Ecology and geoscience professionals alike have stressed the value of undergraduate field experiences, ranging from short outdoor laboratories, residential courses at field stations and marine laboratories or geology camps, traveling courses, or week- to month-long research experiences, in the training for future careers in these disciplines. Advocates for field experiences highlight their importance in providing students with the opportunity to apply what they have learned in the classroom to a novel, outdoor setting and to practice skills that are needed by professionals in these fields (American Geosciences Institute 2001, Dillon et al. 2006, Easton and Gilburn 2012, Petcovic et al. 2014, Durrant and Hartman 2015, Hix 2015). Though field experiences are seen as important, they can be expensive and logistically complex, and for years field programs have faced challenges related to funding reductions at institutions of higher education (Moore 2001, Smith 2004, Cotton 2009, Fleischner et al. 2017). The global pandemic has made this past year especially difficult for field programs in that many had to rapidly adapt to create virtual field experience equivalents (Barton 2020, Burmeister 2020, Gerhart et al. 2021, Race et al. 2021), drastically reduce the number of students they serve, or cancel their offerings altogether (Swing et al. 2021).