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10 WAYS YOU CAN SUPPORT
UNDERGRADUATE RESEARCH IN
STEM AND BEYOND
Erica Haas-Gallo, UW-Madison
Dr. Alan R. Masters, CIEE
Janelle Papay, Elon University
WHO WE ARE:
• Erica Haas–Gallo
• University of Wisconsin,
Dept. Bacteriology
• Biology Advisor and
Former Study Abroad
Advisor
• Alan R Masters, PhD
• CIEE Tropical Ecology &
Conservation, Costa Rica
• Study Abroad Research
Advisor
• Janelle Papay
• Elon University, Global
Education Center
• Assistant Director of Study
Abroad
UNIVERSITY OF WISCONSIN AT MADISON
Enrollment of UW Madison
Total student population: 43,193
Undergraduate: 29,302
Graduate: 9,445
Professional: 2,459
Special: 1,987
24% of Undergrads study abroad
36% of Undergrads research
Institutional Type
Public, Residential
Academic Profile
13 Schools and Colleges
Relevant to STEM majors: College of
Agriculture and Life Sciences; College of
Engineering; College of Letters and Science;
School of Medicine and Public Health,
School of Pharmacy; School of Veterinary
Medicine; School of Nursing
Research expenditure ranking (national, 2013):
4th
Annual Student Mobility-Study Abroad
2013-14: 1475 students abroad through IAP
ELON UNIVERSITY
Enrollment at Elon
Total student population: 6,483
Undergraduate: 5,903
Graduate: 728
72% undergraduates study abroad
23% undergraduates do research
Institutional Type
Private, Residential
Academic Profile
6 Schools
Relevant to STEM majors: School of Health
Sciences and Elon College, the College of Arts
& Sciences
Study Abroad Office Structure
One office that houses global engagement (study
abroad and study USA) and serves the entire
campus community.
Annual Student Mobility-Study Abroad
2013-14: 1,264 (about 800 participate on faculty-
led programs)
2012-13: 1,254
Institutional Profile
CIEE STEM STUDY ABROAD
 Field Programs
 Monteverde, Costa Rica
 Tropical Ecology & Conservation
 Sustainability & Environment
 Bonaire, Caribbean
 Marine Ecology & Conservation
 Perth, Australia
 Ecology, Conservation & Sustainability
 Direct Enrollment - Global Sustainability and
Environment Berlin or Capetown
 Hybrid Programs - Globalization and Development
Buenos Aires
Institutional Type
Non-profit, Study Abroad Provider
Institutional Profile
Field of Study %
Social Sciences 22.1
Business/Management 20.4
Humanities 10.4
Fine or Applied Arts 7.8
Physical/Life Sciences 8.8
Foreign Languages 4.9
Health Professions 4.1
Education 4.0
Engineering 3.9
Math/Computer Science 1.9
Agriculture 1.3
Undeclared 2.7
Other Fields of Study 5.2
Total 100
STEM total 22.5
IIE Open Doors
Report 2014
students abroad
2012-13
STEM ABROAD
Science is global and intercultural
 STEM Students study abroad in
increasing numbers
 Research is important to STEM
curricula
 Many STEM students look for research
opportunities abroad
 Unique habitats, cultures, techniques and
technologies
 Expertise and opportunity not available at home
 Solving “real world” problems IEE 2014
INDEPENDENT OR DIRECTED RESEARCH ABROAD
 “inquiry that is conducted independently by the student,
involves several weeks of intensive and self-driven data
collection, analysis, and writing, and in the end represents
individual student achievement.” Bolen and Martin (2005)
 Not the same as directed research, where
student is assigned a project and only
collects data and may assist in analysis
RESEARCH ABROAD EXPERIENCES
 Faculty-led
 Direct enrollment
 Provider
 University Programs
 Study Center Programs
 Field Study Programs
 Hybrid Model – Both direct enrollment and provider
IMPORTANCE OF RESEARCH ABROAD
 Access to different habitats, species
 Access to different customs and cultures
 Increased linguistic competency, cross-cultural skills and disciplinary
learning
 Professional intercultural exchange
 Opportunities not available at home
 May correct culturally-ingrained research biases
 Science is global and operates across cultures
INSTITUTIONAL RESPONSIBILITY
“If institutions and programs offer their students
the opportunity to systematize some aspect of
study abroad learning through a structured
independent research project—and more
importantly if they require it—they also assume
the responsibility to provide students with the
training and tools they will need.”
Bolen and Martin (2005)
THE FORUM ON EDUCATION ABROAD
 Objectives of Undergraduate Research Abroad
 Increase knowledge in discipline, language, culture and
research process;
 Respect local culture, ethical norms and values;
 Integrate into undergraduate’s academic career (credits,
continuity);
 Create significant collaboration with student, faculty, local
experts;
 Link intellectually to home institution;
 Impact host community positively.
THE FORUM ON EDUCATION ABROAD
 Guidelines for Undergraduate Research Abroad
 Articulate specific objectives for undergraduate research abroad;
 Delineate clear policy and procedural guidelines for undergraduate
research abroad for students, faculty and on-site faculty and experts;
 Maintain resources adequate to support this research; and
 Provide clear, consistent direction on research ethics in the areas of data
collection, human subject research, informed consent, confidentiality in
preparation of and during the proposed research,
 Clarify intellectual property issues, such as ownership, electronic
distribution, and possible future use or publication of the research results.
INSTITUTIONAL REVIEW BOARD
IRB
 Necessary for research with humans
 Common Rule = no risk or harm
 Observational studies OK
 Curricular studies OK
 Analysis of existing data OK
 Surveys, manipulations require
IRB review
Who assures IRB?
 Home Institution
 School of Record
 Host University
 Study Abroad Provider
 CIEE 10 minute Survey of STEM Majors past 3 years.
 2,741 students invited, 277 completed (11%)
Patrick Moran, CIEE Director, Research and Business Development
Jillian Foley, CIEE Research Analyst
2015 CIEE SURVEY
 97% agree that as a STEM major it is important to develop global awareness
 83% take STEM courses abroad
 25% of respondents performed research abroad
 68% faced challenges to studying abroad
 Finding appropriate courses (27%)
 Funding (26%)
 Room in Academic Schedule (22%)
 Transferring Credits (20%)
Patrick Moran, CIEE Director, Research and Business Development
Jillian Foley, CIEE Research Analyst
2015 CIEE Survey
STEM STUDENTS RESEARCH ABROAD
 Not many undergraduates research abroad (Moran and Foley 2015)
 Curriculum, funding, schedule, credit transfer
 Study abroad program may not offer research option
 Faculty may advise students to study at home instead
 Language skills may not be adequate
 Students may lack maturity to do meaningful research
 Students may be intimidated by the idea of research abroad.
OUR SURVEY GOALS
 Better understand challenges to STEM study abroad research from
students’ perspectives
 Examine feedback from students who have done research abroad
 Determine if students felt prepared to conduct research
 Assess resources students used and/or found helpful
 Determine student resources or support needed but not received
 Determine if students are continuing research upon return
 Assess students’ use of research towards academic or career
goals
 Make recommendations to Study Abroad advisors how to help
students research abroad
ELON SURVEY
 Low response rate
 26 responses with 6
conducting research
“It was not directly related to my
majors – more of an
environmental science based
research. Was interesting to
explore, though.”
ELON MAJORS
DID YOU COMPLETE RESEARCH IN YOUR
MAJOR OR MINOR?
46%
9%
45%
Yes; in my major
Yes, in my certificate (minor)
No, I did it for my own interests
HOW WOULD YOU RATE THE FOLLOWING EXPERIENCES WITH
UNDERGRADUATE RESEARCH ABROAD?
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Very Dissatisfied Dissatisfied Somewhat
Dissatisfied
Neutral Somewhat
Satisfied
Satisfied Very Satisfied
Support offered by Elon Global Education Center
Support offered by Elon Academic Advisor
Support offered by your host program/university
The research conducted abroad
HOW KNOWLEDGEABLE WAS YOUR STUDY ABROAD
OFFICE ABOUT RESEARCH OPPORTUNITIES ABROAD?
Very
knowledgeable
45%
Quite
Knowledgeable
22%
Neutral
33%
0% 0%
Elon
 Students who perceived high support, were more satisfied with their research
experience
 Most conduct long independent research with on-site advisor
 Resources students “wish they had” involved more contact with university
mentors
 Only half of students continue with the research
 “Being able to research abroad has enabled me to delve into my major on a
much deeper and more experiential level. For post-undergraduate plans, I’m
looking to apply for grants to continue my research or investigate similar
questions. This research will provide the necessary background and
qualifications for applying for these grants.”
 “It made me realize that research in the field is not something that I want to do
for a career”
SUMMARY
UNIVERSITY OF WISCONSIN - MADISON
Low response rate
• 54 responses
• 15 conducted research abroad
“We first went into communities and create a community health profile. Then
based on this information we found the community's biggest public health
concerns and chose one to do further research on. With the results from this
second round of research we then went back to the community to stage an
intervention, then did follow up research on the results of the intervention”
Survey Summary
UW-MADISON
DID YOU COMPLETE RESEARCH IN
YOUR MAJOR OR MINOR?
46%
15%
39%
Major Certificate Neither
0
1
2
3
4
5
6
7
8
9
10
Study Abroad Advisor Major Academic Advisor Other advisors
Very knowledgeable Quite knowledgeable Knowledgeable Somewhat knowledgeable No knowledge
HOW KNOWLEDGEABLE WERE YOUR ADVISORS
ABOUT RESEARCH OPPORTUNITIES
WHAT RESOURCES WERE OFFERED BY UW TO HELP
WITH YOUR RESEARCH ABROAD?
Before During After
Meetings Email Meetings
Journals
(electronic & print)
Journals
(electronic & print)
Sharing through
study abroad office
Advising Advising Study Abroad events
Scholarship Libraries Venue to share online
Database Skype check-ins Stud abroad advisors
Blogging
WHAT RESOURCES DO YOU WISH UW WOULD HAVE
OFFERED FOR YOUR RESEARCH ABROAD?
Before During After
Expectations of
research
Journals More debriefing
More details of the
program
Venue to display
research project
Previous studies
Connections to others
in the area
DID YOU CONTINUE RESEARCH UPON YOUR RETURN?
Yes No
SUMMARY
 Most students did not identify resource needed or wanted while abroad
 Students who identified resources prior to and upon return reported higher satisfaction with
experience
 Most conduct long independent research with on-site advisor
 UW can improve outreach to faculty, departmental and targeted student support advisors
 Few continue with research
 "Doing research abroad not only gives you experience in research but also working with
different types of people with different backgrounds. You also learn different ways of doing
things. It has made me a more confident scientist and helped me be more comfortable with
working with different people."
 "Performing research abroad made an impact on me by showing me that I love conducting
field research and when I am out there collecting data it doesn't feel like work and that has
made a huge impact on my career choices."
CIEE SURVEY
 Sent to 302 alumni of CIEE’s Tropical Ecology &
Conservation program in Monteverde, Costa Rica
 All current contacts from 2000 to present
 Same survey as UW-Madison and Elon Universities
 161 respondents (53%)
CIEE SURVEY
 All take a 4 credit Independent Study in Tropical Ecology
 Student chooses research project and develops with on
site academic staff.
 Proposal, 1 Month Data Collection, Statistics, Two Written
Submissions, Symposium Presentation
DID YOU COMPLETE RESEARCH IN YOUR MAJOR OR
CERTIFICATE?
82%
18%
YES
NO
N = 159 respondents
0
5
10
15
20
25
30
35
40
45
50
Study Abroad Advisor Major Academic Advisor Other Advisors
Very Quite Knowledgeable Somewhat Not
How knowledgeable were your institution advisors (from your
home college or university) about research opportunities abroad?
WHAT RESOURCES DO YOU WISH YOUR INSTITUTION (YOUR COLLEGE OR
UNIVERSITY) WOULD HAVE OFFERED FOR YOUR RESEARCH ABROAD?
0
5
10
15
20
25
30
35
NONE BETTER
JOURNAL
ACCESS
EQUIPMENT STUDY
ABROAD
ADVISING
DEPT
ADVISING
VENUES TO
SHARE
FINDINGS
BEFORE DURING AFTERN = 93 respondents
What resources do you wish your institution (your college or
university) would have offered for your research abroad?
“felt equipped”
“More biology
based advising”
“Follow up on the
research conducted and
connect with people on
campus at my institution
doing work in a similar
field of study..”
“They provided everything I needed.”
“training on how to
do research”
“Ways to publish/keep
working on my research
project back at my home
university”
CONTINUED RESEARCH AFTER STUDY ABROAD
0
2
4
6
8
10
12
14
16
18
OTHER
RESEARCH
THESIS RESEARCH
COURSE
SYMPOSIUM PUBLICATION
N = 31 respondents
How has performing research abroad made an impact on your
subsequent studies or career? “got me hired”
“it has helped
me stand out
from the crowd.”
“It was a good introduction
to academic research
before graduate school,
which l would not have
received from my home
institution.”
“Having performed research in an
educational and outdoor setting
makes me want to work in
science education”
“Yes- it was invaluable.”
“It has had a huge impact
on how I view my
contribution to the world.”
SUMMARY OF MAJOR CIEE SURVEY FINDINGS
 Most students were Biology or Environmental Science/Studies majors
 Most (82%) completed research in their Major
 Study Abroad (65%) and Departmental Advisors (50%) are
knowledgeable (but could do better)
 Students appreciate the work you and the departments are doing.
 Students appreciate the research experience abroad, see its value but
few continue independent research once home (just 13%).
 Regardless of where it leads, research abroad is universally praised by
students who did it.
STUDY ABROAD PROCESS: STEM RESEARCH
 DECIDE – How to get more STEM
students to consider study abroad
research?
 SELECT – Which program?
 PREPARE – How to prepare for
research abroad?
 ON SITE – How to enhance
research once there?
 RE-ENTRY – How to continue or
make best use of the research done
abroad?
DECIDE
SELECT
PREPARE
ON
SITE
RE-
ENTRY
STUDY ABROAD PROCESS: STEM CHALLENGES
 STEM students are less-likely to hear about
study abroad from faculty or departmental
advisor (Leggett 2010) or to consider STEM
abroad
 Study Abroad offices may have less STEM
study abroad experience or a limited read of
the landscape of available programs
 Preparations for STEM study abroad
research may be limited pre-departure
 On site demands and support for research
may include resources on site but also back
home
 Once back, STEM students may not know
how to continue or integrate their research
DECIDE
SELECT
PREPARE
ON
SITE
RE-
ENTRY
TEN THINGS YOU CAN DO
1. Engage STEM faculty and advisors.
2. Engage STEM students early and
consistently.
3. Expose Study Abroad staff and students
to full range of STEM research
opportunities, preferably by discipline.
4. Know which programs offer research
opportunities and the type of research
offered.
5. Prepare STEM students studying abroad
with special orientation tools/meetings.
DECIDE
SELECT
PREPARE
ON
SITE
RE-
ENTRY
TEN THINGS YOU CAN DO
6. Remind students of library access and
other resources they take with them.
7. Advise students to be in contact with
faculty at home to help choose or
approve research topic.
8. Encourage returning students to
continue with their research.
9. Point out Undergraduate Research
journals, symposia and awards.
10. Advise how to champion research to
further education and careers.
DECIDE
SELECT
PREPARE
ON
SITE
RE-
ENTRY
1. ENGAGE STEM FACULTY AND DISCIPLINE ADVISORS
• Establish relationship with
faculty who are receptive and
supportive.
• Unite faculty, advisors and
former students to share
experiences.
• Share past research reports
with faculty.
• Invite faculty to student
presentations/symposia.
• Support faculty site visits.
• Support faculty attendance at
study abroad conference.
2. ENGAGE STEM STUDENTS EARLY AND CONSISTENTLY
 Send program brochures and
posters to appropriate
departments.
 Include study abroad in early
departmental advising.
 Study abroad visits in related
introductory classes.
 Connect students to alumni.
 Study abroad fairs with STEM
emphasis.
3. EXPOSE STUDY ABROAD STAFF AND STUDENTS TO RANGE OF
STEM RESEARCH OPPORTUNITIES, PREFERABLY BY DISCIPLINE
4. KNOW WHICH PROGRAMS OFFER RESEARCH
OPPORTUNITIES AND THE TYPE OF RESEARCH
 Independent vs. Directed
 Long vs. Short
 Components
 Eligibility
 Proposal
 Data collection
 Statistics
 Written manuscript
 Symposium presentation
5. PREPARE STEM STUDENTS STUDYING ABROAD WITH
SPECIAL ORIENTATION TOOLS
 Webpage, brochures, meetings.
 Requirements for credits.
 Clear goals and expectations.
 Exposure to alumni research.
 Consult with home faculty
liaison/advisor.
 Familiarize with IRB policies
6. REMIND STUDENTS OF LIBRARY ACCESS AND OTHER
RESOURCES THEY TAKE WITH THEM
 Online resources
 Interlibrary loan
 Local library access
 Equipment loans
 Home faculty and
advisors
7. ADVISE STUDENTS TO CONNECT WITH HOME FACULTY AND
ADVISORS TO HELP CHOOSE OR APPROVE RESEARCH TOPIC
 Provide on-site advisors
with list of home advisors.
 Remind on-site advisors to
have students check in
with home departmental
advisors once research
idea is established.
8. ENCOURAGE RETURNING STUDENTS TO
CONTINUE WITH THEIR RESEARCH
 Help find appropriate
faculty advisor.
 Provide information on
independent study courses.
 Connect to Honors,
Capstone projects.
 Direct student to Office of
Undergraduate Research.
9. POINT OUT UNDERGRADUATE RESEARCH
JOURNALS, SYMPOSIA AND AWARDS
 On campus resources (Office of
Undergraduate Research)
 Research Symposia
 Off campus resources
 Forum on Education Abroad
 Council on Undergraduate Research
 Sigma Xi
 See SIT Reentry Toolkit
10. ADVISE HOW TO CHAMPION RESEARCH TO
FURTHER EDUCATION AND CAREERS
 Undergraduate Departmental
Advisor
 Instruct how to list
transferable skills related to
research in resume/CV
 Encourage study student to
contact abroad research
advisor as source of Letter of
Recommendation
SHARING BEST PRACTICES
TEN THINGS
1.Engage STEM faculty and
advisors​
2.Engage STEM students
early and consistently​
3.Expose staff and students
to STEM research ​
4.Know programs' research
opportunities​
5.Prepare STEM students ​
6. Resources available while
abroad
7. Advise students to be in
contact with faculty at home
8. Encourage returnees to
continue research. ​
9. Direct to research-sharing
venues​
10. Advise on additional
research
RESOURCES
• Forum Guidelines for Research Abroad
https://www.forumea.org/resources/standards-of-good-practice/standards-
guidelines/undergraduate-research-abroad
• Going Global: Understanding the Choice Process of the Intent to Study
Abroad – Salisbury, Umbach, Paulsen, & Pascarella (2008)
• International Educator. (July & August 2011). Encouraging STEM Students to
Study Abroad.
• Terra Dotta. (June 2014). Making Study Abroad More Accessible for STEM
• World Learning SIT Reentry Tool Kit
http://www.worldlearning.org/documents/worldlearning/studyabroad-reentry-
toolkit.pdf
• Mel C. Bolen, Patricia C. Martin. (2005). Introduction: Undergraduate Research
Abroad: Challenges and Rewards. Frontiers: the International Journal of Study
CONTACT
Erica Haas-Gallo, Biology Major Advisor
University of Wisconsin-Madison
haasgallo@wisc.edu
Alan R. Masters, CIEE Resident Director,
Tropical Ecology & Conservation, Costa Rica
amasters@ciee.org
Janelle Papay, Assistant Director of Study
Abroad
Elon University
jpapay@elon.edu
CONTACT

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Ten Ways you can Support Undergraduate Research in STEM and Beyond

  • 1. 10 WAYS YOU CAN SUPPORT UNDERGRADUATE RESEARCH IN STEM AND BEYOND Erica Haas-Gallo, UW-Madison Dr. Alan R. Masters, CIEE Janelle Papay, Elon University
  • 2. WHO WE ARE: • Erica Haas–Gallo • University of Wisconsin, Dept. Bacteriology • Biology Advisor and Former Study Abroad Advisor • Alan R Masters, PhD • CIEE Tropical Ecology & Conservation, Costa Rica • Study Abroad Research Advisor • Janelle Papay • Elon University, Global Education Center • Assistant Director of Study Abroad
  • 3. UNIVERSITY OF WISCONSIN AT MADISON Enrollment of UW Madison Total student population: 43,193 Undergraduate: 29,302 Graduate: 9,445 Professional: 2,459 Special: 1,987 24% of Undergrads study abroad 36% of Undergrads research Institutional Type Public, Residential Academic Profile 13 Schools and Colleges Relevant to STEM majors: College of Agriculture and Life Sciences; College of Engineering; College of Letters and Science; School of Medicine and Public Health, School of Pharmacy; School of Veterinary Medicine; School of Nursing Research expenditure ranking (national, 2013): 4th Annual Student Mobility-Study Abroad 2013-14: 1475 students abroad through IAP
  • 4. ELON UNIVERSITY Enrollment at Elon Total student population: 6,483 Undergraduate: 5,903 Graduate: 728 72% undergraduates study abroad 23% undergraduates do research Institutional Type Private, Residential Academic Profile 6 Schools Relevant to STEM majors: School of Health Sciences and Elon College, the College of Arts & Sciences Study Abroad Office Structure One office that houses global engagement (study abroad and study USA) and serves the entire campus community. Annual Student Mobility-Study Abroad 2013-14: 1,264 (about 800 participate on faculty- led programs) 2012-13: 1,254 Institutional Profile
  • 5. CIEE STEM STUDY ABROAD  Field Programs  Monteverde, Costa Rica  Tropical Ecology & Conservation  Sustainability & Environment  Bonaire, Caribbean  Marine Ecology & Conservation  Perth, Australia  Ecology, Conservation & Sustainability  Direct Enrollment - Global Sustainability and Environment Berlin or Capetown  Hybrid Programs - Globalization and Development Buenos Aires Institutional Type Non-profit, Study Abroad Provider Institutional Profile
  • 6. Field of Study % Social Sciences 22.1 Business/Management 20.4 Humanities 10.4 Fine or Applied Arts 7.8 Physical/Life Sciences 8.8 Foreign Languages 4.9 Health Professions 4.1 Education 4.0 Engineering 3.9 Math/Computer Science 1.9 Agriculture 1.3 Undeclared 2.7 Other Fields of Study 5.2 Total 100 STEM total 22.5 IIE Open Doors Report 2014 students abroad 2012-13
  • 7. STEM ABROAD Science is global and intercultural  STEM Students study abroad in increasing numbers  Research is important to STEM curricula  Many STEM students look for research opportunities abroad  Unique habitats, cultures, techniques and technologies  Expertise and opportunity not available at home  Solving “real world” problems IEE 2014
  • 8. INDEPENDENT OR DIRECTED RESEARCH ABROAD  “inquiry that is conducted independently by the student, involves several weeks of intensive and self-driven data collection, analysis, and writing, and in the end represents individual student achievement.” Bolen and Martin (2005)  Not the same as directed research, where student is assigned a project and only collects data and may assist in analysis
  • 9. RESEARCH ABROAD EXPERIENCES  Faculty-led  Direct enrollment  Provider  University Programs  Study Center Programs  Field Study Programs  Hybrid Model – Both direct enrollment and provider
  • 10. IMPORTANCE OF RESEARCH ABROAD  Access to different habitats, species  Access to different customs and cultures  Increased linguistic competency, cross-cultural skills and disciplinary learning  Professional intercultural exchange  Opportunities not available at home  May correct culturally-ingrained research biases  Science is global and operates across cultures
  • 11. INSTITUTIONAL RESPONSIBILITY “If institutions and programs offer their students the opportunity to systematize some aspect of study abroad learning through a structured independent research project—and more importantly if they require it—they also assume the responsibility to provide students with the training and tools they will need.” Bolen and Martin (2005)
  • 12. THE FORUM ON EDUCATION ABROAD  Objectives of Undergraduate Research Abroad  Increase knowledge in discipline, language, culture and research process;  Respect local culture, ethical norms and values;  Integrate into undergraduate’s academic career (credits, continuity);  Create significant collaboration with student, faculty, local experts;  Link intellectually to home institution;  Impact host community positively.
  • 13. THE FORUM ON EDUCATION ABROAD  Guidelines for Undergraduate Research Abroad  Articulate specific objectives for undergraduate research abroad;  Delineate clear policy and procedural guidelines for undergraduate research abroad for students, faculty and on-site faculty and experts;  Maintain resources adequate to support this research; and  Provide clear, consistent direction on research ethics in the areas of data collection, human subject research, informed consent, confidentiality in preparation of and during the proposed research,  Clarify intellectual property issues, such as ownership, electronic distribution, and possible future use or publication of the research results.
  • 14. INSTITUTIONAL REVIEW BOARD IRB  Necessary for research with humans  Common Rule = no risk or harm  Observational studies OK  Curricular studies OK  Analysis of existing data OK  Surveys, manipulations require IRB review Who assures IRB?  Home Institution  School of Record  Host University  Study Abroad Provider
  • 15.  CIEE 10 minute Survey of STEM Majors past 3 years.  2,741 students invited, 277 completed (11%) Patrick Moran, CIEE Director, Research and Business Development Jillian Foley, CIEE Research Analyst 2015 CIEE SURVEY
  • 16.  97% agree that as a STEM major it is important to develop global awareness  83% take STEM courses abroad  25% of respondents performed research abroad  68% faced challenges to studying abroad  Finding appropriate courses (27%)  Funding (26%)  Room in Academic Schedule (22%)  Transferring Credits (20%) Patrick Moran, CIEE Director, Research and Business Development Jillian Foley, CIEE Research Analyst 2015 CIEE Survey
  • 17. STEM STUDENTS RESEARCH ABROAD  Not many undergraduates research abroad (Moran and Foley 2015)  Curriculum, funding, schedule, credit transfer  Study abroad program may not offer research option  Faculty may advise students to study at home instead  Language skills may not be adequate  Students may lack maturity to do meaningful research  Students may be intimidated by the idea of research abroad.
  • 18. OUR SURVEY GOALS  Better understand challenges to STEM study abroad research from students’ perspectives  Examine feedback from students who have done research abroad  Determine if students felt prepared to conduct research  Assess resources students used and/or found helpful  Determine student resources or support needed but not received  Determine if students are continuing research upon return  Assess students’ use of research towards academic or career goals  Make recommendations to Study Abroad advisors how to help students research abroad
  • 19. ELON SURVEY  Low response rate  26 responses with 6 conducting research “It was not directly related to my majors – more of an environmental science based research. Was interesting to explore, though.”
  • 21. DID YOU COMPLETE RESEARCH IN YOUR MAJOR OR MINOR? 46% 9% 45% Yes; in my major Yes, in my certificate (minor) No, I did it for my own interests
  • 22. HOW WOULD YOU RATE THE FOLLOWING EXPERIENCES WITH UNDERGRADUATE RESEARCH ABROAD? 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 Very Dissatisfied Dissatisfied Somewhat Dissatisfied Neutral Somewhat Satisfied Satisfied Very Satisfied Support offered by Elon Global Education Center Support offered by Elon Academic Advisor Support offered by your host program/university The research conducted abroad
  • 23. HOW KNOWLEDGEABLE WAS YOUR STUDY ABROAD OFFICE ABOUT RESEARCH OPPORTUNITIES ABROAD? Very knowledgeable 45% Quite Knowledgeable 22% Neutral 33% 0% 0% Elon
  • 24.  Students who perceived high support, were more satisfied with their research experience  Most conduct long independent research with on-site advisor  Resources students “wish they had” involved more contact with university mentors  Only half of students continue with the research  “Being able to research abroad has enabled me to delve into my major on a much deeper and more experiential level. For post-undergraduate plans, I’m looking to apply for grants to continue my research or investigate similar questions. This research will provide the necessary background and qualifications for applying for these grants.”  “It made me realize that research in the field is not something that I want to do for a career” SUMMARY
  • 25. UNIVERSITY OF WISCONSIN - MADISON Low response rate • 54 responses • 15 conducted research abroad “We first went into communities and create a community health profile. Then based on this information we found the community's biggest public health concerns and chose one to do further research on. With the results from this second round of research we then went back to the community to stage an intervention, then did follow up research on the results of the intervention” Survey Summary
  • 27. DID YOU COMPLETE RESEARCH IN YOUR MAJOR OR MINOR? 46% 15% 39% Major Certificate Neither
  • 28. 0 1 2 3 4 5 6 7 8 9 10 Study Abroad Advisor Major Academic Advisor Other advisors Very knowledgeable Quite knowledgeable Knowledgeable Somewhat knowledgeable No knowledge HOW KNOWLEDGEABLE WERE YOUR ADVISORS ABOUT RESEARCH OPPORTUNITIES
  • 29. WHAT RESOURCES WERE OFFERED BY UW TO HELP WITH YOUR RESEARCH ABROAD? Before During After Meetings Email Meetings Journals (electronic & print) Journals (electronic & print) Sharing through study abroad office Advising Advising Study Abroad events Scholarship Libraries Venue to share online Database Skype check-ins Stud abroad advisors Blogging
  • 30. WHAT RESOURCES DO YOU WISH UW WOULD HAVE OFFERED FOR YOUR RESEARCH ABROAD? Before During After Expectations of research Journals More debriefing More details of the program Venue to display research project Previous studies Connections to others in the area
  • 31. DID YOU CONTINUE RESEARCH UPON YOUR RETURN? Yes No
  • 32. SUMMARY  Most students did not identify resource needed or wanted while abroad  Students who identified resources prior to and upon return reported higher satisfaction with experience  Most conduct long independent research with on-site advisor  UW can improve outreach to faculty, departmental and targeted student support advisors  Few continue with research  "Doing research abroad not only gives you experience in research but also working with different types of people with different backgrounds. You also learn different ways of doing things. It has made me a more confident scientist and helped me be more comfortable with working with different people."  "Performing research abroad made an impact on me by showing me that I love conducting field research and when I am out there collecting data it doesn't feel like work and that has made a huge impact on my career choices."
  • 33. CIEE SURVEY  Sent to 302 alumni of CIEE’s Tropical Ecology & Conservation program in Monteverde, Costa Rica  All current contacts from 2000 to present  Same survey as UW-Madison and Elon Universities  161 respondents (53%)
  • 34. CIEE SURVEY  All take a 4 credit Independent Study in Tropical Ecology  Student chooses research project and develops with on site academic staff.  Proposal, 1 Month Data Collection, Statistics, Two Written Submissions, Symposium Presentation
  • 35.
  • 36. DID YOU COMPLETE RESEARCH IN YOUR MAJOR OR CERTIFICATE? 82% 18% YES NO N = 159 respondents
  • 37. 0 5 10 15 20 25 30 35 40 45 50 Study Abroad Advisor Major Academic Advisor Other Advisors Very Quite Knowledgeable Somewhat Not How knowledgeable were your institution advisors (from your home college or university) about research opportunities abroad?
  • 38. WHAT RESOURCES DO YOU WISH YOUR INSTITUTION (YOUR COLLEGE OR UNIVERSITY) WOULD HAVE OFFERED FOR YOUR RESEARCH ABROAD? 0 5 10 15 20 25 30 35 NONE BETTER JOURNAL ACCESS EQUIPMENT STUDY ABROAD ADVISING DEPT ADVISING VENUES TO SHARE FINDINGS BEFORE DURING AFTERN = 93 respondents
  • 39. What resources do you wish your institution (your college or university) would have offered for your research abroad? “felt equipped” “More biology based advising” “Follow up on the research conducted and connect with people on campus at my institution doing work in a similar field of study..” “They provided everything I needed.” “training on how to do research” “Ways to publish/keep working on my research project back at my home university”
  • 40. CONTINUED RESEARCH AFTER STUDY ABROAD 0 2 4 6 8 10 12 14 16 18 OTHER RESEARCH THESIS RESEARCH COURSE SYMPOSIUM PUBLICATION N = 31 respondents
  • 41. How has performing research abroad made an impact on your subsequent studies or career? “got me hired” “it has helped me stand out from the crowd.” “It was a good introduction to academic research before graduate school, which l would not have received from my home institution.” “Having performed research in an educational and outdoor setting makes me want to work in science education” “Yes- it was invaluable.” “It has had a huge impact on how I view my contribution to the world.”
  • 42.
  • 43.
  • 44. SUMMARY OF MAJOR CIEE SURVEY FINDINGS  Most students were Biology or Environmental Science/Studies majors  Most (82%) completed research in their Major  Study Abroad (65%) and Departmental Advisors (50%) are knowledgeable (but could do better)  Students appreciate the work you and the departments are doing.  Students appreciate the research experience abroad, see its value but few continue independent research once home (just 13%).  Regardless of where it leads, research abroad is universally praised by students who did it.
  • 45. STUDY ABROAD PROCESS: STEM RESEARCH  DECIDE – How to get more STEM students to consider study abroad research?  SELECT – Which program?  PREPARE – How to prepare for research abroad?  ON SITE – How to enhance research once there?  RE-ENTRY – How to continue or make best use of the research done abroad? DECIDE SELECT PREPARE ON SITE RE- ENTRY
  • 46. STUDY ABROAD PROCESS: STEM CHALLENGES  STEM students are less-likely to hear about study abroad from faculty or departmental advisor (Leggett 2010) or to consider STEM abroad  Study Abroad offices may have less STEM study abroad experience or a limited read of the landscape of available programs  Preparations for STEM study abroad research may be limited pre-departure  On site demands and support for research may include resources on site but also back home  Once back, STEM students may not know how to continue or integrate their research DECIDE SELECT PREPARE ON SITE RE- ENTRY
  • 47. TEN THINGS YOU CAN DO 1. Engage STEM faculty and advisors. 2. Engage STEM students early and consistently. 3. Expose Study Abroad staff and students to full range of STEM research opportunities, preferably by discipline. 4. Know which programs offer research opportunities and the type of research offered. 5. Prepare STEM students studying abroad with special orientation tools/meetings. DECIDE SELECT PREPARE ON SITE RE- ENTRY
  • 48. TEN THINGS YOU CAN DO 6. Remind students of library access and other resources they take with them. 7. Advise students to be in contact with faculty at home to help choose or approve research topic. 8. Encourage returning students to continue with their research. 9. Point out Undergraduate Research journals, symposia and awards. 10. Advise how to champion research to further education and careers. DECIDE SELECT PREPARE ON SITE RE- ENTRY
  • 49. 1. ENGAGE STEM FACULTY AND DISCIPLINE ADVISORS • Establish relationship with faculty who are receptive and supportive. • Unite faculty, advisors and former students to share experiences. • Share past research reports with faculty. • Invite faculty to student presentations/symposia. • Support faculty site visits. • Support faculty attendance at study abroad conference.
  • 50. 2. ENGAGE STEM STUDENTS EARLY AND CONSISTENTLY  Send program brochures and posters to appropriate departments.  Include study abroad in early departmental advising.  Study abroad visits in related introductory classes.  Connect students to alumni.  Study abroad fairs with STEM emphasis.
  • 51. 3. EXPOSE STUDY ABROAD STAFF AND STUDENTS TO RANGE OF STEM RESEARCH OPPORTUNITIES, PREFERABLY BY DISCIPLINE
  • 52. 4. KNOW WHICH PROGRAMS OFFER RESEARCH OPPORTUNITIES AND THE TYPE OF RESEARCH  Independent vs. Directed  Long vs. Short  Components  Eligibility  Proposal  Data collection  Statistics  Written manuscript  Symposium presentation
  • 53. 5. PREPARE STEM STUDENTS STUDYING ABROAD WITH SPECIAL ORIENTATION TOOLS  Webpage, brochures, meetings.  Requirements for credits.  Clear goals and expectations.  Exposure to alumni research.  Consult with home faculty liaison/advisor.  Familiarize with IRB policies
  • 54. 6. REMIND STUDENTS OF LIBRARY ACCESS AND OTHER RESOURCES THEY TAKE WITH THEM  Online resources  Interlibrary loan  Local library access  Equipment loans  Home faculty and advisors
  • 55. 7. ADVISE STUDENTS TO CONNECT WITH HOME FACULTY AND ADVISORS TO HELP CHOOSE OR APPROVE RESEARCH TOPIC  Provide on-site advisors with list of home advisors.  Remind on-site advisors to have students check in with home departmental advisors once research idea is established.
  • 56. 8. ENCOURAGE RETURNING STUDENTS TO CONTINUE WITH THEIR RESEARCH  Help find appropriate faculty advisor.  Provide information on independent study courses.  Connect to Honors, Capstone projects.  Direct student to Office of Undergraduate Research.
  • 57. 9. POINT OUT UNDERGRADUATE RESEARCH JOURNALS, SYMPOSIA AND AWARDS  On campus resources (Office of Undergraduate Research)  Research Symposia  Off campus resources  Forum on Education Abroad  Council on Undergraduate Research  Sigma Xi  See SIT Reentry Toolkit
  • 58. 10. ADVISE HOW TO CHAMPION RESEARCH TO FURTHER EDUCATION AND CAREERS  Undergraduate Departmental Advisor  Instruct how to list transferable skills related to research in resume/CV  Encourage study student to contact abroad research advisor as source of Letter of Recommendation
  • 60. TEN THINGS 1.Engage STEM faculty and advisors​ 2.Engage STEM students early and consistently​ 3.Expose staff and students to STEM research ​ 4.Know programs' research opportunities​ 5.Prepare STEM students ​ 6. Resources available while abroad 7. Advise students to be in contact with faculty at home 8. Encourage returnees to continue research. ​ 9. Direct to research-sharing venues​ 10. Advise on additional research
  • 61. RESOURCES • Forum Guidelines for Research Abroad https://www.forumea.org/resources/standards-of-good-practice/standards- guidelines/undergraduate-research-abroad • Going Global: Understanding the Choice Process of the Intent to Study Abroad – Salisbury, Umbach, Paulsen, & Pascarella (2008) • International Educator. (July & August 2011). Encouraging STEM Students to Study Abroad. • Terra Dotta. (June 2014). Making Study Abroad More Accessible for STEM • World Learning SIT Reentry Tool Kit http://www.worldlearning.org/documents/worldlearning/studyabroad-reentry- toolkit.pdf • Mel C. Bolen, Patricia C. Martin. (2005). Introduction: Undergraduate Research Abroad: Challenges and Rewards. Frontiers: the International Journal of Study
  • 62. CONTACT Erica Haas-Gallo, Biology Major Advisor University of Wisconsin-Madison haasgallo@wisc.edu Alan R. Masters, CIEE Resident Director, Tropical Ecology & Conservation, Costa Rica amasters@ciee.org Janelle Papay, Assistant Director of Study Abroad Elon University jpapay@elon.edu CONTACT