To improve the scientific literacy of undergraduates, the National Science Foundation recommends that educators not simply prepare students within separate, highly specialized fields. Instead, NSF recommends a more integrative approach, Earth system science, which integrates aspects of geology, meteorology, oceanography, biology, chemistry, and environmental science. This method explicitly intertwines the principles and processes of multiple disciplines to help us understand complex systems and human interactions with them.

This approach has been used at our institutions in a 4-week extended field trip to the Pacific Northwest. Individuals with expertise in entomology, terrestrial ecology, aquatic ecology, geology, and science education have led this trip over the years. During the semester before the trip, students work with a faculty leader to design a field study that incorporates observation and data collection at multiple locations. They review pertinent literature and submit a research proposal that includes a list of required equipment. In addition, students have been asked to become "experts" about the natural history of some segment of the trip. Numerous stops are included on the trip to expose students to the great diversity of the western U.S., and specific study areas are scheduled for 3-4 day stays. At these sites, trip leaders introduce the local natural history; either they or designated student "experts" lead evening discussions for the benefit of the whole group. Depending on the goals for the site, students may then work on individual research projects or cooperatively on projects designed to examine unique features of the site. Students record their observations, data, and reflections in a field notebook. On evenings during the trip home, students make a presentation of their research for the benefit of their colleagues.

We have found that field trips provide an excellent forum in which to use the Earth systems model for integrative learning. These experiences can effectively capitalize upon the range of natural diversity, instructional expertise, and student interest. However, careful planning of activities is necessary to achieve the goal of integrative learning and to prevent students from becoming mere spectators of natural wonders.