Development of a Field Teaching Observation Protocol (FTOP) for Geoscience Field Instruction
Tuesday
1:30pm-4:00pm
Poster Session Part of
Tuesday Poster Session
Observation protocols have played an important role in advancing undergraduate science education by systematically documenting the extent to which evidence-based instructional practices are implemented. Well-established instruments exist for classroom, laboratory, and online instructional environments; however, no validated protocol currently addresses the distinctive pedagogical, logistical, and safety considerations of undergraduate field experiences (UFEs). Field-based instruction involves dynamic environments, emergent decision-making, and embodied learning practices that are not captured by existing observation tools.
We developed an initial Field Teaching Observation Protocol (FTOP) designed to capture observable instructor practices in undergraduate geoscience field settings. The first draft of the FTOP was constructed by adapting structural elements from established observation frameworks, such as the RTOP, and aligning indicators with evidence-based field teaching practices from the Undergraduate Field Experiences Research Network (UFERN). The protocol was piloted in field-based labs for an introductory course and two upper-level courses, and a weekend-long field trip with multiple observers. The pilot testing identified several areas for improvement in indicator clarity, feasibility of use in outdoor contexts, and alignment with authentic field practices. The FTOP now consists of 14 criteria organized into three theoretically grounded domains: (1) Design of the Field Experience, (2) Instructional Strategies, and (3) Field Behaviors. Each criterion is aligned with evidence-based practices that support inclusive field environments, foster student belonging and safety, and promote cognitive engagement.
Ongoing work focuses on iterative refinement of the FTOP to establish content validity and inter-rater reliability. We are looking to incorporate additional expert feedback and prepare for expanded testing in upcoming field courses. The long-term goal is to develop a robust, community-informed instrument capable of supporting research, professional development, and program evaluation in geoscience field education.
We developed an initial Field Teaching Observation Protocol (FTOP) designed to capture observable instructor practices in undergraduate geoscience field settings. The first draft of the FTOP was constructed by adapting structural elements from established observation frameworks, such as the RTOP, and aligning indicators with evidence-based field teaching practices from the Undergraduate Field Experiences Research Network (UFERN). The protocol was piloted in field-based labs for an introductory course and two upper-level courses, and a weekend-long field trip with multiple observers. The pilot testing identified several areas for improvement in indicator clarity, feasibility of use in outdoor contexts, and alignment with authentic field practices. The FTOP now consists of 14 criteria organized into three theoretically grounded domains: (1) Design of the Field Experience, (2) Instructional Strategies, and (3) Field Behaviors. Each criterion is aligned with evidence-based practices that support inclusive field environments, foster student belonging and safety, and promote cognitive engagement.
Ongoing work focuses on iterative refinement of the FTOP to establish content validity and inter-rater reliability. We are looking to incorporate additional expert feedback and prepare for expanded testing in upcoming field courses. The long-term goal is to develop a robust, community-informed instrument capable of supporting research, professional development, and program evaluation in geoscience field education.