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Field courses provide learning experiences that diversify curricula and inspire students. Despite these benefits, we still have much to learn about field course impacts on student outcomes and career trajectories. We used a 50-year longitudinal data set to compare career outcomes for graduate students who participated in a biology field course with those of students who did not. More broadly, we surveyed students to identify graduate experiences most useful to advancing their careers. We found that field course attendees coauthored more scientific publications than did nonattendees. Although the students in both groups graduated and continued on to scientific careers at similar rates, the students attending the field course became faculty at a higher rate. Survey data showed that field courses provide valuable opportunities to graduate students, including student-led environments and mentor feedback. Our findings underscore the importance of field courses as effective tools to train the next generation of scientists. [ABSTRACT FROM AUTHOR]

Classroom research experiences can provide outstanding learning opportunities for undergraduate students while also benefiting faculty research programs. However, such courses often require more faculty work than traditional lecture-based courses do, potentially discouraging instructors. Here, we propose one solution. We describe a research-based course designed and implemented by multiple members of a research team. The students in this course measured insects for an evolutionary genetics experiment while participating in classroom-based discussions, readings, and presentations focused on the nature of science. The benefits of the course were threefold. First, the students reported strong positive gains in understanding the nature of science and their attitudes toward science. Second, this course produced publishable data, which benefited faculty research. Third, members of the research team received valuable training in teaching, teamwork, and data management. If incorporated more widely in undergraduate curricula, courses such as this one could improve both research programs and undergraduate education. [ABSTRACT FROM AUTHOR]