Abstract
Engaging undergraduates in publishable research is challenging. Skills including researching topics, statistical knowledge, and writing abilities are necessary; however, students often face time constraints or financial challenges that impede them from engaging in these experiences. Conducting research with underrepresented students can be an even bigger challenge, as these groups are known to face additional financial or family burdens that the traditional student does not face. This essay reports on the development of an international field study with the goal of producing publishable research by undergraduates. To date, 27 students (68% Hispanic, 52% first generation) have participated in a week-long immersion field experience in Roatán, Honduras. As an interdisciplinary field study, students were exposed to animal behavior, ecology concepts, and research methods through a two-course sequence that incorporated the field experience. In this essay, we share our best practices for conducting a field study with students from underrepresented populations with the goal of producing publishable research. We include the evolution of the course curriculum that was informed by self-reported student experiences and a brief description of some of the projects students designed. Students reported that the field experience highlighted the importance of adjusting research plans and expectations. Ultimately, this program exposed students to advantages and disadvantages of conducting field research while increasing confidence in their ability to conduct effective and meaningful research. A minimum of two semesters may be needed to create publishable research projects and 1 week of data collection is not sufficient for successful research projects.
Highlights
Engaging undergraduates in research at a minority-serving institution has many challenges
This study offered experiences that one may not normally have the time or money to do after he/she has graduated from school
While having the pre-requisite class of either comparative psychology or conservation biology with a laboratory course was helpful, we found that students felt rushed and more overwhelmed trying to read all of the field study content and prepare a proposal at the same time as managing the rest of the course content in the first 8 weeks of the semester (Figure 1 and Tables 1–3)
Summary
Engaging undergraduates in research at a minority-serving institution has many challenges. The students took either conservation biology or comparative psychology in the spring semester, which was paired with a laboratory course that consisted of the field study during spring break Both courses were coordinated prior to spring break so that students in each course attending the field study could learn the skills necessary to complete their research projects while in Roatán. The students who were not attending the spring break field study completed similar research projects but with local resources (e.g., local zoo, campus, or surrounding natural parks and reserves) Students in both classes read original, peerreviewed scientific literature on topics involving animal behavior that targeted constructs that could be examined in the field, conservation issues and efforts (with special emphasis on the tropics), ecological diversity, and research methods for behavioral and environmental sciences. Students were required to present their field study research in either oral or poster format at the university’s research symposium in the spring following the field study experience
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