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

Phenology in higher education

By: 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, and Tanisha M. Williams

https://doi.org/10.1007/978-3-031-75027-4_27

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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.

Additional publication details
Publication type	Book chapter
Publication Subtype	Book Chapter
Title	Phenology in higher education
DOI	10.1007/978-3-031-75027-4_27
Publication Date	January 09, 2025
Year Published	2025
Language	English
Publisher	Springer
Contributing office(s)	Western Geographic Science Center
Description	27 p.
Larger Work Type	Book
Larger Work Subtype	Monograph
Larger Work Title	Phenology: An integrative environmental science
First page	609
Last page	635