Abstracts Communications and the Arts

Science identity and communication efficacy as a function of participation modality in undergraduate research

by E. Austin Leone

Within both modalities, I found students’ science identity and communication self-efficacy significantly improved even without an oral science communication activity. However, students’ communication self-efficacy improved significantly more during the face-to-face modality when they experienced research aspects and presented at a face-to-face poster symposium. In the hybrid modality, students described benefits and complaints regarding a remote virtual research presentation, namely, reduced stress, a more comfortable atmosphere, but a murkier communication channel. In the face-to-face semester, students indicated face masks were a barrier for audio and visual communication. However, students’ comments were consistent with the view that research posters were an authentic and engaging experience that improved their science presentation and conversation skills. Students gained science communication efficacy from the research experience under both modalities but presenting a poster did not enhance their efficacy further under the hybrid modality. Faculty should consider this when designing courses under the constraints imposed by the delivery format.