Affective factors during field research that influence intention to persist in the geosciences

A comparative study between outcomes of an in‐person versus online introductory field course

“…In their traditional in‐person formats, field courses are an important tool for retention, success, and equity in science majors, especially for underrepresented minorities (URM) (Beltran et al., 2020). These benefits emerge from the many positive factors impacted by field courses including self‐efficacy (Beltran et al., 2020; Dillon, 2013; Kortz et al., 2020), science and peer community (Epstein et al., 2015; Anderson and Miskimins, 2006; Haywood et al., 2016; Madden et al., 2012), and comfort in the outdoors (Carlone et al., 2016; van der Hoeven Kraft et al., 2011; Jolley et al., 2018). Despite these benefits, university support for field courses is diminishing, highlighting the importance of research that explores barriers, outcomes, and impacts of field courses (Cotton & Cotton, 2009; Moore, 2001; Smith, 2004).…”

How Do Advisor Assessments of Diverse Undergraduate Researchers Compare with the Students’ Self-Assessments? And What Does This Imply for How We Train and Assess Students?

“…If true, this would suggest that the SOEST Scholars program, and perhaps undergraduate oceanography research programs in general, could be improved by intentionally focusing on building student self-efficacy, which has been linked to academic and career success. Here are a few examples of how this could be in done in the context of undergraduate research training in oceanography (based on Bandura, 1977, andKortz et al, 2019).…”

“…• In addition to mastery and vicarious experiences, students build self-efficacy through social persuasion (e.g., being assured that success is possible) and reducing physical or emotional stress (e.g., through physical activity, positive environment; Bandura, 1977;Kortz et al, 2019). Service learning projects that address real-world needs (Astin et al, 2000;Eyler et al, 2001;Boyle et al, 2007;Celio et al, 2011), especially when combined with structured reflections (Conway and Amel, 2009) and outdoor activities (Stokes et al, 2015), invoke many of these strategies.…”

“…However, for these students to persist on a STEM pathway and ultimately diversify the field of oceanography, developing research and other technical skills is not enough: they also need to develop self-efficacy. Self-efficacy (a person's belief that they can accomplish a given task or achieve a desired outcome) has been shown to be a key factor in successful academic performance that can help motivate students to persist in the face of adversity (Bandura, 1977;Multon et al, 1991;Zimmerman, 2000), including in the ocean and Earth sciences (Kortz et al, 2019) and across STEM fields (Andrew, 1998;Williams and George-Jackson, 2014). In some studies (Zusho et al, 2003), self-efficacy predicted student performance and persistence better than other cognitive variables, even when controlling for prior achievement (Lent et al, 1986).…”

A Resource for Understanding and Evaluating Outcomes of Undergraduate Field Experiences

“…Outcomes in the psychomotor domain could include: the improved ability to geolocate, collect and measure sediment in a lake with the appropriate instrumentation and accuracy, or use established methodology to sample stream invertebrates (Arthurs 2019, Scott et al 2012). In addition to considering these three fundamental learning domains, UFEs may promote student outcomes that span domains and enter the social realm, such as developing communication skills (Bell and Anscombe 2013), building friendships and collaborations Boyle 2009, Jolley et al 2019), and/or developing a sense of belonging in a discipline (Kortz et al 2020, Malm et al 2020, O'Brien et al 2020. Lastly, students participating in UFEs could result in broader, societal level outcomes, such as students pursuing conservation efforts, contributing to citizen science projects, increasing awareness for social justice issues, or supporting for sustainability efforts (Grimberg et al 2008, Bell and Anscombe 2013, Ginwright and Cammarota 2015.…”