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This study examined how incorporating art into an upper-level undergraduate field-based ecology research course influenced students’ communication and collaboration skills, their career goals, and how they conceptualized the scientific method. Student pairs designed an independent research study that used artwork and a scientific research poster to disseminate their findings at an end-of-term exhibit. Students enrolled in either a local or a (subsidized) travel abroad section of the course. Students in both sections found new or deeper connections between art and science, developed a more sophisticated understanding of the science method, became more confident with their science skills, and reported an expanded perspective on their future careers (often including field work and a wider geographic job search). Science–art student teams indicated they wanted more opportunities for collaborative work in the future, and that their final products were more professional due to their collaborations, as compared to science–science teams. Additionally, the travel abroad students benefitted from experiencing new ecosystems and cultures, from working with science and art professionals from other countries, and from working in an isolated field station without distractions. 

A study of hidden risks, anxieties and barriers to STEM student transfer from community college to a large, comprehensive university is presented. This qualitative study employed a thematic analysis of student responses to a semi- structured interview that asked students about their hesitancy to transfer to a 4-year institution. Participants included students enrolled in a collaborative NSF-sponsored S-STEM scholarship project between three community colleges and a large public university (all in the same large metropolitan area). The project included elements that are well documented in the literature to encourage transfer. These include advising visits by university staff, clear articulation path-ways, scholarship support to assist with costs, peer and near peer mentoring opportunities, and cohort-building activities between campuses and on each individual campus. Transfer rates in this group were higher, but still many students with declared interest in transferring did not transfer on time or at all. The authors identified numerous hidden risks and barriers to transfer, in addition to the well-known ones found in the literature. These include additional academic, financial, social, logistical and external/family related barriers. A theme common to many of these barriers was complex bureaucratic processes and events outside of student’s direct control. Many student comments highlighted the importance of in-person connections, mentoring and advising