Joanna Szurmak, Marc Laflamme, Mindy Thuna, Mania Ahmed, Kirandeep Dhillon

A qualitative interview-based pilot study of discipline selection narratives by undergraduate science students: in search of “aha” moments and “bottlenecks”

Introduction

A qualitative interview-based pilot study of discipline selection narratives by undergraduate science students: in search of “aha” moments and “bottlenecks”. Explore why undergraduate science students choose their disciplines. This pilot study uncovers the impact of 'aha' moments, 'bottlenecks,' and faculty interactions on academic paths.

Abstract

Having “aha” moments while learning a new skill or seeing the big picture may be an experience to which many can relate. It inspired our exploratory study of discipline selection processes in the sciences. This preliminary pilot study targeted the following questions: (1) What drives science students to select their disciplines? (2) Does experiencing “aha” moments play a role in discipline selection? (3) What are bottlenecks, and do they play a role in influencing science students’ academic paths? Data collection was carried out using peer-administered open-ended narrative interviews presented to student participants as reflective practice. Based on fourteen interviews from seven participants the drivers of science discipline selection aligned with factors identified by social cognitive career theory, including interest, motivation and environmental effects. The “aha” moment identified in the study affected student discipline choice. The bottlenecks, including curriculum quality and family pressures, emphasized the availability of faculty and the quality of student-faculty interactions as key discipline selection factors. This preliminary work has increased the understanding of student discipline selection and the role faculty play in student experiences of higher education.

Review

This pilot study presents a compelling qualitative exploration into the intricate processes by which undergraduate science students select their academic disciplines. By introducing the novel concepts of "aha" moments and "bottlenecks," the research aims to uncover the drivers behind these critical decisions, as well as the inspirational breakthroughs and challenging impediments students encounter. Employing a qualitative, interview-based methodology with a small sample of participants, the study effectively aligns identified drivers with tenets of social cognitive career theory, affirms the influence of "aha" moments, and pinpoints specific "bottlenecks" such as curriculum quality and family pressures, critically highlighting the role of faculty and student-faculty interactions. The strength of this work lies in its innovative conceptual framework and the rich, narrative-driven data collection method. The "aha" moment and "bottleneck" lenses offer valuable, nuanced perspectives that move beyond conventional factors, providing a deeper understanding of student experiences. The finding that faculty availability and the quality of student-faculty interactions are pivotal in discipline selection offers practical, actionable insights for universities aiming to enhance student engagement, retention, and satisfaction within STEM fields. This preliminary investigation successfully demonstrates the utility of these qualitative approaches in capturing the complex, personal journeys of students navigating their academic choices. While the exploratory nature of this pilot study is commendable, its primary limitation stems from the small sample size of seven participants, which naturally restricts the generalizability of the findings. The peer-administered interview approach, while framed as reflective practice, introduces a specific dynamic that could be further explored for its impact on participant disclosures. For future research, it would be beneficial to expand the participant pool across a broader range of institutions and demographics, potentially incorporating mixed methods to quantitatively assess the prevalence and impact of identified "aha" moments and "bottlenecks." Despite these limitations inherent in a preliminary study, this work provides a robust foundation and promising directions for a more comprehensive investigation into the factors influencing student discipline selection and the critical role of higher education environments.

Full Text

Comments

You need to be logged in to post a comment.