The Impact of a Short-Term Study Abroad Program that Offers a Course-Based Undergraduate Research Experience and Conservation Activities
DOI:
https://doi.org/10.36366/frontiers.v30i3.424Keywords:
Short-term, Study abroad, Undergraduate research, Education abroad, Costa Rica, PanamaAbstract
Short-term study abroad experiences are the most common type of undergraduate study abroad programs in the United States. However, and to the best of our knowledge, little empirical research exists on students’ learning outcomes following their participation in a short-term program using an integrated research praxis. To address this, we structured an international embedded program in Costa Rica and Panama which allowed students to engage in authentic research experiences topically centered in ecology and service-learning activities in conservation biology. Mixed methods analyses on data generated from the assessment of students (n=54) in three cohorts, revealed students’ gains (both positive and negative) in specific scientific skills and knowledge domains in both the fields of ecology and conservation biology, as well as interest in doing further field research, perceptions of authentic international field research, appreciation of the value of biodiversity, advocacy, and future actions as conservationists and informed citizens (global citizenship).
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References
[AAAS] American Association for the Advancement of Science. (2011). Vision and change in undergraduate biology education: A call to action. Washington, DC.
[AAAS] American Association for the Advancement of Science. (2015). Vision and change in undergraduate biology education: Chronicling change, inspiring the future. Washington, DC.
Auchincloss, L.C., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.I., … Dolan EL. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE–Life Sciences Education,13(1), 29-40.
Backhouse, F. (2005). Invite the world into your classroom. University Affairs, 21–25.
Bangera, G. & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE-Life Sciences Education, 13(4), 602-606.
Barlow, A. E. & Villarejo, M. (2004). Making a difference for minorities: evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41(9), 861-881.
Bascom-Slack, C. A., Arnold, A. E., & Strobel, S. A. (2012). Student-directed discovery of the plant microbiome and its products. Science, 338(6106), 485–486.
Bauer, K. W. & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210-230.
Boyce, G., Williams, S., Kelly, A., & Yee, H. (2001). Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education. Accounting education, 10(1), 37-60.
Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler-Seawell, P., Conklin Imam, J. F., Eddy, S. L., … Cyert, M. S. (2015). A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data. CBE–Life Sciences Education, 14(2), 1-14.
Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. (2012). Undergraduate biology lab courses: Comparing the impact of traditionally based “cook- book” and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 36–45.
Brownell, S. E., Wenderoth, M. P., Theobald, R., Okoroafor, N., Koval, M., Freeman, S., … Crowe, A. J. (2013). How students think about experimental design: Novel conceptions revealed by in-class activities. BioScience, 64(2), 125-137.
Chieffo, L. & Griffiths, L. (2004). Large-scale assessment of student attitudes after a short-
term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 165-177.
Coker, J. S., Heiser, E., & Taylor, L. (2018). Student outcomes associated with shortterm and semester study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 92-105.
Cresswell, J.W. (1997). Qualitative Inquiry and Research Design. Choosing Among Five Traditions. Thousand Oaks, CA: Sage.
Dasgupta, A. P., Anderson, T. R., & Pelaez, N. (2014). Development and validation of a rubric for diagnosing students’ experimental design knowledge and difficulties. CBE-Life Sciences Education, 13(2), 265-284.
Deane, T., Nomme, K., Jeffery, E., Pollock, C., & Birol, G. (2014). Development of the Biological Experimental Design Concept Inventory (BEDCI). CBE-Life Sciences Education, 13(3), 540–551.
De la Rosa, C. L. (2014). Cuántas especies hay todavía por descubrir? BIOMA, 15, 19-27.
Dinerstein, E., Olson, D., Joshi, A., Vynne, C., Burgress, N. D., Wikramanayake, E., … Saleem, M. (2017). An ecoregion-based approach to protecting half the terrestrial realm. BioScience, 67(6), 534-545.
Donnelly-Smith, L. (2009). Global learning through short-term study abroad. Peer Review, 11(4), 12-15.
Dresner, M., de Rivera, C., Fuccillo, K. K., & Chang, H. (2013). Improving higher order thinking and knowledge retention in environmental science teaching. BioScience, 64(1), 40-48.
Goedhart, C. M. & McLaughlin, J. S. (2016). Student scientists: Transforming the undergraduate research laboratory into a research environment. The American Biology Teacher, 78(6), 502-508.
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): measuring undergraduates’ evaluation of scientific information and arguments. CBE-Life Sciences Education, 11(4), 364-377.
Goudsouzian, L. K., McLaughlin, J. S., & Slee, J. B. Using yeast to make scientists: A six-week self-guided research project for the cell biology classroom. CourseSource, 1-10.
Harrison, M., Dunbar, D., Ratmansky, L., Boyd, K., & Lopatto, D. (2011). Classroom-based science research at the introductory level: Changes in career choices and attitude. CBE-Life Science Education, 10(3), 279-286.
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[IIE] Institute of International Education. (2015). Open doors Report on International Educational Exchange. Washington, DC.
Jones, M. T., Barlow, A. E., & Villarejo, M. (2010). Importance of undergraduate research for minority persistence and achievement in biology. The Journal of Higher Education, 81(1), 82-115.
Joppa, L. N., O’Conner, B., Visconti, P., Smith, C., Geldmann, J., Hoffmann, M., … Burgess, N. D. (2016). Filling in biodiversity threat gaps. Science, 352(6284), 416-418.
Kloser, M. J., Brownell, S. E., Shavelson, R.J., & Fukami, T. (2013). Effects of a research- based ecology lab course: A study of nonvolunteer achievement, self- confidence, and perception of lab course purpose. Journal of College Science Teaching, 42(2), 90–99.
Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757.
Lopatto, D. (2017). Adapting to change: Studying undergraduate research in the current education environment. Scholarship and Practice of Undergraduate Research, 1(1), 5-10.
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): first findings. Cell Biology Education, 3(4), 270-277.
Lopatto, D. & Tobias, S. (2010). Science in Solution: The Impact of Undergraduate Research on Student Learning. Washington, DC: Council on Undergraduate Research.
Marriam, S. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
McKeown, J. S. (2009). The first time effect: The impact of study abroad on college student intellectual development. Albany, NY: State University of New York Press.
McLaughlin, J. S. & Coyle, M. S. (2016). Increasing authenticity and inquiry in the cell and molecular biology laboratory. The American Biology Teacher, 78(6), 492-500.
McLaughlin, J. S., Favre, D. E., Weinstein, S., & Goedhart, C. M. (2017). The impact of a four-step laboratory pedagogical framework on biology students’ perceptions of laboratory skills, knowledge and interest in research. Journal of College Science Teaching, 47(1), 83-91.
McLaughlin, J. S. & Johnson, D. K. (2006). Assessing the field course experiential learning model: Transforming collegiate short-term study abroad experiences into rich learning environments. Frontiers: The Interdisciplinary Journal of Study Abroad, 13(1), 65-85.
McLaughlin, J. S. & Metz, A. S. (2016). Vision and Change: Why it Matters? The American Biology Teacher, 78(6), 456-462.
McLaughlin, J. S. & Patel, M. A. (2017). An authentic research experience for undergraduates in the developmental biology and physiology laboratory using the chick embryonic heart.” American Biology Teacher, 79(8), 645-653.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress (1st ed.). San Francisco: Jossey-Bass.
Morais, D. & Ogden, A. (2011). Initial development and validation of the global
citizenship scale. Journal of Studies in International Education, 15(5), 445–466.
[NAS] National Academy of Sciences. (2010). Rising above the gathering storm, revisited: Rapidly approaching Category 5. Washington, DC: National Academies Press.
[NRC] National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academic Press.
[NRC] National Research Council. (2003). BIO2010: Transforming Undergraduate Education for Future Research Biologists. Washington, DC: National Academies Press.
National Survey of Student Engagement. (2007). Experiences that matter: Enhancing student learning and success. Bloomington, IN: Indiana University.
[PCAST] President's Council of Advisors on Science and Technology (2012). Report to the president, engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: Executive Office of the President.
Project Kaleidoscope. (2002). Recommendations for action in support of undergraduate science, technology, engineering, and mathematics: Report on reports. Washington, DC: Project Kaleidoscope.
Rhode Ward, J., Clarke, H. D., & Horton, J. L. (2014). Effects of a research-infused botanical curriculum on undergraduates’ content knowledge, STEM competencies, and attitudes toward plant sciences. CBE–Life Sciences Education, 13(1), 387-396.
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548-549.
Schattle, H. (2009). Global citizenship in theory and practice. In R. Lewin (Ed.), The
handbook of practice and research in study abroad: Higher education and the
quest for global citizenship. London: Routledge.
Schenck, J. & Cruickshank, J. (2015). Evolving kolb: Experiential education in the age of neuroscience. Journal of Experiential Education, 38(1), 73–95
Scott, G. W., Goulder, R., Wheeler, P., Scott, L. J., Tobin, M. L., & Marsham, S. (2012). The value of fieldwork in life and environmental sciences in the context of higher education: A case study in learning about biodiversity. Journal of Science Education and Technology, 21(1), 11-21.
Seymour, E., Hunter, A-B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three year study. Science Education, 88(1), 493-534.
Shaffer, C. D., Alvarez, C., Bailey, C., Barnard, D., Bhalla, S., Chandrasekaran, C., … Elgin, S.C. (2010). The Genomics Education Partnership: Successful integration of research into laboratory classes at a diverse group of undergraduate institutions. CBE–Life Sciences Education, 9(1), 55–69.
Sirum, K., & Humburg, J. (2011). The Experimental Design Ability Test (EDAT). Bioscene: Journal of College Biology Teaching, 37(1), 8-16.
Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2016). Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences. BioScience, 66(1), 54-62.
Spell, R. M., Guinan, J. A., Miller, K. R., & Beck, C. W. (2014). Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation. CBE-Life Sciences Education, 13(1), 102-110.
Stoner, K. R., Tarrant, M. A., Perry, L., Stoner, L., Wearing, S., & Lyons, W. (2014). Global citizenship as a learning outcome of educational travel. Journal of Teaching in Travel & Tourism, 14(2), 149-163.
Tarrant, M. & Lyons, K. (2012). The effect of short-term educational travel programs on environmental citizenship. Environmental Education Research, 18(3), 403-416.
Tarrant, M. A., Stoner, L., Borrie, W. T., Kyle, G., Moore, R. L., & Moore, A. (2011). Educational travel and global citizenship. Journal of Leisure Research, 43(3), 403–426.
Taylor, E. W. (2001). Transformative learning theory: A neurobiological perspective of the role of emotions and unconscious ways of knowing. International Journal of Lifelong Education, 20(3), 218-236.
Thiry, H. & Laursen, S. L. The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. Journal of Science Education and Technology, 20, 771-778.
Thiry, H., Weston, T. J., Laursen, S. L., & Hunter, A-B. (2012). The benefits of multi-year research experiences: Differences in novice and experienced students’ reported gains from undergraduate research. CBE Life Science Education, 11(3), 260–272.
Thomas, C. D., et al. (2004). Extinction risk from climate change. Nature, 427, 145–148.
Titeux, N., Henle, K., Mihoub, J., & Brotons, L. (2016a). Climate change distracts us from other threats to biodiversity.” Frontier in Ecology and Environment, 14(6), 291–291.
Titeux, N., Henle, K., Mihoub, J., Regos, A., Geijzendorffer, I. R., Cramer, W., Verburg, P. H., & Brotons, L. (2016b). Biodiversity scenarios neglect future land-use changes. Global Change Biology, 22, 2505–2515.
Zervanos, S. M. & McLaughlin, J. S. (2003). Teaching biodiversity and evolution through travel course experiences. The American Biology Teacher, 65(9), 683–688.
[AAAS] American Association for the Advancement of Science. (2015). Vision and change in undergraduate biology education: Chronicling change, inspiring the future. Washington, DC.
Auchincloss, L.C., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.I., … Dolan EL. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE–Life Sciences Education,13(1), 29-40.
Backhouse, F. (2005). Invite the world into your classroom. University Affairs, 21–25.
Bangera, G. & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE-Life Sciences Education, 13(4), 602-606.
Barlow, A. E. & Villarejo, M. (2004). Making a difference for minorities: evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41(9), 861-881.
Bascom-Slack, C. A., Arnold, A. E., & Strobel, S. A. (2012). Student-directed discovery of the plant microbiome and its products. Science, 338(6106), 485–486.
Bauer, K. W. & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210-230.
Boyce, G., Williams, S., Kelly, A., & Yee, H. (2001). Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education. Accounting education, 10(1), 37-60.
Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler-Seawell, P., Conklin Imam, J. F., Eddy, S. L., … Cyert, M. S. (2015). A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data. CBE–Life Sciences Education, 14(2), 1-14.
Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. (2012). Undergraduate biology lab courses: Comparing the impact of traditionally based “cook- book” and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 36–45.
Brownell, S. E., Wenderoth, M. P., Theobald, R., Okoroafor, N., Koval, M., Freeman, S., … Crowe, A. J. (2013). How students think about experimental design: Novel conceptions revealed by in-class activities. BioScience, 64(2), 125-137.
Chieffo, L. & Griffiths, L. (2004). Large-scale assessment of student attitudes after a short-
term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 165-177.
Coker, J. S., Heiser, E., & Taylor, L. (2018). Student outcomes associated with shortterm and semester study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 92-105.
Cresswell, J.W. (1997). Qualitative Inquiry and Research Design. Choosing Among Five Traditions. Thousand Oaks, CA: Sage.
Dasgupta, A. P., Anderson, T. R., & Pelaez, N. (2014). Development and validation of a rubric for diagnosing students’ experimental design knowledge and difficulties. CBE-Life Sciences Education, 13(2), 265-284.
Deane, T., Nomme, K., Jeffery, E., Pollock, C., & Birol, G. (2014). Development of the Biological Experimental Design Concept Inventory (BEDCI). CBE-Life Sciences Education, 13(3), 540–551.
De la Rosa, C. L. (2014). Cuántas especies hay todavía por descubrir? BIOMA, 15, 19-27.
Dinerstein, E., Olson, D., Joshi, A., Vynne, C., Burgress, N. D., Wikramanayake, E., … Saleem, M. (2017). An ecoregion-based approach to protecting half the terrestrial realm. BioScience, 67(6), 534-545.
Donnelly-Smith, L. (2009). Global learning through short-term study abroad. Peer Review, 11(4), 12-15.
Dresner, M., de Rivera, C., Fuccillo, K. K., & Chang, H. (2013). Improving higher order thinking and knowledge retention in environmental science teaching. BioScience, 64(1), 40-48.
Goedhart, C. M. & McLaughlin, J. S. (2016). Student scientists: Transforming the undergraduate research laboratory into a research environment. The American Biology Teacher, 78(6), 502-508.
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): measuring undergraduates’ evaluation of scientific information and arguments. CBE-Life Sciences Education, 11(4), 364-377.
Goudsouzian, L. K., McLaughlin, J. S., & Slee, J. B. Using yeast to make scientists: A six-week self-guided research project for the cell biology classroom. CourseSource, 1-10.
Harrison, M., Dunbar, D., Ratmansky, L., Boyd, K., & Lopatto, D. (2011). Classroom-based science research at the introductory level: Changes in career choices and attitude. CBE-Life Science Education, 10(3), 279-286.
[IIE] Institute of International Education. (2013). Open doors 2008: International students in the U.S. and study abroad by American students are at all-time high. Washington, DC.
[IIE] Institute of International Education. (2015). Open doors Report on International Educational Exchange. Washington, DC.
Jones, M. T., Barlow, A. E., & Villarejo, M. (2010). Importance of undergraduate research for minority persistence and achievement in biology. The Journal of Higher Education, 81(1), 82-115.
Joppa, L. N., O’Conner, B., Visconti, P., Smith, C., Geldmann, J., Hoffmann, M., … Burgess, N. D. (2016). Filling in biodiversity threat gaps. Science, 352(6284), 416-418.
Kloser, M. J., Brownell, S. E., Shavelson, R.J., & Fukami, T. (2013). Effects of a research- based ecology lab course: A study of nonvolunteer achievement, self- confidence, and perception of lab course purpose. Journal of College Science Teaching, 42(2), 90–99.
Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757.
Lopatto, D. (2017). Adapting to change: Studying undergraduate research in the current education environment. Scholarship and Practice of Undergraduate Research, 1(1), 5-10.
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): first findings. Cell Biology Education, 3(4), 270-277.
Lopatto, D. & Tobias, S. (2010). Science in Solution: The Impact of Undergraduate Research on Student Learning. Washington, DC: Council on Undergraduate Research.
Marriam, S. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
McKeown, J. S. (2009). The first time effect: The impact of study abroad on college student intellectual development. Albany, NY: State University of New York Press.
McLaughlin, J. S. & Coyle, M. S. (2016). Increasing authenticity and inquiry in the cell and molecular biology laboratory. The American Biology Teacher, 78(6), 492-500.
McLaughlin, J. S., Favre, D. E., Weinstein, S., & Goedhart, C. M. (2017). The impact of a four-step laboratory pedagogical framework on biology students’ perceptions of laboratory skills, knowledge and interest in research. Journal of College Science Teaching, 47(1), 83-91.
McLaughlin, J. S. & Johnson, D. K. (2006). Assessing the field course experiential learning model: Transforming collegiate short-term study abroad experiences into rich learning environments. Frontiers: The Interdisciplinary Journal of Study Abroad, 13(1), 65-85.
McLaughlin, J. S. & Metz, A. S. (2016). Vision and Change: Why it Matters? The American Biology Teacher, 78(6), 456-462.
McLaughlin, J. S. & Patel, M. A. (2017). An authentic research experience for undergraduates in the developmental biology and physiology laboratory using the chick embryonic heart.” American Biology Teacher, 79(8), 645-653.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress (1st ed.). San Francisco: Jossey-Bass.
Morais, D. & Ogden, A. (2011). Initial development and validation of the global
citizenship scale. Journal of Studies in International Education, 15(5), 445–466.
[NAS] National Academy of Sciences. (2010). Rising above the gathering storm, revisited: Rapidly approaching Category 5. Washington, DC: National Academies Press.
[NRC] National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academic Press.
[NRC] National Research Council. (2003). BIO2010: Transforming Undergraduate Education for Future Research Biologists. Washington, DC: National Academies Press.
National Survey of Student Engagement. (2007). Experiences that matter: Enhancing student learning and success. Bloomington, IN: Indiana University.
[PCAST] President's Council of Advisors on Science and Technology (2012). Report to the president, engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: Executive Office of the President.
Project Kaleidoscope. (2002). Recommendations for action in support of undergraduate science, technology, engineering, and mathematics: Report on reports. Washington, DC: Project Kaleidoscope.
Rhode Ward, J., Clarke, H. D., & Horton, J. L. (2014). Effects of a research-infused botanical curriculum on undergraduates’ content knowledge, STEM competencies, and attitudes toward plant sciences. CBE–Life Sciences Education, 13(1), 387-396.
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548-549.
Schattle, H. (2009). Global citizenship in theory and practice. In R. Lewin (Ed.), The
handbook of practice and research in study abroad: Higher education and the
quest for global citizenship. London: Routledge.
Schenck, J. & Cruickshank, J. (2015). Evolving kolb: Experiential education in the age of neuroscience. Journal of Experiential Education, 38(1), 73–95
Scott, G. W., Goulder, R., Wheeler, P., Scott, L. J., Tobin, M. L., & Marsham, S. (2012). The value of fieldwork in life and environmental sciences in the context of higher education: A case study in learning about biodiversity. Journal of Science Education and Technology, 21(1), 11-21.
Seymour, E., Hunter, A-B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three year study. Science Education, 88(1), 493-534.
Shaffer, C. D., Alvarez, C., Bailey, C., Barnard, D., Bhalla, S., Chandrasekaran, C., … Elgin, S.C. (2010). The Genomics Education Partnership: Successful integration of research into laboratory classes at a diverse group of undergraduate institutions. CBE–Life Sciences Education, 9(1), 55–69.
Sirum, K., & Humburg, J. (2011). The Experimental Design Ability Test (EDAT). Bioscene: Journal of College Biology Teaching, 37(1), 8-16.
Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2016). Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences. BioScience, 66(1), 54-62.
Spell, R. M., Guinan, J. A., Miller, K. R., & Beck, C. W. (2014). Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation. CBE-Life Sciences Education, 13(1), 102-110.
Stoner, K. R., Tarrant, M. A., Perry, L., Stoner, L., Wearing, S., & Lyons, W. (2014). Global citizenship as a learning outcome of educational travel. Journal of Teaching in Travel & Tourism, 14(2), 149-163.
Tarrant, M. & Lyons, K. (2012). The effect of short-term educational travel programs on environmental citizenship. Environmental Education Research, 18(3), 403-416.
Tarrant, M. A., Stoner, L., Borrie, W. T., Kyle, G., Moore, R. L., & Moore, A. (2011). Educational travel and global citizenship. Journal of Leisure Research, 43(3), 403–426.
Taylor, E. W. (2001). Transformative learning theory: A neurobiological perspective of the role of emotions and unconscious ways of knowing. International Journal of Lifelong Education, 20(3), 218-236.
Thiry, H. & Laursen, S. L. The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. Journal of Science Education and Technology, 20, 771-778.
Thiry, H., Weston, T. J., Laursen, S. L., & Hunter, A-B. (2012). The benefits of multi-year research experiences: Differences in novice and experienced students’ reported gains from undergraduate research. CBE Life Science Education, 11(3), 260–272.
Thomas, C. D., et al. (2004). Extinction risk from climate change. Nature, 427, 145–148.
Titeux, N., Henle, K., Mihoub, J., & Brotons, L. (2016a). Climate change distracts us from other threats to biodiversity.” Frontier in Ecology and Environment, 14(6), 291–291.
Titeux, N., Henle, K., Mihoub, J., Regos, A., Geijzendorffer, I. R., Cramer, W., Verburg, P. H., & Brotons, L. (2016b). Biodiversity scenarios neglect future land-use changes. Global Change Biology, 22, 2505–2515.
Zervanos, S. M. & McLaughlin, J. S. (2003). Teaching biodiversity and evolution through travel course experiences. The American Biology Teacher, 65(9), 683–688.
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Published
2018-11-15
How to Cite
McLaughlin, J., Patel, M., Johnson, D. K., & de la Rosa, C. L. (2018). The Impact of a Short-Term Study Abroad Program that Offers a Course-Based Undergraduate Research Experience and Conservation Activities. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(3), 100–118. https://doi.org/10.36366/frontiers.v30i3.424
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