Relatively good data exist on the frequency of field-based coursework offered to upper division students in earth and environmental sciences nationally as well as the skills they aim to develop and foster in undergraduate majors. Less information has been gathered on the frequency with which field excursions are typically offered at the introductory level or their learning objectives.

A survey of geoscience faculty at both two- and four-year institutions was used to gather information on the frequency of introductory field trips in different kinds of programs, their role in curriculum, barriers to student participation, institutional barriers to field trips, and trends in virtual offerings. Responses show a range of access to field experience for pre-major students which may impact recruitment and retention into geoscience majors.