Broadening Participation through Research Experiences in Marine Science: An Early-Admit Immersive College Course Provides Experiential, Place-Based Scientific Training for Hawai‘i High School Students

Abstract

Developing meaningful and authentic opportunities for students from historically excluded groups that inspire and sustain their interest in STEM pathways is essential for overcoming some of the barriers to entry that continue to hinder diversity in STEM fields. The Research Experiences in Marine Science (REMS) program is an immersive, place-based, course-based research experience at the University of Hawai‘i at Mānoa that focuses on science-driven marine conservation and incorporates Hawaiʻi’s unique ecology and culture to better engage local high school students and recent high school graduates. During the program, students participate in field- and laboratory-based marine science modules and conduct research alongside professional scientists, science educators, and near-peer mentors, and they are encouraged to consult with Native Hawaiian scholars and practitioners who actively collaborate or partner with the program. Student self-assessments of confidence, attitudes, and interest in marine science were collected pre- and post-program via surveys that included both Likert scale and open-ended items. Results demonstrated significant positive post-program shifts in student confidence in testing hypotheses, valuing environmental stewardship, and recognizing the relevance of marine science, as well as shifts in the students’ interest in marine science subjects and careers. Students reported very high satisfaction with the content modules, group research projects, and overall REMS program experience. Our approach, emphasizing sense of place, community connections, and a strong tiered mentoring structure, provides a robust model for undergraduate science training that may help broaden student participation in conservation-related marine STEM.