THE EVALUATION OF FIELD COURSE EXPERIENCES: A FRAMEWORK FOR DEVELOPMENT, IMPROVEMENT, AND REPORTING

There is little argument that field course experiences (FCEs) are both complex and unique in the range of learning experiences provided to students. Conversely, they offer logistical and cost challenges that might cause one to question whether they provide a sufficient cost-benefit ratio warrant continuation, particularly in a climate where resources to offer FCEs have become scarce. In such a climate, it is important to have on hand rigorous data that support assertions of learning effectiveness. Many of the data that can support the evaluation of FCEs can come from an analysis of assessment of student performance relative to course goals, but these data alone may not provide sufficient support. A close examination of faculty actions relative to student learning outcomes, as well as a research-based analysis of course curricula designed to best support student learning, can provide two additional sources of data. When used in concert with student assessment data, evaluative success can be triangulated. Using a consistent set of tools in this evaluative framework also provides information on specific areas for maximizing student learning. This presentation outlines such a set of tools, using a specific FCE that was transitioning in structure. Data collected within an existing FCE structure are discussed in a manner that informed the development of performance assessments, instructional actions, and curricular organization over two offerings of a FCE. Using data derived from these sources, the evaluation of FCEs can be used in better articulating the cost-benefit ratio in terms of student learning in the cognitive, affective, and psychomotor domains.