The Field Immersion Framework
The four-stage Field Immersion Framework (FIF) marries place-based experiential learning with civic engagement to promote important transformative learning outcomes. Grounded in learning theory, the FIF was developed as an adaptable pedagogical framework for immersive courses that cultivate shared inquiry by faculty and students while fostering civic agency. Implemented in varied courses and geographic settings, the FIF positions students as explorers in communities grappling with important, unresolved issues and facilitates deep learning in the affective domain. Immersing students in the field as they experience civic issues is an emancipatory opportunity for many students, particularly those bound by geography or digital screens.
experiences with The FIF
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"This experience was so amazing! The sites we got to see are something I will never get over. I made lifelong friends and it completely changed my view of travel and our responsibility to our environment and public lands."
— Grace Lintecum, Education Major, 2022 Alumni of Longwood @ Alaska"Being able to participate in the Alaska excursion was an opportunity that both shaped my ability to analyze and discuss controversial topics through various lenses, to gain a deeper understanding of community and governmental impact. This experience is something that every Lancer should engage in to strengthen their citizen leadership."
— Katelyn Jones, Chemistry Major, 2017 Alumni of Longwood @ Alaska -
“Some things in life can’t be taught or learned in the classroom; they must be experienced.”
— Susan Lynch, PhD, Professor of Therapeutic Recreation, Long time contributor to Longwood @ Yellowstone“The Yellowstone program provides an opportunity for interested students to witness major problems in the world's first national park.”
— Scott Frazier, Founder and CEO of Project Indigenous, Long time community partner and teacher in the field for Longwood @ Yellowstone“I have had the privilege of traveling and assisting with the Longwood at Alaska (LU@Alaska) and Longwood at Yellowstone National Park (LU@YNP) programs. What a rewarding experience to witness students challenging themselves and one another during place-based explorations. It is one thing to learn in a traditional classroom setting and quite another to be immersed in a majestic American landscape interacting with the people, place, and animals. Instructors of both courses encourage students to examine critical stewardship issues from divergent perspectives. Near the close of the programs, when students proudly share their ‘turning point reflections’, it is clear that each returns to Virginia with a broader understanding of society, civility, and themselves. All students grow during these transformative study-away programs; however, as a first-generation student myself, I especially appreciate supporting the journey of Longwood students who are themselves fairly new at extending beyond their family and hometown region.”
— Maureen Walls-Mckay, Assistant Vice President of Wellbeing at Longwood University, Contributor to both Longwood @ Yellowstone and Longwood @ Alaska
FIF Book & Faculty Handbook
Ready to plan your FIeld Immersion Framework excursion?
Planning a successful FIF program requires not only careful development of learning outcomes but also detailed preparation for dynamic learning outside of the standard classroom context. Experiential Civic Engagement: Encouraging Student Engagement Using the Field Immersion Framework, edited by Alix Dowling Fink, JoEllen Pederson, and Heather Lettner-Rust, provides theoretical grounding, specific examples, and student perspectives on FIF programs. You can order the book through Routledge Publishing starting Fall 2024.
Faculty leaders with significant FIF experience are available to provide virtual or in-person seminars and workshops for you and your colleagues.
If you have any questions, don't hesitate to contact us. We're here to support you in creating the most impactful and meaningful experiences for your students.
Field Immersion Framework
Faculty Handbook – COMING SOON
To help guide your planning, download the Field Immersion Framework Faculty Handbook, which includes resources for designing and implementing exceptional immersive learning experiences. The handbook expands upon Experiential Civic Education by providing very specific how-tos related to logistics, budgeting, etc. We expect the handbook to be available in the summer of 2025. Use the contact form below to join our email list for updates on that and other FIF-related efforts.
Itineraries
Example itineraries
Yellowstone National Park, Colorado River & Alaska
Planning an academic excursion to Yellowstone, Alaska, or the Colorado River using the Field Immersion Framework (FIF) offers an enriching experience for students beyond the traditional classroom setting.
In Yellowstone, students can explore geothermal wonders and wildlife while studying the stewardship of public lands. Alaska provides the opportunity to delve into climate change research amid stunning landscapes. Along the Colorado River, students can learn about water resource management and sustainable practices.
Faculty leaders well-versed in FIF principles can guide educators in developing purposeful itineraries tailored to fostering deep learning and civic engagement. For further guidance on designing impactful experiential academic programs, "Experiential Civic Engagement: Encouraging Student Engagement Using the Field Immersion Framework" offers valuable insights, available for purchase through Routledge Publishing starting Fall 2024. Reach out to us for support in creating transformative learning experiences for your students.
Colorado river
The Colorado River itinerary presents a rich opportunity for experiential learning and field research. The journey involves exploring the geological formations, observing the river's hydrological patterns, and studying the local ecosystem's biodiversity. This immersive experience will foster interdisciplinary discussions and collaborative research projects on water rights. The itinerary includes visits to key natural sites along the river, guided tours by local experts, and hands-on fieldwork activities. Through this lens, the excursion offers a unique academic perspective that integrates theoretical knowledge with practical exploration, creating a dynamic learning environment for all participants.
Yellowstone National Park
Field Immersion Framework is pleased to present an engaging itinerary for an academic excursion to Yellowstone National Park. Participants will have the opportunity to explore the park's unique geothermal features, observe diverse wildlife in their natural habitats, and gain insight into the park's rich ecological, cultural, and historical significance through guided activities and interactive learning experiences. This itinerary is designed to foster a deeper understanding and appreciation of the stewardship of public lands while providing a memorable and educational journey for all participants.
Alaska
Our itinerary for the academic excursion to Alaska with Field Immersion Framework promises an unforgettable experience, immersing students in the natural wonders of the Last Frontier. The journey begins in Fairbanks, where students learn about Alaska’s diverse history, cultures, and economy. A visit to Denali National Park follows, offering the opportunity to marvel at Denali, North America's tallest peak, and observe grizzly bears, caribou, and moose in their natural habitat. We then travel to Anchorage, where urban society merges with the surrounding wilderness. The adventure continues with a glacier cruise in Kenai Fjords National Park, where calving glaciers and diverse marine wildlife await. This itinerary blends rugged outdoor exploration with awe-inspiring landscapes, ensuring an enriching exploration of Alaska's wilderness while studying civic issues related to the oil industry.
Resources
Place specific resources
Interested in digging deeper? These resources offer connections to some long-time stakeholders in FIF programs who are local experts and scholars who can provide guest lectures and lead excursions to enhance participants' immersion experiences. Curated by FIF practitioners, these materials provide planners and participants with a preview of the communities and issues they will encounter during their field immersion, and will enable them to form meaningful relationships and engage in an effective immersion experience.
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Project Indigenous - CEO and Founder, Scott Frazier has traveled with the LU@YNP program for many years. Scott shares Traditional Knowledge with our students and takes them out into the outdoors to help them think critically about land and water rights.
Yellowstone Wolf Tracker - Yellowstone Wolf Tracker is based in Gardiner, MT and takes our students into the Lamar Valley to see and learn about wolves and other wildlife in Yellowstone National Park. Wolf Tracker is owned and operated by Nathan Varley, PhD and Linda Thurston who have long histories of involvement with the Yellowstone Wolf Restoration Project and Yellowstone National Park.
Yellowstone Gateway Museum – The Yellowstone Gateway Museum in Livingston, Montana, is an important regional cultural resource. For a number of years, staff at the museum partnered with faculty members to implement an oral history project that resulted in the collection of recorded oral histories that provide key insights on stewardship issues.
Wyoming Game and Fish Department – Biologists with the Wyoming Game and Fish Department have provided key opportunities for students to discuss stewardship issues such as managing invasive aquatic species, living with large predators, and competing needs for open spaces in the changing West.
Buffalo Bill Center of the West – A key cultural institution, the Buffalo Bill Center of the West provides significant opportunities for students to explore exhibits focused on local human history, natural history, art, and more.
National Museum of Wildlife Art – Situated above the National Elk Refuge, the National Museum of Wildlife Art provides a unique context for students’ explorations of place and for their consideration of wildlife in our human culture.
Wildlife Along the Rockies – Artists Dan and Cindy Hartman host visitors in their Silver Gate, Montana, gallery, Wildlife Along the Rockies. In addition to sharing their internationally recognized wildlife photography, Dan and Cindy provide unique perspectives on living in the Greater Yellowstone Ecosystem, raising a family on Yellowstone’s doorstep, and navigating complex stewardship issues that play out in their backyard.
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Kenai Fjords National Park Boat Tour - Kenai Fjords National Park tour by boat. This tour highlights Alaska’s aquatic wildlife and the landscapes and glaciers of Kenai Fjords National Park. One student told us after this experience that it was, “the best day of my life”.
Native Studies Program @ University of Alaska Anchorage - This is the Native Studies Program at the University of Alaska Anchorage. Dr. Maria Shaa Tlaa Williams presents several different lectures of the history of Alaskan Natives through different time periods and lenses that she has shared with our past courses.
The R.G. White Large Animal Research Station - The R.G. White Large Animal Research Station (LARS) has a broad mission to support research, education, and outreach on Alaskan animals. Located near the University of Alaska Fairbanks, private tours can be scheduled with researchers.
The Milepost - The Milepost is a must if you are driving anywhere in Alaska. The book is available on the web and worth the investment. The Milepost describes every stop and sight along Alaska’s highways.
Museum of the North – The Museum of the North on the University of Alaska Fairbanks campus is a significant regional cultural site. Students explore exhibits on human cultures and natural history of the High North.
Trans-Alaska Pipeline – The Trans-Alaska Pipeline is a component of many key stewardship issues in the Last Frontier.
Alaska Native Heritage Center – The Alaska Native Heritage Center in Anchorage is a key site for engaging students with the histories and cultures of Alaska’s native peoples.
Alaska Geographic – For more than 60 years, Alaska Geographic worked to engage more people with Alaska’s vast and varied public lands.
Friends of Creamer’s Field – Open spaces in developed areas are key resources for locals and also for visitors. Friends of Creamer’s Field stewards an interesting site in Fairbanks that provides great opportunities for learning, birdwatching, and exploring.
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The Water Education Foundation – Facing the challenges of sustainably managing and sharing water — our most precious natural resource — requires collaboration, education and outreach. The Water Education Foundation, an impartial nonprofit that was founded in 1977 in the midst of a deep drought, has put water resource issues in California and the West in context to inspire a deep understanding of and appreciation for water.
Navajo Nation Department of Water Resources – Stewardship of Navajo Nation’s water resources is one of the primary concerns The intent is to promote the management, development, and beneficial use of the Nation’s water resources to secure maximum economic future, social prosperity, the sustainability of the rural communities, balance the water needs for present and future generations and to enhance the quality of life for the Navajo Nation members.
Central Arizona Project – Central Arizona Project (CAP) delivers water to nearly 6 million people, more than 80% of the state’s population, in Maricopa, Pinal and Pima counties. CAP carries water from Lake Havasu near Parker to the southern boundary of the San Xavier Indian Reservation southwest of Tucson. It is a 336-mile long system of aqueducts, tunnels, pumping plants and pipelines.
Sonny Bono Salton Sea National Wildlife Refuge – Sonny Bono Salton Sea National Wildlife Refuge is managed under the LEA Act: to create and maintain wildlife habitat to reduce crop damage to the surrounding agriculture and protect migratory birds and threatened and endangered species, to provide opportunities for wildlife-oriented recreation and study and conserve the Salton Sea.
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Virginia Watermen’s Heritage Tours – This organization provides access to a network of captains who provide cultural tours focused on Bay resources and the lives of Virginia’s watermen.
Bay Quest Charters – Aboard his Chesapeake Bay Deadrise, Captain David Rowe provides educational programs that engage students in oyster tonging, seining, and more. He also offers connections with aquaculture and shucking operations to provide students with diverse perspectives on Bay stewardship.
Crabbe’s Charter Fishing - Captain Danny Crabbe provides educational programs that engage students with the Bay’s aquatic resources, particularly oysters.
Reedville Fishermen’s Museum – In addition to historic artifacts and restored sailing vessels, the museum houses educational displays focused on Reedville’s significant role in the menhaden fishery.
Brigadune Inn – In addition to being wonderful hosts, the Brigadune Inn team supports a rich educational experience on Tangier Island by sharing experiences and connections with other stakeholders.
Urbanna Museum – In addition to its collection of artifacts related to life on the Chesapeake Bay, the museum houses the significant 1755 Mitchell Map.
Research on the FIF
Interested in digging deeper? These resources offer connections to some long-time stakeholders in FIF programs who are local experts and scholars who can provide guest lectures and lead excursions to enhance participants' immersion experiences. Curated by FIF practitioners, these materials provide planners and participants with a preview of the communities and issues they will encounter during their field immersion, and will enable them to form meaningful relationships and engage in an effective immersion experience.
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Longwood @ Chesapeake Bay
First two Brock Experience courses will explore Chesapeake Bay, immigration – Longwood University
Students broaden their views in Civitae/Brock Experiences course focused on issues confronting the Chesapeake Bay – Longwood University
At Hull Springs Farm students get hands-on learning and civic involvement – Fredericksburg Free Lance-Star
The Force of Nature – Summer program opens future teachers’ eyes to environmental issues in the Chesapeake Bay – Longwood Magazine
Longwood @ Yellowstone National Park
Longwood students journey to Yellowstone for lessons on life – Longwood University
Longwood at Yellowstone: An Academic Adventure – Longwood University (Video)
Longwood at Yellowstone National Park project to be focus of campus presentation – Longwood University
Call of The Wild – Longwood at Yellowstone project focuses on issues facing national park’s ecosystem – Longwood Magazine
Mind Trip – Yellowstone experience is much more than magnificent scenery and souvenirs – Longwood Magazine
Paid internship is a different kind of rescue mission – Longwood University
Longwood @ Colorado River
Following the water, immersing in the arts: new Brock Experiences explore civic issues – Longwood University
Scenic Routes – New Brock Experiences are eye-opening for students – Longwood University
Longwood @ Alaska
Brock Experiences to launch Arctic Circle summer trip – The Rotunda
Team reimagines Alaska Brock Experience with a broader lens – Longwood University
Phi Kappa Phi Innovation Award
Phi Kappa Phi Awards 2022 Excellence in Innovation award to Longwood University – Phi Kappa Phi
Brock Experiences Receives Award – Longwood University
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Embedding the Scientists: Civic Issues as Context for Teaching and Learning – For students, LU@YNP is a transdisciplinary learning experience. However, due to the nature of key stewardship issues, the program challenges them to engage meaningfully in scientific communication, both as audience and as communicators. Members of the instructional team discuss the ways in which students from across the disciplines are engaged in communicating science.
Lettner-Rust, H., Fink, A.D., Kinman, E. L., Pederson, J. & Poplin, P. (2023). Embedding the Scientists: Civic Issues as Context for Teaching and Learning. The Journal of the Assembly for Expanded Perspectives on Learning.
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The Field Immersion Framework: A Transformative Pedagogy for Experiential Civic Education – Emerging from faculty collaboration across disciplines, the four-stage Field Immersion Framework (FIF) marries place-based experiential learning with civic engagement to promote important transformative learning outcomes such as shifts in Worldview, Self, Epistemology, Ontology, Behavior, and Capacity.
Pederson, J. G., Lettner-Rust, H. G., Dowling Fink, A. D., Fink, M. L., Renee Gutiérrez, A., Kinman, E. L., Koski, C. M., Mergen, M. J., Poplin, P. L., Rhoten, M. C., Roberts, B. S., & Znosko, J. B. (2022). The Field Immersion Framework: A Transformative Pedagogy for Experiential Civic Education. Journal of Transformative Education, 20(3), 189-205. https://doi.org/10.1177/15413446221103175
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Lost in Learning: Mapping the Position of Teacher in the Classroom and Beyond – In order for students to learn in an optimal way, to develop their critical thinking skills while simultaneously mastering content, they must engage with multiple ways of seeing and knowing. They should learn to acknowledge complexity, to evaluate information, and to challenge their own positionality and self-assuredness. Put succinctly, they must become comfortable with being uncomfortable. As teachers in higher education and supporters of Place as Text (PAT) pedagogy, we have searched for strategies to encourage students to engage in ways that promote these skills.
Cannata, S. M., Peters, Fink, A.D., Kinman, E. L., Pederson, J., Poplin, P., and Znosko, J. B. (2021). Lost in Learning: Mapping the Position of Teacher in the Classroom and Beyond in Place, Self, Community: City as Text in the Twenty-First Century. Eds. Bernice Braid and Sara E. Quay, National Collegiate Honors Council Monograph Series.
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1091&context=nchcmonochap
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Starting with SENCER: A First-Year Experience Framed by the Science and Civic Issues of the Chesapeake Bay – Members of the LU@CBay instructional team transferred elements of their course to a first-year experience for students in a science scholars program. A substantial bay-focused field experience was at the heart of a pre-semester immersion program.
Parry, M., Znosko, W., Fink, A. D., Fink, M., Fortino, K., Rhoten, M., & Blincoe, S. (2019). Starting with SENCER: A First-Year Experience Framed by the Science and Civic Issues of the Chesapeake Bay. Science Education and Civic Engagement, 11(2), 11-21. https://files.eric.ed.gov/fulltext/EJ1388923.pdf
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Oral History as complement to Place‐as‐Text: Approaches to Service Learning – Service-learning is well established as a high-impact practice, and it can complement other experiential learning activities in FIF-based courses. Members of the LU@YNP team facilitated a multi-year effort in which students conducted oral history interviews with members of Yellowstone’s gateway communities.
Pederson, J., Znosko, J., Peters, J., & Cannata, S. M. (2018). Oral History as complement to Place‐as‐Text: Approaches to Service Learning. New Horizons in Adult Education and Human Resource Development, 30(2), 58-62. https://doi.org/10.1002/nha3.20216
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Full Immersion: The Chesapeake Bay Watershed as an Environment for Learning Science in a Civic Context – The origin of the LU@CBay program was an immersion learning experience for in-service and pre-service elementary educators. Through field work on the bay, these educators practiced with meaningful watershed experiences so that they could later facilitate them for their own students.
Donnelly, S. M., Fink, A. D. D., & Scheitlin, K. N. (2012). Full Immersion: The Chesapeake Bay Watershed as an Environment for Learning Science in a Civic Context. Science Education & Civic Engagement. https://seceij.net/wp-content/uploads/2017/07/summer_12_issue.v2.pdf#page=34
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A Socioscientific Issues Approach to Environmental Education – Researchers at the University of South Florida (USF) documented the application of socioscientific issues pedagogy to a course (LU@YNP) focused on challenging stewardship issues. They noted student development in a number of key areas that bridge scientific understanding with key skill sets traditionally associated with the liberal arts.
Herman, B.C., Sadler, T.D., Zeidler, D.L., Newton, M.H. (2018). A Socioscientific Issues Approach to Environmental Education. In: Reis, G., Scott, J. (eds) International Perspectives on the Theory and Practice of Environmental Education: A Reader. Environmental Discourses in Science Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-67732-3_11
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Students’ Emotive Reasoning through Place-based Environmental Socioscientific Issues – Researchers interviewed students who had experienced place-based, socioscientific issues instruction in the Greater Yellowstone Ecosystem. In this analysis, the focus was students’ emotive reasoning, which ranged from apathy to empathetic dissonance.
Herman, B. C., Zeidler, D. L., & Newton, M. (2020). Students’ emotive reasoning through place-based environmental socioscientific issues. Research in Science Education, 50, 2081-2109.
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Impact of place‐based Socioscientific Issues Instruction on Students' Contextualization of Socioscientific Orientations – Researchers considered the ways in which students articulated their understanding of challenging stewardship issues across key socioscientific orientations: ecological worldviews, social and moral compassion, socioscientific accountability, and scientific evidence views.
Herman, B. C., Newton, M. H., & Zeidler, D. L. (2021). Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations. Science Education, 105(4), 585-627.
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Exploring the Complexity of Students’ Scientific Explanations and Associated Nature of Science Views within a Place-based Socioscientific Issue Context – The outcomes of this education research have informed adaptations and applications for teachers of K-12 students. Strategies for engaging students with challenging, science-centered civic issues benefit students in formal classroom settings as well.
Herman, B. C., Owens, D. C., Oertli, R. T., Zangori, L. A., & Newton, M. H. (2019). Exploring the complexity of students’ scientific explanations and associated nature of science views within a place-based socioscientific issue context. Science & Education, 28, 329-366.
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About The Team
Dr. Alix Dowling Fink
Alix Dowling Fink is the associate provost for research and academic initiatives and a professor of biology at Longwood University. An avian ecologist by training, she has published in the Journal of Wildlife Management and Behavioral Ecology. She is involved in collaborative interdisciplinary projects across the university, working with faculty in the arts and sciences and partners in student affairs. Through nearly two decades of engagement with the National Collegiate Honors Council and SENCER (Science Education for Civic Engagements and Responsibilities), she contributed to pedagogical innovation in authentic, place-based experiences that promote civic agency. Alix co-developed an interdisciplinary, topic-driven general education science course known as The Power of Water, which is part of the SENCER Model Series, and, since 2006, she has co-facilitated a transdisciplinary immersive learning experience focused on key challenges of the stewardship of our public lands. In its 15 years, the latter project has facilitated field experiences for hundreds of students in Yellowstone National Park. Her pedagogical work has been published in the Journal of Transformative Education, Science Education and Civic Engagement, Journal of Statistics Education, Honors in Practice, and several monograph series. She serves as a Leadership Fellow for the Partnership for Undergraduate Life Sciences Education (PULSE) and manages a National Science Foundation grant that supports the PULSE Ambassadors program. In her free time, she enjoys an old farmhouse, a weedy garden, a pack of mutt dogs, a herd of unruly goats, and one bird-loving husband.
Dr. JoEllen Pederson
JoEllen Pederson is an associate professor of sociology at Longwood University. A campus leader in integrating service-learning and quantitative methods into a variety of course contexts, she has been part of the faculty team for LU@YNP since 2014 and has co-taught LU@Alaska since 2017. She has published on the Scholarship of Teaching and Learning in the Journal of Transformative Education, Teaching Resources and Innovations for Sociology (TRAILS), the Journal of Statistics Education, and New Horizons in Adult Education and Human Resource Development. Every semester she incorporates experiential and service-learning into her courses, including one six-year-long project in Research Methods and Social Statistics that works with local Head Start families. When left to her own devices, JoEllen enjoys volunteering with Heartland Horse Heroes, hiking in the Appalachian mountains with her dog, Tripp, and fly fishing with her partner, Phillip.
Dr. Heather Lettner-Rust
Heather Lettner-Rust, professor of English, currently serves as the director of Civitae, a 4-year general education program at Longwood University focused on equipping students with the knowledge of how, when, and why to engage as civic leaders. Her interest in interdisciplinarity is grounded in the collaborative nature of teaching first-year composition as a writing in the disciplines course, as well as co-teaching with interdisciplinary teams on courses mentioned here in the book focused on civil rights history, the Colorado River, and Yellowstone National Park. She has published on piloting a civic writing course at Longwood, articulating the rhetorical foundations of the course, as well as teaching and learning in classrooms with video-streaming capabilities, in Computers & Composition, the Journal of Transformative Education, The Journal of the Assembly for Expanded Perspectives on Learning, Across the Disciplines, Present Tense: A Journal of Rhetoric in Society and the edited collection Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Archives, and Memorials. Currently, she teaches Visual Rhetoric, Technical Writing, and the Rhetoric of Apology in the Professional Writing minor of the English department. When she is not at work, you can find her at the barn training her Dutch Harness-Arabian gelding Geoffry to better carry her over jumps and through the woods when she should be home spending quality time with her family.