Abstract
This program included a short-term study abroad and immersive field-based undergraduate research experience for 57 undergraduate students at three institutions during 2 years. The program included the design of research proposals prior to the study abroad; an 8-day research immersion experience; followed by data analysis and preparation of research papers or posters. Over 36% of the students represented an underrepresented minority group and 84% were female. All students completed surveys prior to and after program completion, which measured impact of the experience on growth in self-efficacy, interest in research, and worldview. Comparing pre- and post-survey results indicated a non-significant increase in students’ interest in research, from 3.91 to 3.96 on a scale of 5; a significant increase in beliefs about their ability to conduct research (70.8–79.3 on a scale of 100); significant increase in general self-efficacy (4.03 pre and 4.26 post on a scale of 5); and significant shift towards environmental worldview. Exploratory regression models identified previous international travel, class, prior activities, high research interest pre-immersion, and high self-efficacy scores pre-immersion as significantly impacting the various models. These findings indicate that the experience increased their interest in and beliefs about their ability to conduct research, increased their environmental awareness, and improved self-esteem. However, the regression models did not identify any activities during the immersion or research experience that significantly explained post-immersion gains in scores. This suggests that future programs will require redesigns of surveys, possibly addressing personal background and experiences that may impact self-efficacy of underrepresented students.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
References
Allen-Ramdial S-AA, Campbell AG (2014) Reimagining the pipeline: advancing STEM diversity, persistence, and success. BioSci 64:612–618. https://doi.org/10.1093/biosci/biu076
Auchincloss LC, Laursen SL, Branchaw JL, Eagan K, Graham M, Hanauer DI, Lawrie G, McLinn CM, Pelaez N, Rowland S, Towns M, Trautmann NM, Varma-Nelson P, Weston TJ, Dolan EL (2014) Assessment of course-based undergraduate research experiences: a meeting report. CBE-Life Sci Educ 13:29–40. https://doi.org/10.1187/cbe.14-01-0004
Ballantyne R, Packer J (2002) Nature-based excursions: school students’ perceptions of learning in natural environments. Int Res Geogr Environ Educ 11:218–236. https://doi.org/10.1080/10382040208667488
Ballantyne R, Packer J, Falk J (2011) Visitors’ learning for environmental sustainability: testing short- and long-term impacts of wildlife tourism experiences using structural equation modelling. Tour Manag 32:1243–1252
Bangera G, Brownell SE (2014) Course-based undergraduate research experiences can make scientific research more inclusive. CBE-Life Sci Educ 13:602–606. https://doi.org/10.1187/cbe.14-06-0099
Barnett R (1997) Higher education: a critical business. McGraw-Hill Education, London UK
Bieschke KJ, Bishop RM, Garcia VL (1996) The utility of the research self-efficacy scale. J Career Assess 4:59–75. https://doi.org/10.1177/106907279600400104
Bishop RM, Bieschke KJ (1998) Applying social cognitive theory to interest in research among counseling psychology doctoral students: a path analysis. J Couns Psychol 45:182–188. https://doi.org/10.1037/0022-0167.45.2.182
Bong M (1999) Personal factors affecting the generality of academic self-efficacy judgments: gender, ethnicity, and relative expertise. J Exp Educ 67:315–331. https://doi.org/10.1080/00220979909598486
Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing undergraduate education: a blueprint for America’s research universities. Carnegie Foundation for the Advancement of Teaching, p 53. https://eric.ed.gov/?id=ED424840
Boyle A, Maguire S, Martin A, Milsom C, Nash R, Rawlinson S, Turner A, Wurthmann S, Conchie S (2007) Fieldwork is good: the student perception and the affective domain. J Geogr Higher Educ 31:299–317. https://doi.org/10.1080/03098260601063628
Bridges B, Kinzie J, Nelson Laird T, Kuh G (2008) Student engagement and success at minority serving institutions. In: Gasman M, Baez B, Turner CSV (eds) Understanding minority-serving institutions. SUNY Press, New York, pp 217–236
Campbell AG (2013) STEM diversity and critical mass. Brown initiative to maximize student development (IMSD) view 4:1. https://www.brown.edu/initiatives/maximize-student-development/sites/maxstuddev/files/IMSD_View_V4_I3.pdf
Carpi A, Ronan DM, Falconer HM, Lents NH (2017) Cultivating minority scientists: undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. J Res Sci Teach 54:169–194. https://doi.org/10.1002/tea.21341
Chen G, Gully SM, Eden D (2001) Validation of a new general self-efficacy scale. Organ Res Methods 4:62–83. https://doi.org/10.1177/109442810141004
Chieffo L, Griffiths L (2004) Large-scale assessment of student attitudes after a short-term study abroad program. Frontiers 10:165–177. https://doi.org/10.36366/frontiers.v10i1.140
Chopin SF (2002) Undergraduate research experiences: The translation of science education from reading to doing. Anat Rec 269:3–10. https://doi.org/10.1002/ar.10058
Dasgupta N, Scircle MM, Hunsinger M (2015) Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering. PNAS 112:4988–4993. https://doi.org/10.1073/pnas.1422822112
DeFelice A, Adams JD, Branco B, Pieroni P (2014) Engaging underrepresented high school students in an urban environmental and geoscience place-based curriculum. J Geosci Edu 62:49–60. https://doi.org/10.5408/12-400.1
Dolan EL (2016) Course-based undergraduate research experiences: Current knowledge and future directions. National Research Council. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_177288.pdf. Accessed 29 Dec 2020
Donnelly-Smith L (2009) Global learning through short-term study abroad. Peer Rev 11:12–15
Dunlap RE, Liere KDV, Mertig AG, Jones RE (2000) New trends in measuring environmental attitudes: measuring endorsement of the new ecological paradigm: a revised NEP scale. J Soc Issue 56:425–442. https://doi.org/10.1111/0022-4537.00176
Field A (2017) Discovering statistics using IBM SPSS statistics (5th ed.). Sage
Finley A, McNair T (2013) Assessing underserved students’ engagement in high-impact practices. Association of American Colleges and Universities, p. 68. https://www.aacu.org/publication/assessing-underserved-students-engagement-in-high-impact-practices. Accessed 19 Feb 2019
Fuller I, Edmondson S, France D, Higgitt D, Ratinen I (2006) International perspectives on the effectiveness of geography fieldwork for learning. J Geogr High Educ 30:89–101. https://doi.org/10.1080/03098260500499667
Gafney L (2001) Evaluating students’ performance. Progressions 2:3–4
Greeley AT, Johnson E, Seems S, Braver M, Dias L, Evans K, Kincade E, Pricken P (1989) Research self-efficacy scale. Conference of the Association for Women in Psychology, Bethesda, MD.
Hadis BF (2005) Why are they better students when they come back? Determinants of Academic focusing gains in the study abroad experience. Frontiers 11:57–30. https://doi.org/10.36366/frontiers.v11i1.151
Hawcroft LJ, Milfont TL (2010) The use (and abuse) of the new environmental paradigm scale over the last 30 years: a meta-analysis. J Environ Psychol 30:143–158. https://doi.org/10.1016/j.jenvp.2009.10.003
Hernandez PR, Bloodhart B, Barnes RT, Adams AS, Clinton SM, Pollack I, Godfrey E, Burt M, Fischer EV (2017) Promoting professional identity, motivation, and persistence: benefits of an informal mentoring program for female undergraduate students. PLoS ONE 12:e0187531. https://doi.org/10.1371/journal.pone.0187531
Hill HM, Karlin M (2019) Reflections on an International research immersion field study as a high impact practice to produce publishable papers by underrepresented undergraduates. Front Psych. https://doi.org/10.3389/fpsyg.2019.00601
Hockings SC, DeAngelis KJ, Frey RF (2008) Peer-led team learning in general chemistry: implementation and evaluation. J Chem Educ 85:990. https://doi.org/10.1021/ed085p990
Ingraham EC, Peterson DL (2004) Assessing the impact of study abroad on student learning at Michigan state university. Frontiers 10:83–100. https://doi.org/10.36366/frontiers.v10i1.134
Institute of International Education (2016) Open doors 2016 fast facts. Open Doors Data. https://opendoorsdata.org/wp-content/uploads/2020/11/Open-Doors-Fast-Facts-2010-2019.pdf
Jones MT, Barlow AEL, Villarejo M (2010) Importance of undergraduate research for minority persistence and achievement in biology. J High Educ 81:82–115. https://doi.org/10.1353/jhe.0.0082
Kent M, Gilbertsone D, Hunt C (1997) Fieldwork in geography teaching: a critical review of the literature and approaches. J Geogr High Educ 21:313–332
Kern EL, Carpenter JR (1986) Effect of field activities on student learning. J Geol Educ 34:180–183. https://doi.org/10.5408/0022-1368-34.3.180
Kuh G, Kinzie J, Schuh J, Whitt E (2010) Student success in college: creating conditions that matter. Jossey-Bass. https://www.wiley.com/en-us/Student+Success+in+College%3A+Creating+Conditions+That+Matter%2C+%28Includes+New+Preface+and+Epilogue%29-p-9780470599099. Accessed 19 Feb 2019
Kuh G, O’Donnell K, Schneider CG (2017) HIPs at ten. Change 49:8–16. https://doi.org/10.1080/00091383.2017.1366805
Kuh G & Association of American Colleges and Universities (2008) High-impact educational practices: what they are, who has access to them, and why they matter. Association of American Colleges and Universities. https://www.aacu.org/publications-research/publications/high-impact-educational-practices-what-they-are-who-has-access-0. Accessed 19 Feb 2019
Kuh G (2017) Foreward: And now there are 11. In: Eynon B, Gambino LM (eds) High-impact eportfolio practice: a catalyst for student, faculty, and institutional learning. Stylus Publishing. https://www.aacu.org/publications-research/publications/high-impact-eportfolio-practice-catalyst-student-faculty-and. Accessed 19 Feb 2019
Lakens D (2013) Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Front Psychol 4:863
Lalonde R, Jackson EL (2002) The new environmental paradigm scale: has it outlived its usefulness? J Environ Educ 33:28–36. https://doi.org/10.1080/00958960209599151
Lambie GW, Hayes BG, Griffith C, Limberg D, Mullen PR (2014) An exploratory investigation of the research self-efficacy, interest in research, and research knowledge of Ph.D. in education students. Innov High Educ 39:139–153. https://doi.org/10.1007/s10755-013-9264-1
Lent RW, Brown SD, Hackett G (1994) Toward a unifying social cognitive theory of career and academic interest, choice, and performance. J Vocat Behav 45:79–122. https://doi.org/10.1006/jvbe.1994.1027
Lopatto D (2007) Undergraduate Research experiences support science career decisions and active learning. CBE-Life Sci Educ 6:297–306. https://doi.org/10.1187/cbe.07-06-0039
Lyle KS, Robinson WR (2003) A statistical evaluation: peer-led team learning in an organic chemistry course. J Chem Educ 80:132. https://doi.org/10.1021/ed080p132
Manner BM (1995) Field studies benefit students and teachers. J Geol Educ 43:128–131. https://doi.org/10.5408/0022-1368-43.2.128
Mayes G, Dyer P, Richins H (2004) Dolphin-human Interaction:pro-environmental attitudes, beliefs and intended behaviours and actions of participants in interpretation programs: a pilot study. Ann Leis Res 7:34–53. https://doi.org/10.1080/11745398.2004.10600938
McLaughlin JS (2021) Teaching environmental sustainability while transforming study abroad. Sustainability 13:1–13. https://doi.org/10.3390/su13010050
McLaughlin JS, Patel M, Johnson DK, De la Rosa CL (2018) The Impact of a short-term study abroad program that offers a course-based undergraduate research experience and conservation activities. Frontiers 30:100–118. https://doi.org/10.36366/frontiers.v30i3.424
Mellish S, Pearson EL, Sanders B, Litchfield CA (2016) Marine wildlife entanglement and the seal the Loop initiative: a comparison of two free-choice learning approaches on visitor knowledge, attitudes and conservation behaviour. Int Zoo Yearb 50:129–154. https://doi.org/10.1111/izy.12132
NSF (2013) Women, minorities, and persons with disabilities in science and engineering (NSF 13–304). National Science Foundation. https://wayback.archive-it.org/5902/20160210145912/http://www.nsf.gov/statistics/wmpd/2013/start.cfm. Accessed 15 Nov 2019
Nundy S (1999) The fieldwork effect: The role and impact of fieldwork in the upper primary school. Int Res Geogr Environ Educ 8:190–198. https://doi.org/10.1080/10382049908667608
Ortiz AM (2004) Promoting the success of Latino students: a call to action. In: Ortiz AM (ed) Addressing the unique needs of Latino American students. Jossey-Bass, Hoboken, pp 89–97. https://doi.org/10.1002/ss.119
Poh R, Kanesan Abdullah AGB (2019) Factors Influencing students’ research self-efficacy: a case study of university students in Malaysia. Egit Arast 19:1–32. https://doi.org/10.14689/ejer.2019.82.8
President’s Council of Advisors on Science and Technology (2012) Report to the president-engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Executive Office of the President, Washington, DC https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf. Accessed 15 Nov 2019
Russell SH, Hancock MP, McCullough J (2007) Benefits of undergraduate research experiences. Science 316:548–549. https://doi.org/10.1126/science.1140384
Ruth A, Brewis A, Blasco D, Wutich A (2019) Long-term benefits of short-term research-integrated study abroad. J Stud Int Educ 23:265–280. https://doi.org/10.1177/1028315318786448
Sawitri DR, Nurtjahjanti H, Prasetyo AR (2018) Social cognitive predictors of interest in research among life sciences academics. IOP Conf Ser Earth Environ Sci 116:012001. https://doi.org/10.1088/1755-1315/116/1/012001
Scherbaum CA, Cohen-Charash Y, Kern MJ (2006) Measuring general self-efficacy: a comparison of three measures using item response theory. Educ Psychol Meas 66:1047–1063. https://doi.org/10.1177/0013164406288171
Scott BA, Amel EL, Manning CM (2014) In and of the wilderness: ecological connection through participation in nature. Ecopsychology 6:81–91. https://doi.org/10.1089/eco.2013.0104
Spencer SJ, Steele CM, Quinn DM (1999) Stereotype threat and women’s math performance. J Exp Soc Psychol 35:4–28. https://doi.org/10.1006/jesp.1998.1373
Spronken-Smith R, Walker R (2010) Can inquiry-based learning strengthen the links between teaching and disciplinary research? Stud High Educ 35:723–740. https://doi.org/10.1080/03075070903315502
Tenney A, Houck B (2004) Learning about leadership: team learning’s effect on peer leaders. J Coll Sci Teach 33:25–29
Tien LT, Roth V, Kampmeier JA (2002) Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry course. J Res Sci Teach 39:606–632. https://doi.org/10.1002/tea.10038
Wamser CC (2006) Peer-led team learning in organic chemistry: effects on student performance, success, and persistence in the course. J Chem Educ 83:1562–1566
Xiao C, Dunlap RE, Hong D (2019) Ecological worldview as the central component of environmental concern: clarifying the role of the NEP. Soc Nat Resour 32:53–72. https://doi.org/10.1080/08941920.2018.1501529
Funding
This research was partially supported by an internal St. Mary’s University research grant.
Author information
Authors and Affiliations
Contributions
Conceptualization of this research, methodology, data collection, writing—original draft preparation, funding acquisition: MLK and HMH; data analysis, manuscript review and editing: MLK, HMH, and FBA.
Corresponding author
Ethics declarations
Conflict of interest
The authors declare no conflict of interest.
Ethical statements
I declare that this manuscript is the result of my and my co-authors’ independent creation under the reviewer’s comments. This manuscript does not contain any research or achievements that have been published or written by other individuals or groups. The legal responsibility of this statement shall be borne by me as first author.
Code availability
Not applicable.
Rights and permissions
About this article
Cite this article
Karlin, M.L., Hill, H.M.M. & Alam, F.B. An immersive field study as an undergraduate research opportunity and additive high-impact practice (HIP) experience for underrepresented students. SN Soc Sci 2, 58 (2022). https://doi.org/10.1007/s43545-022-00364-1
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s43545-022-00364-1