What question did this study set out to answer?

This study aims to assess the barriers and support systems affecting low-income and nontraditional students in the Geomatics program at the University of Florida.

June 21, 2026Open Access

Barriers and Support Systems in Geomatics STEM Education: A Mixed-Methods Study of Geomatics Education at the University of Florida

Key Points

This study aims to assess the barriers and support systems affecting low-income and nontraditional students in the Geomatics program at the University of Florida.
Conducted interviews and surveys with 26 students (13 from each method) at the University of Florida's main campus and two centers.
Evaluated barriers faced by students and the effectiveness of support programs such as mentoring and certification training.
Analyzed qualitative interview data thematically for deeper insights.
85% of respondents are employed or expect to work in the Geomatics field.
54% have achieved or are pursuing professional certification.
While students rated internships and mentoring as highly useful, research participation was infrequently utilized.

Abstract

This study explores how the University of Florida’s Geomatics program helps low-income and nontraditional students succeed. Using a mixed-methods approach, 13 students were interviewed and 13 were surveyed from the main Gainesville campus and two research and education centers (Gulf Coast Research and Education Center at Plant City and Fort Lauderdale Research and Education Center). The study involved students who came from first-generation families, were over 30 years old, and received need-based scholarships from the National Science Foundation (NSF)-funded GeT-STEM project. The study (1) evaluates the barriers low-income, nontraditional Geomatics students face; (2) evaluates student support programs (mentoring, certification training, and so on); and (3) evaluates whether the program’s geographically distributed, blended-learning model expands access to and success in STEM education. The survey asked about participation in academic and professional activities, confidence in core Geomatics skills, employment status, and how the location of study affected their experience. Interview data were thematically analyzed for deeper insights. Key findings showed that 85% of respondents are now working or expected to work in the Geomatics field, and 54% have achieved or are pursuing professional certification. Students rated internships, mentorship, and certification training as most useful, but pursuing research was rarely used. The study also shows that the majority of the students indicated moderate usefulness of career counseling/job placement. Proximity to a research-education center strongly influenced enrollment decisions and perceived success. Despite high confidence in technical competencies, gaps remain in research participation and career-planning support for students balancing full-time work. Overall, financial support and mentoring, combined with the Geomatics program’s place-based education, effectively supported the students but can be strengthened by expanding research opportunities and career guidance. These results underscore the value of geographically distributed STEM education for closing workforce gaps and advancing equity in technical fields.

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