Undergraduate research experiences are important learning opportunities because they allow students to directly participate in the research process, gaining hands-on experience, personal connections and skills vital to their future careers. UREs are also crucial in fostering a sense of belonging, promoting self-efficacy and developing identity. Conversely, lack of access to a high quality URE can hinder a student in obtaining future opportunities, often because of the informal networking and community building that accompanies internships and similar programs.

UREs can be course-based, or they can be located outside of the classroom (usually involving a mentor and an existing research project). The natural/physical sciences (such as geology, oceanography, botany, forestry, etc.) often require a field component, which can vary in length, location and intensity depending on the focus. Ship-based UREs, for instance, require students to live aboard a research vessel and collect data for extended periods of time.

The structure of traditional, field-based UREs present many barriers to participation, particularly for non-traditional or older students (who may have work or caregiving responsibilities), students with non-dominant identities (who may have legitimate safety concerns with field work) and students with physical disabilities (that are generally not accommodated in the field environment).

The structure of traditional UREs is one factor that contributes to the lack of diversity in the field sciences. Exploring other models of providing intentional, substantive and inclusive research opportunities for students is one way we can contribute toward building the equitable environment necessary to allow all students a place to thrive in STEM.