Research Arc

The “research arc” includes every point in the research process, starting with the beginnings of an idea and ending with the communication of results. Students in undergraduate research experiences typically work in the middle of this arc, collecting and analyzing data, and reporting results internally.

Location

Typical UREs have some mixture of data collection in the field or laboratory, and data analysis on campus. The travel associated with data collection can be a large barrier to participation for those with caretaking or work responsibilities, as well as those with physical disabilities and other marginalized identities. Many students are not able to participate in undergraduate research experiences for this reason. There is also a surplus of rich polar data, including satellite-based observations of ocean conditions and high-resolution imaging of coastal erosion, that needs to be processed and analyzed.

Structure, Duration & Intensity

Undergraduate research experiences can come in many forms, including internships, jobs, formal mentoring programs or specially designed classes (commonly referred to as Course-Based Undergraduate Research Experiences or CUREs). Each of these formats have benefits and drawbacks, providing differing levels of hands-on experience and student support, and well as unique challenges and barriers to participation.

The standard summer URE is typically short in duration (one term) and high intensity (full-time). This requires students to put their lives on hold, and can be a large barrier to participation for those with caretaking or work responsibilities. Many non-traditional students are not able to participate in undergraduate research experiences for this reason.

Research Teams & Topics

The traditional model of mentorship has a direct link between one mentor and one student, with knowledge transfer flowing one direction, toward the student. The topic is chosen by the mentor, and the mentee provides the work to complete projects. But are there other ways of arranging this relationship? Let’s take a look…

Technical Skill Development & Content Knowledge

Establishing clear learning objectives is an essential part of any program development. Learning objectives identify what students are expected to learn and be able to do by the end of the program. They guide curriculum development, the pacing of the program, the composition of administrative and mentor teams, and provide the vision to keep the entire program together and focused.

Program Coordination

Every program requires coordination – of logistics, student and mentor needs, grant-related responsibilities, etc. Different UREs have different models for providing this coordination, and leadership is often held by the PIs on a grant, instructors, or professional faculty or staff.

Recruitment & Selection of Students

So you’ve sketched out some ideas for an inclusive undergraduate research program. How will you market it to students? How will you get people to apply? And when they do apply, how will you make the difficult choices of who to accept into the program?

Student Support

Wrap-around student support puts the student at the center of programming. This allows for staff in various roles to track student success or challenges and collaborate to provide support the student needs to be successful. In this model, students who are struggling are identified early, and thoughtfully approached to identify what is needed, then collaboratively provided with resources and services to help them get through difficult times. This differs from the traditional model which simply evaluates the student work outside of the context of the rest of their lives, and puts the onus on the student to seek out needed resources.

Group Cohesion

Building community in your URE is the key to building future scientists. The goal with inclusive UREs is to help students explore science in a way that honors, validates and integrates with their personal and social identities and experiences. Creating a community adds to a sense of belonging in the STEM sciences, which is one of the most important factors in developing scientists.

Recruitment & Selection of Mentors

Finding thoughtful and intentional mentors for your program is one of the most important keys to student success. For individual students, the quality of mentorship can make a so-so program a great experience, or it can make a great program a complete failure. It’s important to recognize that mentorship is often an “extra” task that does not count toward tenure or graduate program requirements. It can be a big ask, especially for the early career folks who often volunteer.

Inclusive Mentorship Skill Development

Inclusive mentoring refers to a type of mentor-mentee relationship in which both parties learn from each other and benefit from the relationship, and is intended to lower the power imbalance and make the relationship more accessible and equitable to people from all backgrounds and identities. In this model, mentors connect with the student around their different identities. This model is different from the traditional model of mentorship, in which the mentor teaches, supports and directs the student, and the student learns from and serves the mentor. Because this model is different to what many of us have experienced, mentors need to develop skills to do it well.