Attracting Students Into Science: Insights From a Summer Research Internship Program for Community College Students in Colorado

Anne Gold (1) Lesley Smith (1) Suzanne Anderson (2) Jennifer Taylor (1) Rebecca Batchelor (3) Barbara Monday (4) Noah Fierer (1) James McCutchan (1) Imtiaz Rangwala (1) Susan Sullivan (1)

Abstract
Research Experience for Undergraduates (REU) programs commonly serve students already committed to careers in science. To spark student interest in the sciences early in their college career, the CIRES diversity initiative teamed with the Boulder Creek Critical Zone Observatory to build an REU for Colorado community college students. We are presenting here results from the pilot project, will introduce the new 2015 cohort and provide information on how to get involved in the project under the new NSF funding for 2015-18. For the 2014 pilot project a group of 7 students was selected with consideration of diversity, prior training, and personal statements. Each student was paired with a research science mentor. Field excursions and team-building exercises filled the first week of the 8-week program. Students received weekly training in science communication, responsible conduct of research, use of spreadsheet and graphing software, and statistical analysis. Each student presented their research in a poster session, an oral presentation, and a written report. Several aspects of this pilot program worked well. The students formed a very supportive cohort, despite the fact that they were not in residence. Cohesion grew out of the immersion in field trips, and was reinforced with weekly check-ins. The trainings were essential for seeing projects through to written and oral presentations. Teaming students for fieldwork was an effective strategy to build support, and reduce mentor fatigue. Each student produced useful data. In the future, we would include a workshop on personal finances to address a clear need. Transportation support will be provided. A residential program might attract some but could preclude participation of students with families or other life-issues. Personal tutoring tailored to research projects would address low math skills. All 7 students completed the program; several elected to submit to the undergraduate virtual poster session at Fall AGU. Students all reported enormous personal and academic growth. Some are discussing transfer and graduate school opportunities with their mentors. The enthusiasm and appreciation of the students was unparalleled.