Learning & Teaching

Title of case study	Field trip
School / subject	School of Biodiversity, One Health and veterinary Medicine
Lecturer	Ashley Le Vin
Course	Zoology
Student Level	Year 3
Class size	Approx 75
Location	Scottish Centre for Ecology and the Natural Environment (SCENE), Loch Lomond & the Trossachs National Park

Brief summary

Each year, our 3rd year Zoology students take part in an intensive field course designed to immerse them in real world practise of ecology and ecosystem management. Over the course of 6 days, students live and work together at the Scottish Centre for Ecology and the Natural Environment (SCENE), which is one of the University’s field centres.  

The emphasis throughout this course will be on the development of disciplinary and future skills that are needed by professional ecologists. This will be done through a series of lectures and field exercises which will be carried out in both terrestrial and aquatic habitats around Glasgow and Loch Lomond. 

Objectives

Develop disciplinary skills required for practical field work through a wide range of techniques, including: 

• Aquatic invertebrate sampling (e.g., kick sampling) 

• Terrestrial invertebrate sampling (sweep nets, beating trays, moth traps) 

• Electrofishing to sample freshwater fish and estimate populations 

• Bird mist-netting and identification 

• Small mammal trapping and identification.

Strengthen taxonomic knowledge by identifying and classifying both invertebrates and vertebrates. 

Build data analysis skills by interpreting and evaluating ecological field data. 

Apply theoretical learning by linking lecture content to real-world field and lab work. 

Create community and teamwork through shared residential experiences, developing peer networks and a collaborative spirit to support students as they start and also throughout their degree. 

What is done?

Students take part in a six-day residential field course at SCENE, running across the first two weeks of semester (with half the class attending each week). Each day combines lectures, practical fieldwork, lab work and data analysis, giving students the opportunity to apply knowledge immediately in practice. As the course progresses, students work in small groups on research projects, designed and supervised by staff. On the final day, each group presents their findings to their peers, receiving formative feedback on research and presentation skills that supports future summative assessments. 

 

What works well?

• Students particularly value the hands-on, employability-focused skills they gain, which cannot be fully replicated in a campus environment. 

• The field station environment provides access to specialist expertise and resources that enrich their learning experience. 

• The residential format and social aspect help students build friendships and support networks early in their junior honours year, creating a strong sense of community. 

• Many describe it as a chance to ‘find their tribe’, making it easier and more enjoyable to attend and engage with on-campus learning throughout the year. 

Benefits (students & staff)

For staff it is hugely beneficial getting to know the students at the start of the year. 

Students feel more comfortable speaking with staff after spending 6 days with them, so there is more comfort in asking questions at a future date.  

Challenges (students & staff)

Running a residential field course is not without its difficulties. The long days, often stretching from 7am to 9pm, can be demanding for students and staff and are to reflect the realities of ecological fieldwork. 

Some students, particularly those with social anxieties or disabilities, may find it challenging to share living and working spaces for an extended period. To support them, we provide flexible adaptations such as modified field tasks, shorter travel distances to collect samples, access to quiet spaces and opportunities for time out when needed. 

From an organisational perspective, the logistics are considerable: dietary requirements, accessibility needs, room allocations and last-minute changes all require significant planning and attention to detail.

What did you learn?

The benefits of the field course far outweigh the challenges. Students return with sharper skills, greater confidence and a clearer sense of belonging in their chosen discipline. For many, the experience confirms they are on the right path and gives them a deeper appreciation for the career opportunities ahead. 

Staff also gain as they build strong relationships with students early on that make teaching and support more effective throughout the year.

What advice would you give to others? 

For anyone considering running a residential field course, preparation is everything. Start gathering information about students’ needs well in advance and be prepared for the logistics to take significant time. Partnering with field stations that already have robust equipment and facilities can ease the burden considerably. 

If a residential model feels daunting, shorter day trips or sites with good public transport links can provide a more manageable alternative.  

One last piece of advice is to never underestimate the importance of good food and plentiful snacks. After long, physically demanding days outdoors, it makes all the difference.