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This study examines perceptions of the benefits and barriers to study abroad amongst undergraduate students studying at the Soltis Center for Research and Education in Costa Rica, in 2018 and 2019. A total of 49 students representing five different study abroad programs from three institutions participated in the study. Cost, personal obligations, and timing of the program were identified by all respondents as the most important barriers to student participation in a study abroad program. Results of a Q-sort suggests that perceived benefits varied by academic year of the student and their experience with study abroad, and other high impact learning experiences. Upper-year students, as well as those with previous travel experience, viewed study abroad as an opportunity to develop career-relevant skills, while lower-year students and those with less travel experience perceived broadening horizons and personal growth as the most important benefits. The transition in perceived benefits can be used to effectively structure study abroad within the undergraduate curriculum to maximize benefits for student learning.

The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.

The purpose of this study was to explore the experience and management of stress in science students and to evaluate concordance with faculty/staff members' appraisal of student stress. A survey was completed by 308 students and by 40 staff and faculty members. Students' stress levels were high but there were no differences based on demographic groups. Students' top stressors included workload, grades, career, time management, and anxiety. Faculty and staff members accurately estimated the level of undergraduate student stress but underestimated graduate student stress. They also demonstrated a good understanding of the role of specific academic stressors, but consistently overestimated the contribution of stress from other sources. Students described using a variety of different coping strategies, including social support, self-care, hobbies, and problem-solving.

Conceptual models have long served as a means for physical geographers to organize their understanding of feedback mechanisms and complex systems. Analytical reasoning provides undergraduate students with an opportunity to develop conceptual models based upon their understanding of surface processes and environmental conditions. This study describes the use of analytical reasoning by junior and senior undergraduate students to predict the expansion and contraction of the South Texas Sandsheet as an example of this instructional technique. Students perceived that the analytical reasoning approach was significantly better for understanding desert expansion and contraction compared with the traditional lecture. A preliminary assessment of an analytical reasoning approach to desertification is presented as an example of how this approach can be incorporated into undergraduate geoscience courses.

Rip currents are narrow seaward-flowing currents common on many global beaches and are capable of transporting even experienced swimmers a significant distance offshore, placing them at risk of needing rescue or drowning. In this respect, rips represent a significant hazard to beach users around the world and are recognized as a major health problem that can have serious social and economic impacts for recreational beach users. Tourists and overseas visitors are more susceptible to drowning in rip currents because of their limited knowledge and limited awareness of beach hazards and safety. This group includes students participating in study abroad or foreign exchange programs. Many universities encourage student participation in study abroad programs, which may be located in cities or study centers close to surf beaches prone to the occurrence of rip currents. Reducing the number of drownings by students depends on an understanding of their knowledge about rip currents and their behavior when visiting a foreign beach that may lack posted safety information or warning flags. This brief communication describes results of the first survey of students studying abroad from the United States (n = 358) to determine their knowledge about rip currents and other beach hazards, and to determine their behavior, choices, and precautions taken when visiting a beach during their time abroad. Results are intended to motivate the improvement of beach safety education provided to students studying abroad.

Houser C, Carswell A, Chittle B, Johnson G, Caschera A, Smith A. 2024. Relative energy and perceived impact of vessel-generated waves in fetch-limited environments. Lake Reserv Manag. 40:285–302 Vessel-generated waves (or wakes) are perceived as an important stressor in both marine and freshwater systems, and they are an increasingly important focus of coastal management. Recent studies suggest that wakes account for a significant portion of the total wave energy in fetch-limited environments and in turn have the potential to resuspend sediment, erode shorelines, degrade water quality, damage infrastructure, and disrupt aquatic ecosystems, in addition to being considered a safety hazard and a nuisance. To assess the relative contribution of wakes to the total wave energy, monitoring was completed at 32 sites across 7 fetch-limited lakes in Ontario, Canada between 2020 and 2023. The percent wake energy was inversely related to the average fetch length, with deviations to the relationship dependent on whether the site was open, an embayment or along a narrow section of the lake. A survey of property owners and residents suggests that the perceived impact of wakes also varies with the fetch length. Shoreline erosion and degraded water quality were identified as primary impacts of wakes in lakes with the smallest average fetch, but very few respondents provided direct evidence of boat wake impacts. Most respondents described vessel operation, experience of the vessel operator and conflict over different boating uses as the primary issues associated with wakes. While boat wakes may contribute a significant portion of the wave energy in fetch-limited lakes, further research is required to determine when and where they may represent a physical and ecological stressor rather than being just a nuisance. [ABSTRACT FROM AUTHOR]

Hurricane Fiona made landfall as an extra-tropical storm along the north shore of Prince Edward Island (PEI), Canada, in October 2022. The state of the beach and dune immediately before and after the storm was captured through the Coastie citizen science beach and dune photo monitoring initiative, as part of the global CoastSnap Community Beach Monitoring program. Coastie monitoring sites within Prince Edward Island National Park (PEINP) revealed extensive dune scarping, capturing a 12–17 m retreat of the foredune at Brackley and Cavendish Beaches. Using foredune scarp and post-storm shoreline positions, volumetric losses between 28 and 76 m3 m−1 are estimated from profiles located within the first 150 m of the stations. The average horizontal position of the projected foredune scarp position was within 2.8 m of the position identified from high accuracy unoccupied aerial system (UAS) surveys, corresponding to a mean absolute difference of 15.3 m3 m−1 or 45.3% for dune volume changes estimated from the images. Continued monitoring will yield further improvements to the volume loss estimation methodology, and insight on the timing and mechanisms of beach and dune recovery. [ABSTRACT FROM AUTHOR]

Summer research experiences are an increasingly popular means of increasing awareness of, and developing interest in, the geosciences and other science, technology, engineering, and math programs. We describe and report the preliminary results of a 1-wk Geosciences Exploration Summer Program in the College of Geosciences at Texas A&M University to introduce high-school students to opportunities and careers in the geosciences. Short-term indicators in the form of preprogram and postprogram surveys of participants and their parents suggest that there is an increase in participant understanding of geosciences and interest in pursuing a degree in the geosciences. The participants and their parents had relatively limited knowledge of the geosciences at the start of the program, and very few had a friend or acquaintance employed in the geosciences, despite the importance of geosciences to the state economy. Postprogram survey results suggest that the students had an improved and nuanced understanding of the geosciences and the career opportunities within the field. A survey of the parents several months after the program had ended suggests that the parents had greater awareness of the geosciences through conversations with the participants or their own research. Although the influence of the parents on a students' decision to study geoscience is unclear and merits further investigation, it is concluded that future offerings of this and similar programs should engage the parents to ensure that the geosciences are recognized as a potential academic and career path.

Research experience for undergraduate (REU) programs are designed to recruit students to science and engineering research careers by allowing the students to conduct research with faculty mentors. International research experiences can enhance the research experience by allowing the student to conduct research in a unique environment and also provide the student with a more global perspective. This paper describes the outcomes of an international REU program in which students quantify hydrological and biogeochemical fluxes in a tropical montane forest in central Costa Rica. Having the students at a central research station location and focusing their research on a common research problem is an important aspect of an international REU program, to avoid a feeling of isolation and to ensure that the students remain safe in their research and during their free time. However, this shared experience can highlight differences among the faculty mentors and make the students evaluate their individual experience more critically. To better understand the relationship between the REU student and their faculty mentor(s), we conducted pre- and post-trip focus groups to understand the students' experience in the REU and the manner in which the faculty mentor can affect that experience and the desire to continue in research. Results of the pre-trip focus group suggest that the undergraduate students are most concerned about their projects and give little to no thought about the faculty mentor with whom they will be completing their research. Post-trip results from 2011 and 2012 suggest that mentors had a much greater impact on the experience than expected. Many students said that their future research/graduate school plans were affected by their REU mentor relationship, and that while they might not have considered the importance of faculty mentors before the research experience, they now recognize the mentor as a crucial aspect of a research project. Using a classification system commonly used in management research, the mentoring styles were classified with management classification styles as autocratic, democratic, or laissez-faire. The overall results suggest that the student-to-mentor relationship created through these authentic experiences is one of the most important aspects of REU programs, and that the mentoring style not only determines the research productivity of the student, but also appears to influence the decision of that student to conduct research in the future and/or attend graduate school. The mentoring style also affects research productivity and allows students to identify the characteristics they perceive as important to success in a graduate program. While this paper focuses on a single REU program, the results provide baseline data to examine the role of the faculty mentor across other REU programs and in decisions about graduate research by both the student and the faculty. Mentoring styles and student expectations of their mentors should be taken into consideration when developing a research experience and pairing mentors with prospective students.

Letters of recommendation are commonly used to assess the potential of undergraduate students to be successful undergraduate research assistants/interns or their potential as graduate students. However, there is evidence to suggest that reference letters can include unconscious (or implicit) bias that can affect decisions and limit opportunities for under-represented minorities and students from non-research institutions. This study uses a text analysis software program to examine 457 letters of recommendation for undergraduate students applying to undertake international research experience to determine whether there is a statistically significant difference in the language used to describe the students accepted into the programme (n = 36 letters) compared to those who were not accepted (n = 421 letters). Results suggest that letters of recommendation for the accepted students describe the productivity of the students with greater certainty and include a greater number of quotes from student work. In comparison, the letters for those students who were not accepted into the programme include more positive emotion and describe the insight of the student, but include more words associated with discrepancy and tentative statements. Despite no statistically significant differences in grade point averages, a similar pattern was observed between male and female applicants, white and non-white applicants, and applicants from research and non-research institutions. Results suggest a need to standardise letters of recommendation to ensure that the biases are minimised and do not present a barrier to increasing diversity in undergraduate research.

The adoption of enrollment-based budgeting at many institutions poses serious problems for geoscience programs that have been facing enrollment challenges in recent years, particularly in response to drops in the price of oil and gas. This commentary describes the impetus for, and results of, the Pathways to the Geosciences program at Texas A&M University, designed to provide transfer students with guided pathways and allow the college to maintain enrollment and buffer against fluctuations in oil and gas prices that are shown to affect first-year enrollment. Results suggest that the program resulted in a statistically significant increase in the population of underrepresented minority students, who now represent 33% of the total undergraduate population and 39% of the incoming cohort in Fall 2016. The Pathways to the Geosciences program is offered as a model for other geoscience programs through this early review of the program and its impact on enrollment.

Integrating research into short-term study abroad programs is challenging because of language, fieldwork logistics, and traditional learning models based on passive classroom experiences. Experiential learning often makes use of research as experience, but relatively few examples integrate human and physical geography. Here, we describe an experiential and integrated human--physical undergraduate geography curriculum in Costa Rica. We combine rip current morphodynamics, beach-user surveys, and cultural landscape in a 3-week program in Costa Rica. Emotions associated with the direct and indirect experience of "riding the rip" positively influenced the cognitive domain of student learning.

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