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.