Lisa Benson

Science, technology, engineering, and mathematics (STEM) education are often dominated by traditional assessment methods, even in applied subdisciplines like natural resources. Exams packed with mu...

Authentic assessments in undergraduate STEM courses promote higher-order thinking and real-world relevance and are increasingly recognized for supporting student learning and inclusivity. This study examines the prevalence of authentic assessments– characterized by realism, cognitive challenge, and evaluative judgment– within an undergraduate natural resource (NR) department at a research-intensive (R1), predominantly white institution (PWI) in the United States (U.S.) Instructors of NR courses completed a survey to score the authenticity of their assessments, providing data on the design and implementation. Results revealed that while 42% of courses (n=26) met high authenticity standards, traditional exams remained dominant. Only four high-authenticity scoring courses used authentic assessments in place of traditional exams. These findings highlight the need for broader integration of authentic assessment practices to foster inclusivity and prepare students for real-world challenges. This manuscript also offers insights for future research and implications for faculty development, policy, and assessment practices.