ED41C-01 08:00h
The University of Texas Science and Engineering Apprentice Program as a Model for an REU Site
The University of Texas Institute for Geophysics at (UTIG) is one of five research labs in the Austin area that hosts recent high school graduates for summer research projects through the Applied Research Lab Science and Engineering Apprenticeship Program (SEAP). The SEAP is a program designed to provide summer research opportunities to recent high school undergraduates who excel in science and math. UTIG has been a large proponent of the SEAP and has typically mentored two to four students each year and a total alumni of about twenty. The program has successfully targeted groups that are typically underrepresented in sciences and engineering. Current statistics show that 25% of past SEAP students are members of an ethnic minority and 80% of SEAP students are female. Many of these students have stayed on after the summer program and continued to work part-time or return during summers to UTIG while completing their undergraduate careers. A significant portion of these students present results at professional meetings and ultimately commit to careers in science and engineering, both in industry and academia. SEAP students at UTIG work alongside scientists and graduate students as part of a team, and, through this interaction, improve their scientific knowledge and problem solving skills. Both graduate and undergraduate students involved in NSF-funded research grants mentor the SEAP students, giving them the opportunity to work on their own research problem while contributing data and interpretation to a more fundamental research problem. By uniting student research under the umbrella of Antarctic ice sheet research, students learn how their individual research projects relate to the more unifying science problem centered on ice sheet variability, and Antarctic continental evolution. They also gain an understanding of how research is carried out. At the same time, scientists and graduate students learn how to communicate their knowledge so that it is interesting and relevant to student learning. We are interested in expanding the SEAP model for student research to a scale that can support multidisciplinary REU site activities by extending research possibilities into polar research, marine studies, seismology, planetary science, and science education at UTIG in future years.
http://www.ig.utexas.edu/outreach/projects/defense.htm
ED41C-02 08:15h
The Ocean Sciences RIOS REU Site at Rutgers University
The Institute of Marine and Coastal Sciences (IMCS) at Rutgers University recently completed the first year of its new NSF Ocean Sciences-supported REU site. This program is called RIOS, for Research Internships in Ocean Sciences. The program enrolled 15 students for a 10-week program, 11 located on the New Brunswick campus, and 4 at the Tuckerton field station. NSF funds supported ten of these students and funds from several other sources supported the other five students. All students participated in the group activities during the first and last weeks and periodically throughout the summer. One day of the first week was devoted to a Hudson River plume cruise, which introduced the students to river plume systems and provided data for a group project. Students pursued a variety of individual research projects with faculty mentors, explored the use of MATLAB for data analysis, and collaborated in the analysis of the Hudson plume data. The program culminated in a poster session with presentations of all the individual projects. This presentation will present highlights of the RIOS program, discuss its successes and areas for improvement, and outline plans for next summer.
http://marine.rutgers.edu/rios/
ED41C-03 08:30h
Strategies for Supporting and Sustaining Undergraduate Research Programs
A key challenge in developing a viable undergraduate research program is securing adequate support for the effort, both in terms of reliable financial support, and (perhaps most importantly) in terms of providing adequate student/faculty contact time. Financial support for undergraduate research is available via the NSF Research Experiences for Undergraduates Program, which provides funds for student research efforts both on relatively small scales (i.e., 1-2 students/yr via REU Supplement funds) and on much larger scales (REU Site research projects involving 10 or more students/yr). Depending on the NSF program, funds for intermediate scale undergraduate research efforts (i.e., 3-5 students/yr) may be available as Participant Support via the normal proposal submission process. For faculty at predominantly undergraduate institutions, research support obtained via the NSF RUI program and other funding outlets (i.e., ACS-PRF) presumes substantial undergraduate participation in research projects. Securing sufficient faculty contact time for undergraduate researchers is critical to their success and professional development, as well as to the ultimate success of the research. However, the additional time required to train undergraduates in research protocols, along with the challenge of working adequate research time into their generally busier class (and often work) schedules can render such efforts unproductive for research faculty. Strategies I have found helpful in getting the necessary time-on-task and contact time with student researchers include: 1) mentoring 3-4 undergraduates in group research projects, which facilitates technical training and ensures sufficient 'hands' to complete the work; 2) building technical training into traditional courses through open-ended investigative laboratory activities, such that students can begin to develop research skills, as well as the necessary investigative mindset; 3) when possible, providing stipend support for student research efforts, reducing their need for other financial support while in school; 4) committing to a professional outcome and schedule (i.e., presenting results at a specific professional meeting), as a means both to focus student efforts and help them organize their time.
ED41C-04 08:45h
Investigation of Episodic Solar Phenomenon on Upper Atmospheric Density
In this research project we are examining the effects of episodic solar phenomenon on the density of the upper atmosphere. We will use atmospheric perturbations on the orbits of spherical satellites to assess these effects. We are using statistical analysis to determine correlations between the change of the semi-major axis with respect to time of each satellite and a number of different solar indices.
ED41C-05 09:00h
Undergraduate Student Research with the Integrated Ocean Drilling Program on Expedition 301
I was invited to participate as a shipboard scientist on board the JOIDES Resolution during Expedition 301 of the Integrated Ocean Drilling Program (IODP). The scientific objectives of this expedition were to establish borehole observatories to evaluate the hydrogeologic properties within oceanic crust, determine how fluid pathways are distributed within an active hydrothermal system, establish linkages between fluid circulation, alteration, and geomicrobial processes and determine relations between seismic and hydrologic anisotropy. I worked as a paleomagnetics shipboard scientist with William Sager from Texas A&M University. My primary responsibility was to produce the initial paleomagnetic data through alternating field and thermal demagnetization for the sediments and basement rocks recovered during the expedition. The magnetic data obtained from samples recovered from the 220 m basaltic section that was drilled show some consistency with expected normal polarity acquired at high-mid latitudes and some reversed polarity or low inclination values which may be related to alteration. Additionally, I assisted in core curation and processing, the underway geophysics lab, and with core description. I was included in the scientific meetings discussing sample handling, preliminary results, on-going developments, and post-cruise research. My post-cruise project, under the direction of William Sager and Bernard Housen of Western Washington University, investigates magnetic properties of the basaltic rock from the upper oceanic crust. The primary goal of this work will be to refine our understanding of the magnetization process and geomagnetic field geometry recorded by young ($<$ 3.5 Ma) oceanic crust. This experience was invaluable to me as an aspiring scientist. I was participating in cutting edge research with renowned scientists who were working on subjects of global interest and I was not reading chapters out of a textbook. The scientists showed me a glimpse of what the future may be for me, including some of the challenges as well as benefits. I also received guidance for post-baccalaureate study, made contact with professors, post-docs, and graduate students outside my university, and formed life-long friendships. I cherished this opportunity and I look forward to sharing more of my undergraduate research experiences with others.
ED41C-06 09:15h
Undergraduate Research Training Program in Geosciences at NC A&T
In this talk we present an ongoing effort to develop an undergraduate research training program in geosciences at North Carolina A&T State University. The National Science Foundation HBCU Undergraduate Program (HBCU-UP) funded in 1999 the University's Talent-21: Gateway for Advancing Science and Mathematics Talent. Defined in the Talent-21 Project is a research training component where a facility has been situated for undergraduate research training in the geophysical and environmental sciences. Planned for the undergraduate geophysical research training program is a three-pronged approach of generating (1) real-world seismic data by seismic field surveys, (2) physical modeled data through the Seismic Physical Modeling System, and (3) computer simulated data through mathematical modeling and numerical simulation to mutually refine understanding of site, the data, and the methods selected for testing. The results will be used to build models that simulate earth subsurface structures. This research training program aims to expose students to theory via topical seminars and workshops, and to practice via hands-on experience in field geophysical surveying, comparative field data analysis, physical modeling, computational modeling, and synthetic seismic data acquisition. It offers structured education and training activities that guide experiences in geophysical topics and techniques, and research for students to increase interest and participation in geophysical science with STEM career development. Students usually start the program with academic year research training to prepare themselves for research projects, and continue their pursuit through intensive summer REU program to undertake research projects and write project reports. Students are encouraged to present their research results at regional or national undergraduate research conferences. Four summer REU programs have been conducted since 2001, and some of the student research projects and results will be shared here.
ED41C-07 09:30h
Bringing Undergraduates and Geoscientists Together for Field-Based Geophysical Education and Research at an On-Campus Well Field
Development of our Hydrogeophysics Well Field has enabled new opportunities for field-based undergraduate research and active-learning at Bucknell University. Installed in 2001-2002, the on-campus well field has become a cornerstone of field labs for hydrogeology and applied geophysics courses, and for introductory labs in engineering and environmental geology. In addition to enabling new field experiences, the well field serves as a meeting place for students and practicing geoscientists. In the last three years, we have hosted field demonstrations by alumni working in the environmental, geophysical, and water-well drilling industries; researchers from government agencies; graduate students from other universities; and geophysical equipment vendors seeking to test and demonstrate new instruments. Coordinating undergraduate research and practical course labs with field experiments led by alumni and practicing geoscientists provides students hands-on experience with new technology while educating them about career and graduate-school opportunities. In addition to being effective pedagogical strategy, these experiences are well received by students -- enrollment in our geophysics course has tripled from three years ago. The Bucknell Hydrogeophysics Well Field consists of five bedrock wells, installed in a fractured-rock aquifer in the Wills Creek Shale. The wells are open in the bedrock, facilitating geophysical and hydraulic measurements. To date, student have helped acquire from one or more wells: (1) open-hole slug- and aquifer-test data; (2) packer test data from isolated borehole intervals; (3) flow-meter logs; (4) acoustic and optical televiewer logs; (5) standard borehole logs including single-point resistance, caliper, and natural-gamma; (6) borehole video camera; (7) electrical resistivity tomograms; (8) water levels while drilling; and (9) water chemistry and temperature logs. Preliminary student-led data analysis indicates that sparse discrete fractures dominate the response of water levels to pumping. The three sets of fractures observed in the wells are consistent with those observed in outcrops around Bucknell: (1) bedding sub-parallel fractures; (2) joints; and (3) fractures parallel to rock cleavage. Efforts are ongoing to develop a CD-ROM of field data, photographs and video footage documenting the site and experiments; the CD is intended for publication as a "Virtual Field Laboratory" teaching tool for undergraduate hydrogeology and applied geophysics. We have seen the benefits of merging theory and practice in our undergraduate curriculum, and we seek to make these benefits available to other schools.
ED41C-08 09:45h
Institutionalizing Undergraduate Research Across a Campus: Insights from the French Creek Watershed Research Program
We have used an NSF-DUE grant to build a long term, collaborative undergraduate research program across the natural sciences. Using a regional (2850 km2) watershed as the unit for collaboration, natural science faculty and students at Allegheny College have spent 3 years collecting, compiling, and analyzing data within the French Creek Watershed. Field data were generated during laboratory course sessions as well as student-faculty research projects. An electronic database of abstracts from senior projects ($>$150 abstracts, with keyword/author/title search capability) allows students to examine research conducted by their peers and obtain ideas for their own projects. The program website serves as a permanent global venue to disseminate background information, maps/photos, and research results. More than half of the students in introductory earth science courses collected field data and/or spatial data from the website to use in assignments. More than half of the students described their experience as "challenging" and "interesting" while less than one quarter said the experience was frustrating. Based on the success of this program, the College has expanded the vision and provided support to include the French Creek Watershed as a platform for research and teaching in the humanities and social science curriculum.