of equity, as well as connections among university coursework and between coursework and field. Based on our findings, we conclude with implications for how teacher education programs might respond to and engage with incoherence to support PST learning.