Motivations for pursuing and challenges to completing geoscience majors at a public university

Abstract

This qualitative study sought to determine undergraduate students’ beliefs about their motivations for pursuing, and challenges to completing, geoscience majors in a large public university. Eighteen undergraduate students participated in the study and were interviewed using a semi-structured interview guide. In addressing the study’s research question, the themes that emerged from the data regarding students’ beliefs about their motivations for pursuing geoscience majors centered around their personal interest in general science or geoscience subject matter, their enjoyment of being outdoors, influential individuals in their lives, interactions with other undergraduate geoscience majors, undergraduate student research experiences, influential faculty in advising and instruction, influential courses they have taken, and their plans for post-graduation. The themes that emerged from the data regarding students’ beliefs about their challenges to completing geoscience majors centered on the rigor of geoscience courses, course scheduling, and programmatic issues. Based on these empirical findings, this article provides recommendations that can help to inform geoscience programs in other institutions both across the nation and internationally with regard to advising, dissemination of opportunities for desired field experiences, pathways for transfer students, and critical influences for students who become geoscience majors.

Keywords:

• challenges
• geoscience education reform
• geoscience majors
• motivations
• recruitment
• retention
• students' beliefs

Acknowledgments

The authors gratefully acknowledge the student participants and all of the Geoscience majors who have contributed to the growth and success of the program. Additionally, this study would not have been possible without the essential and invaluable work done by other faculty in the geoscience program for increasing recruiting and retention, advising and mentoring students, serving as faculty advisors for the Geosciences Club and contributing to community building, and helping lead extra-curricular field trips as part of the efforts to build and strengthen community ties.

Additional information

Funding

This study was supported by the National Science Foundation, ICER-1540631.