Phenology in higher education

Theresa Crimmins; Brittany S. Barker; Darby D. Bergl; Samantha Brewer; Kirsten de Beurs; Sarah Jones; Tammy Long; Emily Mohl; Emma Oschrin; Andrew D. Richardson; Tiffany A. Schriever; Jessica J. Walker; Tanisha M. Williams

doi:10.1007/978-3-031-75027-4_27

USGS · 70264795

Phenology in higher education

Theresa Crimmins·Brittany S. Barker·Darby D. Bergl·Samantha Brewer·Kirsten de Beurs·Sarah Jones·Tammy Long·Emily Mohl·Emma Oschrin·Andrew D. Richardson·Tiffany A. Schriever·Jessica J. Walker·Tanisha M. Williams

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Abstract

Phenological data collection and analysis are well-suited to higher education settings, providing valuable opportunities for hands-on data collection, manipulation, and interpretation. Few subjects are more conducive or accessible for engaging diverse learners in meaningful and impactful science at such large scales and minimal cost. In this chapter, we provide a range of examples of how instructors have incorporated observing and analysis of seasonal phenomena into their curricula. Many of these examples can be readily replicated and folded into new courses.

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Theresa Crimmins, Brittany S. Barker, Darby D. Bergl, Samantha Brewer, Kirsten de Beurs, Sarah Jones, Tammy Long, Emily Mohl, Emma Oschrin, Andrew D. Richardson, Tiffany A. Schriever, Jessica J. Walker, Tanisha M. Williams. 2025-01-09. Phenology in higher education. https://doi.org/10.1007/978-3-031-75027-4_27

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