Enhancing Undergraduate Access to Marine Research Experiences

• In Event: Studying Ocean Literacy From Diverse Perspectives: Current Studies and Future Directions

Abstract

Purpose
Undergraduate research experiences, where students not only engage in the scientific process but are socialized into the scientific community, are important to fostering students’ emerging scientific identities (Hunter, Laursen & Seymour, 2007; Thiry et al., 2012). However, undergraduate research undertaken without intensive support often results in projects that do not contribute to the scientific knowledge base. Unfortunately, most labs can only support a limited number of undergraduates due to the mentoring burden associated with novice investigators. This is further exacerbated in the marine environment, where logistical and environmental constraints can severely limit the ability of undergraduates to conduct rigorous science.

This study examined a Course-based Undergraduate Research Experience (CURE; Auchincloss et al,, 2014; Dolan, 2016; National Academies of Science, Engineering, and Medicine, 2017), which engaged cohorts of students in research projects in a more controlled and collaborative environment than typical undergraduate research experiences. Utilizing a nested program structure, where facilitators, community partners, and scientists work together, the CURE under study was designed to meet educational and well as scientific goals—enhancing scientific research in a challenging and understudied environment, the Hawaiian intertidal. The purpose of this study is to examine the perspectives of project stakeholders on the program structure and determine the effect of the program on undergraduates’ ocean literacy and their connection to place and community.

Theoretical Framework
The CURE was based constructivist principles—for example active, collaborative learning; building upon prior knowledge and scaffolding instruction, making learning relevant, and fostering the development of self-regulation (e.g., Bransford, Brown, & Cocking, 1999; Richardson, 2003); many of these are outlined in Vision and Change (AAAS, 2011). In addition, the three components of ocean literacy: content knowledge, communication, and decision-making (Carley et al., 2013) were used as a guiding document for interpreting findings.

Methods & Data Sources
This is a sequential mixed-methods case study where the qualitative data facilitated interpretation of the quantitative findings. Data sources for this study include post-program interviews with program undergraduate interns, collaborating scientists, and community partners. In addition, pre-, mid-, and post-program questionnaires accessed interns’ self-efficacy in applying the scientific process, identification as a scientist doing authentic research, career interests, and connection to Hawaii's ocean environment.

Results
Interns indicated they felt more prepared for a career in marine science. Although their self-efficacy in applying the scientific process and scientific identity was still emerging, they had a deeper understanding of current marine issues. Outreach experiences, where students served as experts in K–12 classrooms and community events, were unexpectedly reported as a highlight of the program as they allowed students to engage with the communities in which they were conducting research.

Scholarly Significance
This CURE allowed for the scaling of both scientific research and undergraduate engagement in marine research experiences. Using the intertidal as a model marine ecosystem from which to frame cohort projects provided a cohesive umbrella framework. The nested configuration of this program can serve as a model for addressing a critical gap in opportunities for students to fulfill research credits required by many natural science departments to graduate.

Author

• Joanna Philippoff, University of Hawai‘i at Manoa