instructor should ensure that the data is collected and sorted properly. It is also advised to keep a personal copy of the data for verification and future use, such as sharing it with a colleague in another subject area (e.g., a mathematics instruc- tor who can use the data to help students perform statistical analyses). In the pine survey, the data was analyzed and stored on
an annual basis. Each new cohort of students was only given the stored data sets collected by past students after conduct- ing their own in-field data collection. By withholding past data sets, students are motivated to be as precise as possi- ble in their data collection since all their collected data will later be compared to the stored data sets and analyzed. Once comparison and analysis of the data are completed, students are tasked with submitting a single, detailed class report which is shared with the field partners as well as saved for future classes. As more data is collected annually, the anal- ysis of it becomes more detailed, allowing for future classes to calculate the average growth rate of the P. caribaea trees in that region, which could be critical data for botanists and environmentalists.
Challenges
As weather can be unpredictable, it is best to be prepared with suitable clothing for sunny conditions, while also ensur- ing that students have raincoats and all necessities to remain warm and dry if a storm hits. Sometimes planning for these activities can be a bit over-
whelming and stressful, which can lead to human error like forgetting necessary field equipment. In times such as these, there is no need to panic — a quick phone call to your field partners could easily rectify the issue. This is why network- ing is important. Once a solid network is established, your field partners will more than likely assist you in whichever way they can — in some cases, even loaning you equipment. Another challenge is keeping everyone working as one
cohesive group. Attitudes and egos might get in the way of efficiently collecting and analyzing the data. Therefore, constant check-ups and talks with the group are essential to ensure group cohesiveness. If issues do arise, try to settle them immediately; don’t let emotions build, as this can result in larger issues, later ruining what had otherwise been a pleasant trip for most. Instructors must be mindful that some students may not
feel comfortable attending field trips. If so, simply talking to them individually may help to alleviate some of their doubts. Occasionally, no matter what is said, some students will never change their minds; in such cases, it is best to just let things be. There is no sense in coercing unwilling students onto a trip, as doing so could negatively impact the mood of other students, instructors, or field partners, which could in turn affect learning and the efficiency of carrying out assigned tasks. At the start of the pine project, I was overly enthusiastic
and brought 30 students to do the field activity. We decided to work in groups of about 15 students per lecturer, but that was stressful and didn’t work well. After that experience, we decided to work with smaller groups of about 10 students and two lecturers, and this worked perfectly for us.
Students observing beetle larvae Page 28 Green Teacher 119
Students measuring charring height
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