Elizabeth Faruzzi
Pronouns: She/Her
Research Mentor(s): Alison Bressler
Research Mentor School/College/Department: Biological Station/EEB / LSA
Program: UROPF
Session: Session 7 (4:40pm – 5:30pm)
Authors: Elizabeth Faruzzi, Alison Bressler
Abstract
Past research shows that field courses are beneficial, with evidence that students who take field courses in the sciences are more likely to stay in science fields and have higher science reasoning skills. There is, however, limited understanding about how students’ motivations for taking science courses might impact their major or career choice. My research seeks to determine the benefits of learning science in the field compared to a traditional classroom. In this study, I ask the following question: How do students’ motivations for taking field courses at the University of Michigan Biological Station (UMBS) vs. traditional courses at the Ann Arbor Campus impact their behavior? We collected surveys from students enrolled in ecology courses at UMBS vs. the Ann Arbor campus in 2022. I performed statistical analyses on pre- and post-survey data with paired sample t-tests and general linear models in the Statistical Package for the Social Sciences (SPSS) software. To support quantitative results, I analyzed qualitative data and quotes from focus group interviews and survey free response questions at UMBS. Results show that students who are motivated by an interest in course topics are more likely to be motivated to be science majors. Taking courses at UMBS increased retention more than in Ann Arbor from pre- to post-surveys. Participating in field courses has a positive impact on students pursuing ecology and other field-science careers.
