In this article, the authors showcase 1) how they used assessment and evaluation strategies to determine the efficacy of field-based experiences in biology and 2) how they used this data to develop a new field--based course into a departmental intervention to foster inclusion of marginalized student populations in the life sciences. The authors accessed registrar data and administered longitudinal surveys to understand how field-based courses at a four-year Hispanic-Serving Institution influenced student outcomes. The inclusive field-based experiences are designed around key features of high-impact practices. The authors' research and combined learned experience teaching field-based courses provides an example of how validated surveys, qualitative methods, and institutional data are powerful tools that practitioners can use to shape an inclusive future for field-based experiences.