Course-based research to advance undergraduate education, science and management

<i>prepared by Mathis L. Messager ([e-mail]), November 2021</i><br>This documentation describes the survey data collected for the research article: Messager, M. L., Comte, L., Couto, T. B. A., Koontz, E. D., Kuehne, L. M., Rogosch, J. S., Stiling, R. R., Olden, J.D. (In press). Course-based research to advance undergraduate education, science and management. <i>Frontiers in Ecology and the Environment.</i><br><b>Abstract</b>Every year, field excursions engage students of ecology in experiential learning that results in wide-ranging and well-documented pedagogical benefits. Much less appreciated, however, is the potential for these excursions to contribute long-term data that advance scientific knowledge and natural resource management. Here we explore this potential by first providing a global synthesis of field data collection, mapping the geography, temporal extent and type of data collected by students worldwide, and calling attention to the associated benefits and challenges for course instructors. We then offer perspectives on how undergraduate courses in ecology can more broadly contribute to science, management, and policy. Finally, we highlight how existing frameworks, resources and networks, enhanced institutional support, and synergies with the broader science community can help undergraduate ecology courses achieve their full potential for contributing to both education and science for society.<br><b>Repository content</b>1.Messageretal2021_FEE_surveyresults_filtered_formatted.csv: a comma-separated value (CSV) text file containing unedited yet filtered survey responses from instructors who currently teach or have taught a class involved field ecological data collection. 2. Messageretal2021_FEE_surveyquestions.pdf: a copy of the survey as seen by the respondents. <br><b>Usage notes:</b><b>- </b>Any identifying information was removed, including site location or semi-structured and unstructured responses.- Column names like Q2.1 correspond to unique identifiers found at the beginning of each question in the PDF. For multiple questions, each possible response is assigned to a different column and all non-selected responses have a value of -99.- Across questions, -99 is the equivalent of NA.- Note that there was a dysfunction in the survey instrument which made Q10.2, Q16.7 invisible to respondents.<br><br>Please reach out to [e-mail] for any question.

<i>由马蒂斯·L·梅萨热（Mathis L. Messager）编制（邮箱：[e-mail]），2021年11月</i><br>本说明文档用于介绍为以下研究论文收集的调查数据：Messager, M. L., Comte, L., Couto, T. B. A., Koontz, E. D., Kuehne, L. M., Rogosch, J. S., Stiling, R. R., Olden, J.D. (已录用). 基于课程的研究推动本科教育、科学发展与资源管理. <i>Frontiers in Ecology and the Environment</i>.<br><b>摘要</b>每年，野外考察活动均会让生态学专业学生参与体验式学习，由此产生的教学益处广泛且有据可考。然而，这类考察活动在产出长期数据以推动科学研究与自然资源管理方面的潜力，却鲜被关注。本文首先通过对全球野外数据采集工作开展综合梳理，绘制了全球学生采集的野外数据的地理分布、时间跨度与数据类型，并提请课程授课教师留意相关的收益与挑战，以此探讨这一潜在价值。随后，本文就生态学本科课程如何更广泛地为科学研究、资源管理与政策制定贡献力量分享了见解。最后，本文着重阐述了如何通过现有框架、资源与网络，强化机构支持，并与更广泛的科学界形成协同效应，助力本科生态学课程充分发挥其服务社会教育与科学发展的双重潜力。<br><b>数据集仓库内容</b>1. Messageretal2021_FEE_surveyresults_filtered_formatted.csv：一份逗号分隔值（Comma-Separated Value, CSV）文本文件，包含当前或曾教授涉及野外生态数据采集课程的授课教师提交的调查回复，经筛选并格式化处理，未做编辑修改。2. Messageretal2021_FEE_surveyquestions.pdf：受访者所见的调查问卷PDF副本。<br><b>使用说明</b><b>- </b>所有可识别信息均已移除，包括调查地点或半结构化、非结构化回复内容。- 形如Q2.1的列名对应PDF文档中每个问题开头的唯一标识符。对于多选项问题，每个可能的响应选项会被分配至独立列，未被选中的选项取值均为-99。- 在所有问题中，-99等同于缺失值（NA）。- 请注意：调查工具存在功能故障，导致Q10.2、Q16.7无法被受访者查看。<br><br>如有任何疑问，请联系[e-mail]。