Field trips begin right from the start in Kindergarten and run steadily through every grade, all the way through Class XII. Throughout the year, students may travel to nearby sites such as The Metropolitan Museum of Art or the American Museum of Natural History, but also to international destinations such as Nairobi, Rio de Janeiro, or London. With every step that students take beyond the blue doors, they immerse themselves in the wider world and experience hands-on learning in a way that enriches their work in the classroom and educates them as purposeful citizens.

For the science department, incorporating field trips—or field studies—into the curriculum is especially relevant as there are certain areas of study that require a deeper level of understanding than a traditional lab or classroom setting can provide.

Chair of the Science Department Mary Beth Spina, PhD, further explains: “Incorporating field studies into any science program enhances its effectiveness. Providing students with opportunities to learn beyond the confines of the classroom enriches their educational journey. Moreover, experiencing real-world applications of theoretical concepts they've studied brings those lessons to life. Field studies also serve to highlight the significance of our planet's precious resources and the disparities in access to them. Through firsthand exploration, students gain a deeper understanding of these crucial issues.”

This emphasis on learning in the field ultimately served as the foundation of the Middle School Costa Rica Field Studies program.

In the 2009–2010 school year, the Independent Science Research Program (ISRP) in the Upper School had just expanded to include Biotechnology Summer Training, which requires students to participate in primary science research for six to eight weeks during the summer between Class XI and XII. With that addition to the curriculum, the science department began to consider what was possible for younger grades.

Nikki Vivion, science faculty and director of strategic initiatives, took the lead on launching and leading this new program for Middle School students. She recalled, “We realized that the Middle School was a logical next step to build and solidify authentic interest in the sciences and to keep more students ‘in the science pipeline.’ Developmentally, field work made much more sense than lab work for Middle Schoolers, so we started there.”

And thus the Costa Rica Field Studies program was born.

Participating in the Costa Rica Field Studies program was much more than just the time spent in Costa Rica though—it was essentially taking an additional class. From the start, interested students in Classes VII and VIII had to apply to the program and if accepted, take on that extra responsibility. A successful Costa Rica Field Studies candidate would have a strong interest in science, the maturity to manage extended overnight travel, a sense of adventure, and a consistent academic performance.

Approximately 15–20 students would be selected to participate and they would attend meetings with their field studies teachers after school or during the clubs and Enrichment periods and conduct independent library research. The goal was to prepare them to conduct scientific research “in the field” from start to finish—constructing thoroughly researched field guides ahead of time and then sharing their knowledge with classmates upon arrival at their destination.

“One of the most rewarding parts was observing students first identify their researched species on the trip and excitedly run over to a giant tree and begin telling us about its natural history,” Ms. Vivion said.

In 2013, Nicole Seibert, science faculty member, co-led the trip, eventually taking over the leadership of the program in 2015–2016. It was at this point that she saw even more possibilities for growth. Whereas the Costa Rica Field Studies program mainly focused on biology and ecology, there was so much more of the scientific world to explore. She was ready to include geology, volcanism, astronomy, and even a bit of archaeology so that “students with interests in other disciplines of science the same opportunity to conduct field observations and research,” Ms. Seibert noted.

She continued, “Overall, leading these trips is a deeply fulfilling experience that strengthens my commitment to education, environmental sustainability, and cultural understanding. It provides invaluable insights that shape my approach to teaching and reinforces the importance of fostering a holistic, inclusive, and experiential learning environment for my students.”

This expansion gave way to the first trip to the American Southwest in 2017, as the Environmental Science Field Studies (ESFS) program was officially introduced. This inaugural adventure included excursions to study desert ecology (flora and fauna) and depositional and erosional processes that shape landscapes. Students ventured to Red Rock Canyon, Zion National Park, Bryce Canyon National Park, Horseshoe Canyon, Antelope Canyon, and of course the Grand Canyon. This experience was such a success that the science department decided to begin alternating years with an Environmental Science Field Studies program and a Costa Rica Field Studies program.

The following years brought students back to Costa Rica in 2018 and then to Iceland in 2019.

The Iceland trip was unique in many respects because it combined the study of science and society. Here, they studied the country’s diverse terrain—hiking across the Sólheimajökull Glacier and learning about the Mid-Atlantic Ridge, which is the boundary of the North American and the Eurasian tectonic plate margins. But they also studied the relationship between the government, the economy, and society.

Ms. Seibert recalled, “The trip to Iceland was not only a geological marvel, but also provided students with the chance to delve into the Icelandic language, its vibrant culture, and unique species like the Icelandic horse. Inspired by this experience, we have continued to incorporate the exploration of diverse peoples, languages, and cultures in all future trips.”

Of course, the COVID-19 pandemic would bring all travel to a halt in 2020, but the program was revived in the spring of 2023 with Flagstaff, Arizona as the destination. In this instance, the trip aligned very closely with the current Class VII and Class VIII science curriculum. In these Middle School years, students take a two-part course taught over two years titled “Sustainable World” which focuses on exploring the world through the three lenses of sustainability: social, economic, and environmental responsibility.

With this curriculum as the backbone, the Arizona ESFS program investigated the impacts of climate change, irrigation and water scarcity, and indigenous land rights. Hands-on highlights in this trip included a visit to the Snowbowl recreational area in Flagstaff on Mt. Humphry’s. Here, they learned about a case brought by the indigenous Hopi peoples that declares that all land is sacred and therefore the use of reclaimed or “impure” water to make snow for skiing goes against their beliefs. Although the Hopi lost this case in 2018 in the Arizona courts, the debate continues to this day. They also visited Montezuma Castle National Monument to learn about indigenous cultures using archaeological evidence. Their trip concluded with a night visit to Lowell Observatory where students were able to stargaze using various large telescopes.

Eden J. ’27 traveled to Arizona during her Class VIII year and recalled, “I had the best time on the trip to Arizona. We went to so many amazing locations, my favorite being the Grand Canyon. I loved being with my friends and making new friends with the grade below me. I also learned how important taking care of our environment is, because I got to see the impact we have on it firsthand. It was a once in a lifetime experience and I am so glad I went!”

In January of 2024, the destination would change again as the ESFS program journeyed to The Island School located on the beautiful island of Eleuthera in The Bahamas. In this location, the main points of study were coral reef ecology, shark research and conservation, mycology, aquaponics, island sustainability, and the impact of climate change and pollution on the world’s oceans. Students spent time in the classroom every day—whether that be a physical building or the ocean—and also had time to snorkel, cliff jump, and bike around the campus.

The Island School had been on Nightingale’s radar as Upper School students had participated in a program there in previous years. Seeking a different experience at a different time of year (Arizona had taken place in June of 2023), Danielle Coggin, science faculty member and ESFS co-leader, selected The Island School because she was eager for students to have an immersive experience living and learning in a sustainable community.

“I like that it is so vastly different from our everyday life here in New York, and poses new challenges for them. I think most importantly they understand their impact as a consumer, decision maker, and leader,” Ms. Coggin offered.

Swimming with and researching the sharks left a lasting impact on Aima W. ’28, as she shared that these moments were true highlights of the experience and have continued to stick with her moving forward.

“We got to see three sharks: one bull shark, and two nurse sharks. For most of the year, nurse sharks live in the marina. When temperatures rise in the spring and summer, bull sharks start to come in to seek food. We got to throw fish into the water and see if the more aggressive bull sharks would cause the nurse sharks to get more aggressive now that they were competing for food. We wrote down our observations and later discussed more about them.”

Aima continued, “This was my favorite experience because it sparked my passion for bringing awareness to sharks and why we should protect them. One of the researchers told us about a product commonly used in skin care called squalene, which is taken from a shark's liver. Now anytime my friends or I purchase new skincare products I always tell them ‘Make sure it does not have squalene.’ Shark conservation is now very important to me and I am always teaching people about why we should protect them.”

Aima wasn’t the only one who found herself altering her behavior post-trip, as Emme S. ’28 also had a life-changing experience.

She shared, “Learning and implementing sustainability and conservation in our daily life while living on the island was a challenge at first. For example, the tap and shower water came from the rainfall and were heated by the solar panels. Therefore, we had to be conscious about the time of day we used the water, as well as how often. We had to be thoughtful about how to be conscious of conservation at all times. We also used mostly recyclable products and items that we had to bring home to dispose of. This had a profound impact on my behaviors and I now no longer use or buy single-use plastics.”

Another aspect of the ESFS experience, in addition to the scientific knowledge acquired, is the commitment to nudging students out of their comfort zone. Whether it be getting brand new boots covered in mud, experiencing days that start earlier and end later than they do in New York City, trying new foods, or the ups and downs of communal living, students are encouraged to lean into these new experiences, even if they don’t quite enjoy them at first. Ultimately though, these trips serve to build incredibly strong bonds between the participants, as Layah M. ’28 can attest to: “I always hope to remember the friendships, lessons, and memories I made in the Bahamas…Just like last year, it was my favorite part of the year, and I felt that I learned and bonded with my roommates even more than I did in Arizona. I am so excited that the ESFS program is continuing to travel to the Bahamas and I hope the upcoming VIIs and VIIIs have the same amazing experience I did,” she said.

As the years pass and our world continues to face new and different challenges, there is no denying that humanity has a shared responsibility to protect our resources and must come together to ensure a sustainable future for all. The Middle School students who participate in the ESFS programs understand this intimately and there are no signs of slowing down.

“Middle School students inherently possess a curiosity about the world, making this initiative a valuable tool for nurturing their interest in science. We remain committed to leveraging this opportunity to inspire curiosity among our students, fostering their dedication to improving the world, and instilling in them a lifelong passion for learning,” Dr. Spina remarked.

A better tomorrow is possible, and Nightingale Middle School scientists are ready to lead the way.