Abstract
This study examines the effect of high-impact educational practices within an undergraduate environmental and marine science program on undergraduate students’ self-efficacy, science communication, and science identity. Understanding the impact of these practices and outcomes on student development is important in the natural sciences, where applied outreach and field-experiences are fundamental to student learning. A mixed methods study was conducted, combining survey data (n = 90) with interviews (n = 11) of students in The Water School at Florida Gulf Coast University. Findings showed environmental education and science communication having a strong positive association (p = 0.010). Research experience and self-efficacy, science identity, and science communication all revealed a strong positive association (p < 0.001). Community engagement and the three outcome variables revealed significant positive associations: self-efficacy (p = 0.003), science identity (p = <0.001), and science communication (p = 0.008). Interview participants emphasized the importance of hands-on experiences, environmental education outreach, and community engagement on their science identity, science communication, and self-efficacy. These findings support the value of high-impact practices in STEM education and suggests that community-based hands-on learning fosters both communication skills and a sense of belonging in the sciences.
