market research documents - oregon state university...market research documents contents • market...

Proposed New Undergraduate Degree Program

Marine Studies

College of Liberal Arts

Oregon State University

Market Research Documents

Contents

• Market Demand for a Bachelor’s-Level Marine Studies Program: Analysis of National Employer Demand, Program Design, and Student Recruitment. EAB, 2018.

• Oregon State University student interest, conducted by OSU Policy Analysis Laboratory (OPAL)

o About OPAL (front webpage) o Email invitation to first and second year OSU students, inviting them to

participate in the survey during Fall 2018 o The survey questions o Results report, prepared by OPAL

For more information: Kristen Milligan, Associate Director, Marine Studies Initiative

©2018 by EAB. All Rights Reserved. 1 eab.com

MARKET RESEARCH BRIEF

Market Demand for a

Bachelor’s-Level Marine

Studies Program

Analysis of National Employer Demand, Program Design, and Student Recruitment

COE Forum

https://www.eab.com/


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COE Forum

Bridget Moran

Research Associate

Aliza Conway

Research Manager



Table of Contents

1) Research Methodology .......................................................................................................... 4

Project Challenge .............................................................................................................. 4

Methodology and Definitions ............................................................................................... 4

Emsi Analyst™ and Emsi Alumni Insight™ ............................................................................ 4

Project Sources ................................................................................................................. 5

Profiled Institutions ............................................................................................................ 6

2) Executive Summary ............................................................................................................... 7

3) Program Design .................................................................................................................... 8

Program Characteristics ..................................................................................................... 8

Curriculum ........................................................................................................................ 9

Experiential Learning Opportunities .................................................................................... 11

4) Enrollment and Recruitment................................................................................................ 14

Student Demographics ..................................................................................................... 14

Enrollment Trends ........................................................................................................... 15

Marketing Strategies and Messages ................................................................................... 16

Employers with High Demand ........................................................................................... 18

5) Market Considerations ........................................................................................................ 20

Employer Demand over Time ............................................................................................ 20

Student Outcomes ........................................................................................................... 21

Degree Completions ......................................................................................................... 22

Appendix: Networking Contacts ............................................................................................... 23



1) Research Methodology

Leadership at Oregon State University approached the Forum as they considered the

development of a bachelor’s-level marine studies program. Through a combination of

qualitative interviews with administrators of peer programs, quantitative data

analytics, and secondary research, the Forum sought to assess the market viability of

a bachelor’s-level marine studies program.

EAB’s market research function provides insights which guide strategic programmatic

decisions at member institutions. The Forum combines qualitative and quantitative

data to help administrators identify opportunities for new program development,

assess job market trends, and align curriculum with employer and student demand.

EAB reports rely primarily on labor market data from Emsi Analyst and Alumni Insight

tools (description below). Reports occasionally use data from the United States

Census Bureau and United States Bureau of Labor Statistics data to explore

occupation and job trends. Market research reports may also incorporate Integrated

Postsecondary Education Data System (IPEDS) data to assess student enrollment,

demographics, and completion rates across competitor programs.

Methodology: Unless stated otherwise, this report includes data from online job

postings from September 1, 2017 to August 31, 2018. To best estimate the market

demand for bachelor’s-level marine studies professionals, the Forum examined

postings for professionals with a bachelor’s-level degree and relevant skills (e.g.,

‘environmental consulting,’ ‘environmental policy’). The Forum identified frequently

posted job titles, employers with strong demand, and frequently requested skills for

bachelor’s-level marine studies professionals.

Annual growth in job postings is measured in the change between September 2016

and August 2018.

Definitions: “Region” and regionally” refer to the following states: California, Idaho,

Oregon, and Washington.

EAB’s Partner for Comprehensive Labor Market Data

This report includes data made available through EAB’s partnership with Emsi

(Economic Modeling Specialists International), a labor market analytics firm serving

higher education, economic development, and industry leaders in the U.S., Canada

and the United Kingdom.

Emsi curates and maintains the most comprehensive labor market data sets available

for academic program planning, providing real-time job posting data, workforce and

alumni outcomes data, and traditional government sources of data. Under this

partnership, EAB may use Emsi’s proprietary Analyst™ and Alumni Insight™ tools to

answer member questions about employer demand, the competitive landscape, in-

demand skills, postings versus actual hires, and skills gaps between job postings and

professionals in the workforce. The Emsi tools also provide EAB with in-depth access

to unsuppressed, zip-code-level government data for occupations, industries,

programs, and demographics. For more complete descriptions of the Emsi tools, visit:

Project Challenge

Methodology and

Definitions

Emsi Analyst™

and Emsi Alumni

Insight™



• http://www.economicmodeling.com/analyst/

• https://www.economicmodeling.com/alumni-insight/

To learn more about Emsi and its software and services, please contact Bob

Hieronymus, Vice President of Business Development at

[email protected] or (208) 883-3500.

The Forum consulted the following sources for this report:

• EAB’s internal and online research libraries (eab.com)

• College Board (collegeboard.org)

• Regional Center for Education Statistics (NCES) (nces.ed.gov)

• The United States Bureau of Labor Statistic (BLS) (bls.gov)

• Profiled program websites:

– California State University-Long Beach, “Environmental Science and Policy,”

accessed on September 18, 2018. (http://www.cla.csulb.edu/programs/es-p/)

– Gettysburg College, “Environmental Studies,” accessed on September 18, 2018.

(http://www.gettysburg.edu/academics/es/programs/major_minor.dot)

– Northeastern University, “BA in Environmental Studies,” accessed on

September 18, 2018.

(https://cos.northeastern.edu/mes/academics/undergraduate/ba-

environmental-studies/)

– University of California-Santa Barbara, “Environmental Studies Major,” accessed

on September 18, 2018. (http://www.es.ucsb.edu/academics/es-major)

– University of California-Santa Cruz, “The Environmental Studies Major,”

accessed on September 18, 2018.

(https://envs.ucsc.edu/undergraduate/index.html)

– University of North Carolina-Wilmington, “Environmental Sciences,” accessed on

September 18, 2018.

(https://www.uncw.edu/evs/Undergraduate/undergraduateprograms.html)

– University of Southern California, “Environmental Studies Major,” accessed on

September 18, 2018. (https://dornsife.usc.edu/environmental-

studies/environmentalstudiesmajor/)

– University of Washington, “Environmental Studies Major,” accessed on

September 18, 2018. (https://envstudies.uw.edu/undergraduate-students/)

Project Sources


http://www.economicmodeling.com/analyst/

https://www.economicmodeling.com/alumni-insight/

mailto:[email protected]

http://www.eab.com/

https://www.collegeboard.org/

http://nces.ed.gov/

http://www.bls.gov/

http://www.cla.csulb.edu/programs/es-p/

https://cos.northeastern.edu/mes/academics/undergraduate/ba-environmental-studies/


http://www.es.ucsb.edu/academics/es-major

https://envs.ucsc.edu/undergraduate/index.html

https://www.uncw.edu/evs/Undergraduate/undergraduateprograms.html

https://dornsife.usc.edu/environmental-studies/environmentalstudiesmajor/


https://envstudies.uw.edu/undergraduate-students/


The Forum prioritized research of coastal institutions and institutions identified by

administrators at Oregon State University (i.e., California State University institutions,

University of California institutions). Due to the limited number of marine studies

program nationwide, the Forum profiled institutions with environmental studies or

environmental science programs. The Forum interviewed program directors and

profiled programs via secondary research at the following institutions:

A Guide to Institutions Profiled in this Brief1

Institution Location

Approximate Institutional Enrollment (Undergraduate/Total)

Carnegie Classification

California State University-Long Beach

Pacific West 31,500 / 37,500 Master's Colleges & Universities: Larger Programs

Gettysburg College Mid-Atlantic 2,500 / 2,500 Baccalaureate Colleges: Arts & Sciences Focus

Northeastern University

Northeast 14,000 / 21,500 Doctoral Universities: Highest Research Activity

University of California-Santa Barbara

Pacific West 22,000 / 25,000 Doctoral Universities: Highest Research Activity

University of California-Santa Cruz


University of North Carolina-Wilmington

South 14,500 / 16,500 Master's Colleges & Universities: Larger Programs

University of Southern California


University of Washington


1) National Center for Education Statistics

Profiled

Institutions


http://nces.ed.gov/


2) Executive Summary

Require students in a prospective bachelor’s-level marine studies program to

complete an internship or capstone experience to confer hands-on skills.

Administrators at all profiled institutions highlight the importance of experiential

learning opportunities such as field work or an internship. All bachelor’s-level

environmental studies students at the University of Washington complete a three-

quarter capstone requirement. Students intern with an organization, such as a

government agency or nonprofit, and conduct research overseen by a faculty

member. Ensure a prospective bachelor’s-level marine studies program allocates time

and financial resources to a coordinator or faculty member to place students in

internships and field-based programs.

Highlight positive career outcomes in marketing messages to recruit

prospective students. Administrators at profiled institutions report prospective

students and parents often express skepticism about career options for environmental

studies program graduates. Consequently, administrators and faculty members

should educate students and parents about the field and career outcomes available

upon graduation. Administrators should present at admissions sessions, orientation

sessions, and major fairs to highlight student success. Once student enroll in a

bachelor’s-level marine studies program, provide career guidance in the first year and

during upper level courses to discuss career options and course alignment. Contacts

note that the environmental studies field provides many career options such as

environmental planning, consulting, and science. However, the variety of

environmental areas (e.g., water, land, atmosphere) and related career paths can

overwhelm often students without a clear direction.

Offer both a Bachelor of Arts (BA) and Bachelor of Science (BS) marine

studies program to serve students with varied career interests. Five profiled

institutions offer both a BA and a BS in environmental studies or environmental

science. Contacts report offering both a BA and BS allows students to tailor the major

to different career paths, such as policy, planning, or a hard science-related career.

Regional and national demand for bachelor’s-level marine studies

professionals decreased between H1 2017 and H1 2018. Regional employer

demand for bachelor’s-level marine studies professionals increased from 1,120

postings in H1 2014 to 729 postings in H1 2018 (i.e., a 29 percent decrease in

demand). In contrast, regional demand for bachelor’s-level professionals across all

occupations increased 13 percent (i.e., demand increased from 725,035 to 821,910

postings). Nationally, employer demand decreased from 4,668 to 3,785 postings

during the same time period (i.e., a 19 percent decrease).



3) Program Design

Offer a Sustainability Concentration in the Marine Studies

Program to Align with Competitor Programs

Offer bachelor’s-level marine studies concentrations to allow students to tailor the

major to specific interests. All profiled institutions except California State

University-Long Beach and the University of California-Santa Barbara offer

program concentrations. Profiled programs offer concentrations in a number of areas.

Gettysburg College, Northeastern University, the University of California-

Santa Cruz, the University of Southern California, and the University of

Washington offer sustainability concentrations.

Contacts report strong student interest in marine studies-related areas. Three profiled

institutions offer ocean or marine-related concentrations (i.e., Gettysburg College,

Northeastern University, and the University of Southern California). Contacts at

Gettysburg College report strong student interest in the “marine and freshwater

ecology” concentration. Similarly, administrators at the University of Southern

California report the “oceans, life, and people” concentration enrolls the most

bachelor’s-level environmental studies students. Most “oceans life, and people”

students also minor in marine biology.

Administrators at Oregon State University should offer both a Bachelor of Arts (BA)

and Bachelor of Science (BS) marine studies program to serve students with varying

interests. California State University-Long Beach, Gettysburg College, the University

of California-Santa Barbara, the University of Southern California, and the University

of North Carolina-Wilmington all offer both BA and BS degrees for profiled programs.

Administrators report offering both a BA and BS allows students to tailor the major to

different career paths (e.g., policy and planning vs. a hard science-related career).

Contacts at Gettysburg College and the University of North Carolina-Wilmington

report the majority of bachelor’s-level environmental science students complete the

BS major. Conversely, 29 percent of University of California-Santa Barbara graduates

completed the BS program and 71 percent completed the BA program last year.

Administrators at California State University-Long Beach report an even split between

the environmental science and policy BA and BS programs.

Program Characteristics for Bachelor’s-Level Marine Studies-Related

Programs

Profiled Institutions

Institution Program Name Minor Offered? Advertised Concentrations Modality

Advertised Tuition Per Term


Bachelor’s in Environmental Science and Policy

Yes None In-person In-state: $2,871*


Bachelor’s in Environmental Studies

Yes • International affairs

• Marine studies

• Public policy

• Sustainability

• Urban environmental issues

• Water issues

In-person $25,225*

Program

Characteristics

All institutions offer profiled programs in-person due to the hands-on nature of the degree. Additionally, programs mainly serve traditional undergraduate student populations.





https://www.csulb.edu/student-records/tuition-and-fees




https://studentfinance.northeastern.edu/billing-payments/tuition-and-fees/


Prioritize the Development of Planning and Management

Courses to Prepare Marine Studies Graduates for

Employment

Offer marine studies planning and management courses to prepare students for jobs

upon program completion. Nationwide employers exhibit strong demand for

bachelor’s-level marine studies professionals with management and planning skills

(e.g., ‘natural resource management,’ ‘environmental planning,’ ‘management’).

Planning and management skills represent three of the 20 common skills national

employers most frequently seek from bachelor’s-level marine studies professionals in

the past year. Administrators at the University of California-Santa Barbara and

the University of California-Santa Cruz report many environmental studies

students go on to work in environmental planning. Twenty-three percent of

bachelor’s-level environmental studies alumni from the University of California-Santa

Barbara work in environmental planning.

Require bachelor’s-level marine studies students to complete a writing and

communications course to prepare them for employment. National employers

Institution Program Name Minor Offered? Advertised Concentrations Modality

Advertised Tuition Per Term

Gettysburg College


Yes • Environmental policy and

management

• Environmental science

• Marine and freshwater ecology

• Sustainable development

• Wildlife and conservation biology

In-person $27,240*



Yes • Climate, earth, and environment

• Environmental policy

• Oceans, life, and people

• Sustainability, energy, and

society

In-person $27,660*



Yes • Climate and society

• Conservation of living systems

• Environmental education and communication

• Environmental Policy and planning

• Food studies

• Sustainability

In-person • In-state: $3,736**

• Out-of-

state:

$12,196**



No None In-person • In-state:

$4,190**

• Out-of-state: $13,854**



No • Agroecology and sustainable food systems

In-person • In-state: $4,654**

• Out-of-

state:

$9,664**



Yes • BA: none

• BS: conservation, physical

science, biological sciences

In-person Varies by credit

Curriculum

*Tuition per semester

**Tuition per quarter


http://www.gettysburg.edu/academics/es/programs/major_minor.dot



http://www.gettysburg.edu/scholarships_aid/tuition_fees/




http://catalogue.usc.edu/content.php?catoid=8&navoid=2383#tuition_(semester),_(estimated)




http://opb.washington.edu/undergraduate-tuition-dashboard

http://opb.washington.edu/undergraduate-tuition-dashboard




https://www.finaid.ucsb.edu/cost-of-attendance

https://www.finaid.ucsb.edu/cost-of-attendance




https://financialaid.ucsc.edu/cost-to-attend/undergraduate-costs.html

https://financialaid.ucsc.edu/cost-to-attend/undergraduate-costs.html




https://uncw.edu/studentaccounts/documents/2018-2019TuitionUG.pdf

https://uncw.edu/studentaccounts/documents/2018-2019TuitionUG.pdf


frequently seek bachelor’s-level marine studies students with communication skills

such as ‘writing’ and ‘presentations.’ Communication skills account for four of the 20

common skills national employers most frequently seek from bachelor’s-level marine

studies students in the past year. Administrators at Northeastern University, the

University of California-Santa Cruz, and the University of North Carolina-

Wilmington emphasize the importance of communications skills for bachelor’s-level

environmental studies and science students. Contacts note students must be able to

articulate and support arguments with scientific and quantitative information. All

bachelor’s-level environmental science students at the University of North Carolina-

Wilmington complete a scientific writing course. Similarly, all bachelor’s-level

environmental studies students at the University of Washington must complete a

writing and communications course.

Frequently Sought Common Skills for Bachelor’s-Level Marine Studies

Professionals

September 2017-August 2018, National Data2

Ensure a Prospective Bachelor’s-Level Marine Studies Program Incorporates Hard Science Courses to Prepare

Students for Employment

Require bachelor’s-level marine studies students to complete hard science courses to

meet employer demand. National employers frequently seek bachelor’s-level marine

studies professionals with hard science skills such as ‘environmental science’ and

‘biology.’ Hard science skills account for four of the top 20 skills employers seek in

bachelor’s-level marine studies professionals in the past year. Regional and statewide

employers request bachelor’s-level marine studies professionals with ‘environmental

science’ skills in 633 of 3,189 postings (i.e., 20 percent of postings). Contacts at

Gettysburg College, Northeastern University, and the University of Southern

California emphasize the importance of a strong science foundation for

environmental studies students. Contacts at Northeastern University changed the

environmental studies major from a BA to BS last year and added an additional

science course to put more focus on the scientific aspect of environmental studies.

As expected, national employers frequently express demand for bachelor’s-level

marine studies students with social science skills (e.g., ‘environmental laws,’

2) Emsi Analyst

n=3,189 total job postings

244

244

270

275

310

310

319

323

341

350

384

431

488

510

541

752

799

960

1,271

2,084

Mentorship

Microsoft Office

Computer Literacy

Interpersonal Skills

Microsoft Excel

Project Management

Written Communication

Investigation

Construction

Problem Solving

Presentations

Innovation

Coordinating

Teaching

Writing

Research

Leadership

Operations

Communications

Management

■ Management and planning skills ■ Communication skills

Common skills refer to personal attributes frequently sought by employers across industries.



‘environmental education’). Social science skills represent four of the 20 hard skills

national employers seek from bachelor’s-level marine studies professionals in the past

year. Specifically, ‘environmental laws’ represents the most frequently requested

social science skill, included in 1,307 of 3,189 relevant postings during the same time

period (i.e., 41 percent of postings). Students across profiled programs express

interest in environmental law, and administrators at Gettysburg College report six

percent of bachelor’s-level environmental studies students pursue law degrees.

Additionally, national employers post 996 of 3,189 total openings for bachelor’s-level

marine studies professionals with ‘environmental education’ skills in the past 12

months (i.e., 31 percent of postings). Contacts at the University of California-

Santa Barbara, the University of California-Santa Cruz, and the University of

Washington report strong student interest in environmental education. Thirteen

percent of bachelor’s-level environmental studies alumni from the University of

California-Santa Barbara report working in environmental education.

Frequently Sought Hard Skills for Bachelor’s-Level Marine Studies

Professionals

September 2017-August 2018, National Data3

Require Students to Complete an Internship or Capstone Experience to Prepare Them for Employment

Contacts at all profiled institutions report most environmental studies students

complete an internship or other professional development activity. Gettysburg

College, Northeastern University, the University of California-Santa Cruz, the

University of North Carolina-Wilmington, the University of Southern

California, and the University of Washington require environmental studies

students to complete a capstone (e.g., internship, thesis, capstone project).

Administrators at the University of California-Santa Barbara report over 75

percent of bachelor’s-level environmental studies students complete an internship, a

research project with a faculty member, field study, or study abroad opportunity.

Sixty-seven percent of students enrolled in the environmental studies program at the

University of California-Santa Barbara complete at least one internship. Similarly,

over 75 percent of environmental studies students at Northeastern University

complete at least on co-op. Contacts at the University of Southern California report

3) Emsi Analyst™

Experiential Learning

Opportunities

Hard skills refer to specialized, advanced abilities such as ‘environmental laws’ and ‘biology.’

n=3,189 total job postings

191201204220229238241

248251284290297327

416456491

610633

996

1,307

Waste ManagementField Research

Environmental HealthEnvironmental Remediation

Land UseEnvironmental Consulting

Environmental StudiesGeology

Occupational Health And Safety*Regulatory Requirements

Resource ManagementEnvironmental Planning

Natural Resource Management

EcologyEnvironmental Compliance

Environmental PolicyBiology

Environmental ScienceEnvironmental Education

Environmental Laws

■ Social science skills ■ Hard science skills ■ Management and planning skills

*Occupational Health and Safety Administration (OSHA)



80 percent of students complete research with a faculty member or an internship. The

environmental studies program at the University of Southern California offers a

professional development internship course for credit. As a part of this course, a

faculty member pairs the student with an internship and faculty mentor.

Administrators note the faculty member who pairs students with internships must

possess allotted time for this role due to the substantial time commitment. Similarly,

the University of California-Santa Cruz employs a dedicated environmental

studies internship coordinator who places 600 interns a year.

Administrators at the University of North Carolina-Wilmington and the

University of Washington require all bachelor’s-level environmental science/studies

students to complete a capstone or practicum experience. At the University of

Washington, all bachelor’s-level environmental studies students complete a three-

quarter capstone. For two of the three quarters, students complete an internship with

an organization such as a local nonprofit or government agency. Additionally,

students conduct research overseen by a faculty member in conjunction with their

internship. Contacts at the University of North Carolina-Wilmington report 95 percent

of bachelor’s-level environmental science students choose to complete an internship

for the practicum requirement.

The University of Southern California offers a sustainability study abroad program

where students complete coastal zone field experiences at Catalina Island and in the

Bahamas. This allows students to compare zone sustainability in two different

geographic climate and political settings. Before beginning the program, 70 percent of

students take a diver certification course. Administrators report diver certification

gives students a skillset graduate programs and employers value.

Experiential Learning Opportunities for Bachelor’s-Level Marine

Studies-Related Programs


Incorporate Field Learning in Bachelor’s-Level Marine

Studies Courses to Confer Hands-On Skills

Contacts at all profiled institutions highlight the importance of field experiences for

students. Northeastern University, the University of California-Santa Barbara,

the University of California-Santa Cruz, and the University of Washington use

Administrators at the University of California-Santa Cruz report a survey of bachelor’s-level environmental studies alumni found internships represented the number one aspect program alumni value.

Internships

Research

Contacts at Northeastern University report the ability to conduct independent research attracts students to the program. Students often conduct social science research that examines coastal-human communities.

Study Abroad

Profiled programs offer study abroad programs that include field experiences. Forty percent of bachelor’s-level environmental studies students at the University of Washington study abroad.

Environmental Studies students at the University of Washington learn and conduct research at University field stations such as Friday Harbor Laboratories in the San Juan Islands.

Field-Based Learning


https://fhl.uw.edu/

https://fhl.uw.edu/


field stations affiliated with the institution. Northeastern University operates a

Marine Science Center on the peninsula in East Point Nahant where students can

complete field research in a variety of areas related to “understanding how the

projected impacts of climate change will affect marine habitats, and how urban

communities along the coast can best prepare for these impacts.”4 The University

operates a bus to and from the center daily. In addition to the University of California

Natural Reserve System, contacts at the University of California-Santa Cruz

report the campus serves as a field station. Natural land accounts for half of the

campus, and the University operates a certified organic research farm and forest

ecology research plot.

California State University-Long Beach, Gettysburg College, and the

University of Southern California partner with other organizations or institutions

to provide field and experiential learning opportunities. For example, California State

University-Long Beach belongs to the California State University Ocean Studies

Institute and the Southern California Marine Institute. The University also partners

with the Catalina Island Conservancy. The University of Southern California partners

with local organizations such as the Natural History Museum of Los Angeles and the

California Science Center to run course modules.

Design bachelor’s-level marine studies courses with field experiences to provide

students with hands-on learning opportunities. Contacts at all institutions note the

importance of field experiences incorporated into the curriculum. The University of

North Carolina-Wilmington offers one-credit, six-week courses dedicated to

learning one skill (e.g., seafloor mapping, restoration ecology, using drones to gather

data). Students spend five weeks learning the skill and then spend a weekend in the

field applying the skill. Administrators report high demand for these courses. Contacts

at California State University-Long Beach report trips into the field during 200-level

courses inspire students to remain in the environmental science and policy major

when they begin to take upper-level courses.

Field-Based Opportunities for Bachelor’s-Level Marine Studies-

Related Programs


4) Northeastern University

Courses All bachelor’s-level environmental science and policy students at California State University-Long Beach complete a course that includes a trip to the field.

Study Abroad

Each year, 20 bachelor’s-level environmental studies students at the University of Washington complete 10- or 25-day environmental studies study abroad programs in Peru or China.

Partnerships Gettysburg College partners with the Duke University Marine Lab and Gettysburg National Field Park to provide students with field experiences.

University Field Stations Environmental studies students at the University of California-Santa Barbara and the University of California-Santa Cruz complete field research and activities at sites part of the University of California Natural Reserve System. For example, environmental studies students at the University of California-Santa Cruz learn about natural history and land management while camping at the University of California Natural Reserves as part of the Natural History Field Quarter class.

Network While the University of Southern California does not own field stations, faculty members use professional connections to place students in field experiences.


https://cos.northeastern.edu/marinescience/research/

https://ucnrs.org/

https://ucnrs.org/

https://ucnrs.org/

https://nhfq.ucsc.edu/what-is-nhfq/index.html

https://nhfq.ucsc.edu/what-is-nhfq/index.html


4) Enrollment and Recruitment

Focus Recruitment Efforts on Prospective Students In-

State to Secure Program Enrollments

As expected, most students at profiled public institutions enroll from in-state.

Contacts at California State University-Long Beach, the University of

California-Santa Barbara, the University of California-Santa Cruz, and the

University of Washington report the majority of students live in-state.

Administrators at Gettysburg College and the University of North Carolina-

Wilmington report students from the broader regional area (i.e., Southeast United

States, the East Coast) most commonly enroll in the bachelor’s-level environmental

studies and science programs.

Work with community colleges to recruit students for a prospective bachelor’s-level

marine studies program. Contacts at the University of California-Santa Barbara and

the University of California-Santa Cruz report transfer students compose between 30

and 40 percent of students enrolled in profiled bachelor’s-level environmental studies

programs. California State University-Long Beach and the University of Washington

work with community colleges to ensure students can smoothly transfer into profiled

programs.

Finally, recruit students from local high schools who completed advanced placement

(AP) environmental science courses. Contacts at Gettysburg College, Northeastern

University, and the University of Southern California report students enrolled in

profiled programs often completed the AP environmental course in high school. In

2017, 159,578 students nationwide took the AP Environmental Science test.5

Characteristics of Students in Bachelor’s-Level Marine Studies-

Related Programs

Profiled Programs

5) College Board

Student

Demographics

• Majority in-state or regional

• Eighty-one percent of bachelor’s-level environmental studies graduates from the University of California-Santa Barbara live in California

Local and Regional Students

• Slight majority female

• Females represent 58 percent of bachelor’s-level environmental studies students at the University of California-Santa Cruz

Females

Contacts at Gettysburg College, Northeastern University, and the University of Southern California report many students enrolled in profiled programs completed the AP Environmental Science

course in high school

•

AP Environmental Studies Enrollees

Profiled programs primarily serve traditional undergraduate students in the 18 to 22 age range with little to no professional experience.


https://secure-media.collegeboard.org/digitalServices/pdf/research/2017/Student-Score-Distributions-2017.pdf


Ensure Bachelor’s-Level Marine Studies Students Can

Complete a Double Major or Minor to Meet Student Demand

Ensure bachelor’s-level marine studies students can feasibly complete a double major

or minor. Administrators at Northeastern University, the University of

California-Santa Barbara, the University of California-Santa Cruz, and the

University of Southern California report bachelor’s-level environmental studies

students frequently complete double or combined majors. Administrators at the

University of California-Santa Cruz report 24 percent of environmental studies

students completed a combined major with biology, earth science, or economics over

the past 15 years. Within the single environmental studies major, an additional 18

percent of students completed a double major. Administrators note combined majors

in hard science fields help students secure employment. Similarly, contacts at the

University of California-Santa Barbara report over 25 percent of environmental

studies students complete a double major or minor. Over half of environmental

studies students at Northeastern University complete a combined major, many with

international affairs.

All Profiled Programs Report Steady of Increasing Enrollments

Contacts at the University of Washington report environmental studies enrollments

increased after administrators decreased the number of major requirements to

approximately the same number of required credits for other majors on campus.

Administrators of the environmental studies program at the University of California-

Santa Barbara report the most students enrolled of all profiled programs with 1,000

students in the bachelor’s-level environmental studies program. The University offers

both a Bachelor of Arts (BA) and Bachelor of Science (BS) program. Contacts at

institutions with steady enrollment numbers express satisfaction with the enrollment

numbers as an increase in enrollment would put a strain on the program and its

resources.

Enrollment Trends

Contacts Report Institution-Level Policy or Direction Affects When

Students Declare an Environmental Studies or Environmental Science Major

Students at the University of California-Santa Cruz cannot declare a

major until the summer before their third year. However, students still take environmental studies introductory courses before the third year. Similarly, students at California State University-Long Beach and the

University of North Carolina-Wilmington cannot declare a major during the first year. Only 20 percent of environmental studies students

at the University of Washington declare the major during their first year. However, contacts at the University of California-Santa Barbara and the University of Southern California report a growing number of students declare a major before enrolling due to changing admissions preferences. For example, of the 315 graduates from the University of

California-Santa Barbara’s program in 2017, 235 entered the program as declared first-year students or as transfer students (i.e., 75 percent of students).



Reported Enrollments for Bachelor’s-Level Marine Studies-Related

Programs


Ensure Students from Other Majors Can Enroll In Introductory Marine Studies Courses to Expose More

Students to the Program

Allow undeclared students and students from other majors to enroll in introductory

marine studies courses to expose a wider of range of students to the major.

Administrators at Northeastern University report half of students enrolled in the

bachelor’s-level environmental studies major enrolled in program courses as

undeclared majors or switched from another major after exposure to the program

through the Introduction to Environmental Studies course. Contacts at the

University of North Carolina-Wilmington report students often enroll in

environmental studies courses to satisfy general education science requirements.

However, many students enjoy the courses and enroll in the environmental science

program.

Marketing

Strategies and Messages

350 students University of North Carolina-Wilmington

175 students California State University-Long Beach

130 students Northeastern

University

200 students University of Southern

California

Higher enrollment

Lower enrollment

1,000 students University of California-

Santa Barbara

300 students University of California-

Santa Cruz

100 students Gettysburg College

250 students University of Washington

Orange circles indicate increasing enrollments and blue circles indicate stable enrollment.



Present at admissions events, first-year orientation sessions, and major fairs to

recruit undecided students. Contacts at four profiled institutions report success

recruiting students at these events (i.e., California State University-Long Beach,

Northeastern University, and the University of North Carolina Wilmington).

Additionally, present career information (e.g., employment projections, student job

placement) to help fight pre-existing beliefs from parents and students that

environmental studies and related majors limit career options.

Marketing Strategies for Bachelor’s-Level Marine Studies-Related

Programs


Use Student Outcomes-Based Marketing Messages to

Attract Career-Oriented Students Marketing efforts should make the connection between program enrollment and

career outcomes to appeal to outcomes-oriented students. Include information such

as labor market data, programs-specific career opportunities, and student

testimonials to appeal to prospective students. Further, administrators at California

State University-Long Beach emphasize the importance of career messages for

students looking at environmental programs. Contacts at multiple profiled institutions

Personal Outreach

Administrators at the University of Southern California partner with the admissions office and reach out by phone to all admitted students who declared an environmental studies major to encourage enrollment. Contacts report great success recruiting students with this method.

Information Sessions at Major Fairs and Student Orientation Contacts at California State University-Long Beach, Northeastern University, University of North Carolina Wilmington, and the University of Washington report success recruiting students already on campus through major fairs and orientation information sessions.

Community College Outreach

California State University Long-Beach, the University of California-Santa Cruz, and the University of Washington reach out to community colleges and help students understand the requirements to transfer into the major.

Student and Alumni Word-of-Mouth Referrals Administrators at the University of Southern California highlight the importance of word-of-mouth referrals. Incentivize current student and alumni referrals to encourage student and alumni involvement in recruitment efforts (e.g., testimonials, dedicated leads-passing alumni). For additional EAB word-of-mouth marketing strategies, click here.

Introductory Courses Administrators at Gettysburg College, Northeastern University, and the University of California-Santa Barbara report introductory courses and science for non-science major courses expose students to the field and pique interest in the major.


https://www.eab.com/research-and-insights/continuing-and-online-education-forum/studies/2013/reaching-search-and-shop-students/rewarding-word-of-mouth-referrals


note students and parents initially express concern over job prospects for

environmental studies students. Consequently, administrators and faculty highlight

career outcomes information to incoming students and parents. For more information

about how to effectively utilize student-centered marketing, see COE Forum’s

Competing on Student Outcomes to Attract Today’s Career Changers study (2017).

Student-Centered Marketing for Bachelor’s-Level Marine Studies-

Related Programs

Profiled Institutions and EAB6

Highlight Strong Demand from Environmental Consulting

Firms to Secure Program Enrollments

Highlight strong demand from nationwide environmental consulting firms for

bachelor’s-level marine studies professionals to attract career-oriented students.

Environmental consulting firms such as SWCA Environmental Consultants and

Lakeside Environmental Consultants frequently post openings for bachelor’s-level

marine studies professionals. Collectively, these two firms post 96 out of 3,189 total

job openings for bachelor’s-level marine studies professionals in the past year (i.e.,

three percent of postings). Environmental consulting firms most frequently seek

bachelor’s-level marine studies professionals for ‘environmental specialist’ and ‘field

technician’ roles. Contacts at California State University-Long Beach and the

University of California-Santa Barbara report students in profiled programs

frequently pursue environmental consulting. 6) EAB

Student-centered recruitment checklist:

Are students like me successful?

Why should I enroll in this program?

Will this program help me achieve my goals?

What are my next steps?

“Career opportunities for experts in environmental science and policy are expected to expand rapidly as society is challenged to find more sustainable approaches to problems in the energy, water, transportation, and manufacturing sectors. Environmental scientists will be in greater demand to monitor environmental quality, to interpret the impact of human actions on ecosystems, and to develop strategies for restoring ecosystems and for planning land uses.”

-University of Southern California

“Through courses such as Sustainability Studio students acquire skills to assess, communicate and implement change to increase the UW’s sustainability initiatives, including more efficient water, energy and transportation use, or increasing protected habitat and sourcing local food. Through a three-quarter Capstone series, students gain real-world experience addressing pressing environmental issues that impact our society.”

-University of Washington

“A degree in environmental studies has prepared graduates for positions in diverse career occupations including: environmental consulting and impact analysis, ‘green’ business, toxicology, public-interest lobbying, water conservation, outdoor recreation, environmental education, mineral and resource management, and recycling, hazardous waste management, and local and federal government agencies…”

-University of California-Santa Barbara

Employers with

High Demand


https://www.eab.com/-/media/EAB/Research-and-Insights/COE/Studies/2017/34825-COE-Student-Outcomes-Study.pdf

https://www.eab.com/-/media/EAB/Research-and-Insights/COE/Studies/2017/34825-COE-Student-Outcomes-Study.pdf


Secondarily, highlight strong demand from engineering firms and nonprofits for

bachelor’s-level marine studies professionals. Engineering firms represent four of the

20 national employers with the most demand for bachelor’s-level marine studies

professionals in the past year (e.g., Aecom, Tetra Tech). Engineering firms most

frequently post bachelor’s-level marine studies openings for ‘project managers’ and

‘environmental service managers.’ Nonprofits National Audubon Society and American

Conservation Experience represent two of the 20 national employers that most

frequently post openings for bachelor’s-level marine studies professionals in the past

12 months, with 74 of 3,189 total postings in the past year collectively (i.e., two

percent of all postings). Nonprofits most frequently seek bachelor’s-level marine

studies professionals for ‘educator’ positions in the last year.

Employers who Frequently Seek Bachelor’s-Level Marine Studies

Professionals

September 2017-August 20187

7) Emsi Analyst™

■ Environmental consulting firms ■ Engineering services firms ■ Nonprofits

16

16

16

16

17

17

17

17

18

19

19

20

23

26

32

33

33

41

52

76

Edison International

Stantec Inc.

University of Georgia

Atkins

American Water Works Company, Inc.

Key Energy Services, Inc.

Logan Simpson Design Inc.

Ryder System, Inc.

Tetra Tech, Inc.

Duke Energy Corporation

Leidos Holdings, Inc.

Lakeside Environmental Consultants, Inc.

Clean Harbors, Inc.

Lehigh Hanson Materials Limited

Aecom

American Conservation Experience

State of Washington

National Audubon Society, Inc.

Arcadis U.S., Inc.

SWCA Environmental Consultants

n=3,189 postings



5) Market Considerations

National and Regional Demand for Bachelor’s-Level

Marine Studies Professionals Declined Between H1 2017

and H1 2018

Administrators should note a decrease in national and regional demand for bachelor’s-

level marine studies professionals between H1 2017 and H1 2018. National employer

demand for bachelor’s-level marine studies professionals decreased 19 percent during

that time (i.e., demand decreased from 4,668 to 3,785 postings). Similarly, regional

demand for bachelor’s-level marine studies professionals decreased 29 percent

between H1 2017 and H1 2018 (i.e., demand decreased from 1,120 to 795 postings).

In contrast, regional demand for bachelor’s-level professionals across all occupations

increased 13 percent (i.e., demand increased from 725,035 to 821,910 postings).

While national and regional demand for bachelor’s-level marine studies professionals

declined, the Bureau of Labor Statistics (BLS) projects moderate long-term

employment growth for marine studies occupations. The BLS projects demand for

both “business operations specialists, all other” and “life, physical, and social science

technicians, all other” to increase nine and seven and a half percent, respectively,

between 2016 and 2026. The BLS projects demand across all occupations average to

grow seven and a half during the same time.8 “Business operations specialists, all

other” and “life, physical, and social science technicians, all other” represent two of

the three most in-demand occupations for bachelor’s-level marine studies

professionals in the past year.

Demand over Time for Bachelor’s-Level Marine Studies Professionals

September 2016-August 2018, National and Regional Data9

8) Bureau of Labor Statistics 9) Emsi Analyst™

Employer Demand over

Time

508

681

822 820

619

565

693

559

780

144

181

196

136 140 133 136

176

0

50

100

150

200

250

0

200

400

600

800

1,000

Regio

nal jo

b p

ostings

National ob p

ostings

National postings Regional postings

Data for each half and month reflects unique postings within that timeframe. Postings duplicated across two timeframes (e.g., H1 2017 and H2 2017) are counted in each timeframe because they appeared during each period, meaning total job postings aggregated across the period shown exceeds the total number of unique postings for the overall period.


https://data.bls.gov/projections/occupationProj


Ensure a Prospective Bachelor’s-Level Marine Studies

Program Provides Guidance to Help Students Focus in On a Career Path

Administrators at all profiled institutions note the broad nature of the environmental

field (e.g., water, earth, atmosphere, etc.) provides students with many course

options and career paths (e.g., environmental planning, consulting, research,

science). However, the multitude of options can be daunting for students with little

direction. Contacts note administrators, program coordinators, and faculty should

meet with students to discuss career pathing and course selection. All incoming first-

year environmental studies students at the University of Southern California meet

with a faculty member and discuss course selection and career planning.

As noted, administrators should include management courses in program curriculum

to prepare students for employment. Management positions represent nine of the 20

titles national employers most frequently post for bachelor’s-level marine studies

professionals in the past year (i.e., ‘program manager,’ ‘compliance manager’).

‘Project manager’ represents the most frequently posted title for bachelor’s-level

marine studies professionals nationally, with 131 postings during that time (i.e., four

percent of postings).

As expected, employers frequently seek bachelor’s-level marine studies professionals

for positions such as ‘environmental specialist’ and ‘environmental technician.’

Environmental positions account for six of the 20 titles national employers most

frequently post for bachelor’s-level marine studies professionals in the past year.

Contacts at the University of California-Santa Barbara report 77 percent of

bachelor’s-level environmental studies graduates go on to work in the environmental

field. Within the environmental field, contacts note graduates most commonly work in

environmental planning (government, private, or consulting), environmental science,

and environmental education.

Job Titles Employers Frequently Post for Bachelor’s-Level Marine

Studies Professionals

September 2017-August 201810

10) Emsi Analyst™

Student Outcomes

26

27

28

28

32

32

32

34

35

35

41

44

48

49

53

64

67

110

115

131

Program Assistant

Environmental Protection Specialist

Environmental Technician

Production Supervisor

Compliance Specialist

Environmental Services Manager

Safety Manager

Operations Supervisor

Environmental Specialist

Maintenance Manager

Field Technician

Environmental Manager

Compliance Manager

Program Coordinator

Transportation Planner

Program Manager

Project Manager

Environmental Specialist

Educator

Project Manager

■ Management titles ■ Environmental titles

n=3,189 postings



Bachelor’s-Level Environmental Studies Programs

Experienced Moderate Growth Between 2014 and 2016

From 2014 to 2016, institutions nationwide report a three percent increase in

bachelor’s-level environmental studies program completions (i.e., reported

completions using CIP code 03.0103 increased from 6,560 to 6,727). All profiled

institutions except California State University-Long Beach and the University of

North Carolina-Wilmington offer bachelor’s-level environmental studies programs.

The University of California-Santa Barbara reports the most bachelor’s-level

environmental studies degree completions in 2016, with 240 completions. This

represents a slight decrease from 234 reported completions in 2014 (i.e., reported

completions decreased three percent). Half of profiled bachelor’s-level environmental

studies programs report an increase in degree completions between 2014 and 2016

while the other half report a decline in degree completions during the same time

period.

California State University-Long Beach and the University of North Carolina-

Wilmington report a decrease in bachelor’s-level environmental science (i.e., CIP code

03.0104) degree completions between 2014 and 2016. California State University-

Long Beach and the University of North Carolina-Wilmington report a three and 10

percent decline in degree completions during that time period (i.e., reported

completions decreased from 240 to 234 completions and from 72 to 65 completions,

respectively).

Bachelor’s-Level Environmental Studies Degree Completions

Profiled Programs, National Center for Education Statistics11

Institution CIP Code

2014

Completions 2015 Completions

2016 Completions

Percent Change


Environmental Studies

56 50 67 +20%

Gettysburg College Environmental Studies

31 35 33 +6%



210 213 221 +5%



240 247 234 -3%


Environmental Science

72 77 65 -10%


Environmental Science

56 48 63 -13%



15 31 12 -20%



21 14 9 -57%

Nationwide Environmental Studies

6,560 6,680 6,727 +3%

11) Environmental Studies- CIP Code 03.0103, Environmental Science- CIP code 03.0104

Degree Completions

2016 represents the most recent year of available data.



Appendix: Networking Contacts


Dr. Christine Whitcraft

Associate Professor, Program Director

(562) 985-4820

[email protected]

Gettysburg College

Dr. Salma Monani

Chair, Associate Professor

(717) 337-6292

[email protected]


Dr. Brian Helmuth

Professor and Director, Department of Marine and Environmental Sciences

(781) 581-7370

[email protected]


Eric Zimmerman

Environmental Studies Academic Coordinator

(805) 893-3185

[email protected]


Dr. Greg Gilbert

Professor and Chair, Department of Environmental Studies

(831) 435-9170

[email protected]


Dr. Jeff Hill

Chair and Professor, Department of Environmental Sciences

(910) 962-3264

[email protected]


Dr. Karla Heidelberg

Professor, Director of the Environmental Studies Program

(213) 740-0951

[email protected]


Dr. Kristi Straus

Acting Director, Lecturer

(206) 218-5080

[email protected]


1/15/2019 OSU Policy Analysis Laboratory | College of Liberal Arts | Oregon State University

https://liberalarts.oregonstate.edu/spp/opal 1/6

College of Liberal Arts » School of Public Policy » OSU Policy Analysis Laboratory

Welcome to OPALSPP · About OPAL · Sta� · Projects · Get Involved · Contact Us

OPAL is currently providing opportunities for graduate students to conductresearch on real world policy problems in �elds such as education, energy,climate change, and disaster response. Students use the quantitative andqualitative skills they have learned in class to provide support to clients facingsubstantive issues in the policy world.

Our current projects address several di�erent policy areas and bringcommunity clients, students and researchers together. This web site alsoprovides a record of our past work and lists policy briefs and research papers.

https://liberalarts.oregonstate.edu/spp/opal

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If you are a potential client, you are welcome to submit a research request.

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About the survey: OPAL conducted the survey in Fall term, 2018, of all first and second year students enrolled at OSU. Total respondents = 629. The following is the email sent to students, requesting their participation in the survey. Dear Student- The College of Liberal Arts (CLA) at Oregon State University (OSU) proposes to offer an undergraduate degree program in Marine Studies. We would like to find out your level of interest in a Marine Studies Program. As such, we are conducting a brief survey to gauge student interest and receive input about the program. If you are willing, please follow the link below to complete the survey. Follow this link to the Survey: (URL here) If you would like to learn more about the Marine Studies Program, a description of the program is provided below for your convenience. Thank you in advance for your time. Dr. Erika Allen Wolters Director, OSU Policy Analysis Laboratory (OPAL) School of Public Policy Oregon State University 100L Bexell Hall Oregon State University 541.737.1421 [email protected] What is a degree in Marine Studies? The College of Liberal Arts (CLA) at Oregon State University (OSU) proposes to offer an undergraduate degree program in Marine Studies. Marine studies is an interdisciplinary field of study that explores the dynamic relationship between people and the marine environment. As the reach of anthropogenic impacts expands from the heavily populated coast to remote regions of the ocean (e.g. deep sea, areas beyond national jurisdiction, etc.), the marine environment has become a symbolic last frontier for exploration and exploitation. More than ever, it is essential to unravel these dynamics and better understand how people affect the ocean and, in turn, how the ocean affects humans. Conceptually, marine studies supports this understanding by emphasizing the human dimension of coasts and oceans, based on foundational knowledge about their physical and/or natural characteristics. This proposed

program includes a Bachelor major degree and a minor and broadly encompasses social scientific, arts and humanities disciplines solidly represented in the College of Liberal Arts. The degree program is for students who are keenly aware of the importance of the human dimension, broadly defined, of the marine environment as way to understand growing challenges and opportunities for the sustainability of our oceans and coasts. This program emphasizes place-based ocean literacy and sustainability, along with critical and creative thinking, inquiry and analysis – core elements of a liberal arts education - while working within and learning from diversity of faculty, students, communities, and cultures. Based on a solid foundation on the human dimensions of marine systems and places, students who obtain a degree in Marine Studies will gain expertise and understanding of the historical, social, cultural, economic issues currently faced by coasts and oceans, at a national and international level, grounded in solid knowledge of the natural and physical system and the diversity it supports. Students are uniquely prepared for employment in a range of public and private settings, and for continued education in graduate school, through the development of interdisciplinary and collaborative problem-solving skills, strong ocean literacy as it relates to current and future issues relevant to interconnected marine natural and social systems, and issue-based engagement through their immersive coastal experience. The Curriculum—Marine Studies Bachelor’s degree The Marine Studies undergraduate major will create both academic learning and professional outcomes that offer students broad application of skills across fields. The undergraduate Marine Studies Bachelor’s degree will include these key components: · A solid conceptual foundation of Marine Studies as an emerging interdisciplinary discipline that highlights human interactions with the marine environment; · Foundational coursework in lower division to develop critical thinking regarding human interactions with the marine environment, grounded on knowledge of its physical and/or natural characteristics; · Marine studies core coursework that provides students with interdisciplinary training, including diverse perspectives and methodological approaches to problem solving and decision-making, in marine related fields of inquiry across social sciences, arts, and humanities. · Required coastal courses offered at Hatfield Marine Science Center (HMSC) or offered at Corvallis with significant course dimensions integrating with HMSC · Advanced elective coursework to focus on ‘areas of distinction’ such as, but not limited to: conservation, environmental and social justice, politics and policy issues, arts and literature, entrepreneurship, and/or global and transnational perspectives

· An internship requirement to demonstrate experience in a marine context. · A capstone to develop and apply a range of social science and humanities methods and tools to the study of human interactions with the marine environment. The Minor The Marine Studies Minor will encourage students, especially those from non- natural science majors, who have an interest in human interactions with the marine environment to incorporate this field of study in their undergraduate experience. Students in this minor will complete a core suite of courses and, with the help of their advisor, choose tailored elective courses to expand their knowledge and experience of the primary major in a framework centered on issues of the coasts and ocean.

No interest

Some interest

Interested

Very interested

No interest

Some interest

Interested

Very interested

Environmental Conservation

Environmental and Social Justice

Political and Policy Issues

Arts and Literature

Entrepreneurship, including Tourism and Marine-based Businesses

Global and Transnational Perspectives

Other (please describe)

A Bachelor's degree in Marine Studies will focus on the dynamic relationship betweenpeople and the marine environment and provide interdisciplinary training for studentsto gain an understanding of the complex social, cultural, historical, and economicnature of the marine environment.

Block 1

Q1. OSU is planning to offer a Bachelor's degree in Marine Studies in the near future. Whatwould be your level of interest in enrolling?

Q2. If OSU decided to offer a minor degree in Marine Studies, what would be your level ofinterest in enrolling?

Default Question Block

Q3. What major area(s) of upper division 'area of distinction' would most interest you with theproposed Bachelor's degree?

BA: proficiency in a second language, including American Sign Language. This isequivalent to that attained at the end of the second year sequence with a grade ofC- or better.

BS: proficiency in scientific and quantitative approaches beyond what is required inthe baccalaureate core. This is equivalent to that attained by having completed, witha grade of C- or better, a minimum 15-credit block of computer science andquantitative studies (math and/or statistics).

Undecided

To get a job

To get a promotion at a job

To retain a job

To gain expertise in content area

To gain prestige of an advanced degree

For personal development

To gain skills in a liberal arts discipline(s)

To gain credibility in my profession

To change my field/profession

For flexibility in job options

Other (please describe)

Q4. If given the alternative between a Bachelor's of Arts (BA) and a Bachelor's of Science (BS),which one would you most likely pursue in the College of Liberal Arts/Marine Studies?

Q5. Which three of the following would best describe your reasons in seeking a Bachelor'sDegree in Marine Studies at OSU? (Rank your top three reasons with 1=most important,2=next in importance, etc.)

Position in the public sector

Position in the private sector

Position in the nonprofit sector

Position in a research/policy institute or think tank

Professional contractor for services

Position in business/industry

Government position

Self-employment

Graduate school

Other position in the private sector

Other (please specify)

Short-term stays at Hatfield Marine Science Center (one to three weeks)

Quarter-long residency options at Hatfield Marine Science Center to completerequired coursework and/or internship

Year-long residency at Hatfield Marine Science Center to complete requirements forgraduation, such as coursework and internship(s).

Hybrid courses requiring visits to the coast (e.g., weekend field trips)

Other (please specify)

Not interested

Q6. From the following list, please indicate which best describes your career goal(s) forobtaining a Bachelors in Marine Studies at OSU. Select all that apply.

Q7. This degree will require study and research experiences at the coast, for example atHatfield Marine Science Center In Newport, Oregon and the surrounding coastalcommunities. Rank your interest in these different ways to get these experiences (1=mostinterested, 2=next interested, etc.)

Click to write Choice 1

Gender

Please specify degree program

Q8. The following items are designed to help us interpret the responses of studentsinterested in the Proposed Bachelor's Program in Marine Studies. However, providing thisinformation is strictly optional.

What is your age in years?

Q9. Please indicate your gender identity.

Q11. What is your current degree program?

Marine Studies Survey Final Results

About the survey: OPAL conducted the survey in Fall term, 2018, of all first and second year students enrolled at OSU. Total respondents = 629.

This is the results report prepared by OPAL.

Q1. OSU is planning to offer a Bachelor’s degree in Marine Studies in the near future. What would be your level of interest in enrolling?

1. No interest 38% 2. Some interest 25% 3. Interested 20% 4. Very interested 17%

Q2. If OSU decided to offer a minor degree in Marine Studies, what would be your level of interest in enrolling?

1. No interest 33% 2. Some interest 20% 3. Interested 20% 4. Very interested 27%

Q3. What major area(s) of upper division ‘area of distinction’ would most interest you with the proposed Bachelor’s degree?

Q4. If given the alternative between a Bachelor’s of Arts (BA) and a Bachelor’s of

Total and rank Environmental conservation

351 (1st choice)

Environmental and Social Justice

141 (2nd choice)

Political and Policy Issues

111

Arts and Literature

45

Entrepreneurship, including Tourism and Marine-based Businesses

124 Global and Transnational Perspectives

135 (3rd choice)

Other (please describe) Being outdoors, Environmental Sociology, Marine Ecology, Ecosystems, Animal Science, Zoology, Environmental Science, GIS (Geography), Veterinary Medicine, Historical marina habitat usage of humans, Architecture

Science (BS), which one would you most likely pursue in the College of Liberal Arts/Marine Studies?

1. BA 15.0% (96) 2. BS 74.0% (457) 3. Undecided 11.0% (66)

Q5. Which three of the following would best describe your reasons in seeking a Bachelor’s Degree in Marine Studies in OSU? (Rank your top three).

Total and rank To get a job

240 (2nd choice)

To get a promotion at a job

62

To retain a job

65

To gain experience in a content area

312 (1st choice)

To gain prestige of an advanced degree 106

For personal development

221 (3rd choice)

To gain skills in a Liberal Arts discipline(s) 73

To gain credibility in my profession

139

To change my field/profession 103

For flexibility in job options

50

Other

Fix the environment, For fun, To learn about potential entrepreneurial opportunities as marine science intersects with technology, I want to, Love for the environment, Because this

is something I’ve always loved and cared about, To improve the environment, I find it interesting, To do something concrete to preserve the environment, To be outside

Q6. For the following list, please indicate which best describes your career goal(s) for obtaining a Bachelor’s in Marine Studies at OSU. Select all that apply.

Total and rank Position in the public sector

226 (1st choice) Position in the private sector

166 Position in the nonprofit sector

164 Position in a research/policy institute or think tank

223 (2nd choice) Professional contractor for services

35 Position in business/industry

73 Government position

169 (3rd choice)

Self-employment

63

Graduate school

20

Other position in the private sector 17

Other

Outdoor teaching, Position working in the field directly with people and doing scientific research, To be a vet, Widening my experience (to tie in with engineering), Already employed at US EPA, Retired, Strong interest in marine sciences, Already have a job

Q7. This degree will require study and research experiences at the coast, for example at Hatfield Marine Science Center in Newport, Oregon and the surrounding coastal communities. Rank your interest in these different ways to get these experiences (1=most interested, 2=next interested, etc.)

Total and rank Short-term stays at Hatfield

346 (1st choice) Quarter-long residency options at Hatfield

324 (2nd choice) Year-long residency at Hatfield

214 Hybrid courses requiring visits to the coast (e.g. weekend field trips)

301 (3rd choice)

Not interested

26

Other

Remote projects at other coastal areas, Find a way to complete my school work but also be able to use research facilities here on the east coast instead of traveling 3000 miles, Something near me I live by the ocean, Mix of course options, hybrid through quarter long, Ecampus, Only if paid housing, Something easy for those with families, During term breaks,

Q8. Age

Age range from 18-56, majority of respondents were 18 or 19-years-old (288 of respondents).

Q9. Gender Identity Female 379 Male 162 Gender Fluid 2 Cisgender 1 Gender Queer 2

Trans-man 1 Non-binary 5 Q10. Degree Program- Students identified with the following majors: Agricultural Science, Anthropology, Animal Science, Aquatic Microbiology, Political Science, Wildlife and Fisheries, Psychology, Business, Geology, Environmental Science, Biology, Pre Vet, Biochemistry and Biophysics, Biochemistry and Molecular Biology, BioHealth, Natural Resources, Ecological Engineering, Art, Chemical Engineering, Exploratory, Electrical and Computer Engineering, History, HDFS, Horticulture, Hospitality, Integrative Biology, Natural Resource Management, Non-degree, Ocean Science, Rangeland Science, Sociology, Zoology, Climate Science, Nuclear Engineering, Philosophy, Public Health