UNDERGRADUATE RESEARCH EXPERIENCES: INTEGRATION INTO EXISTING CLASSES

Research is increasingly expected in graduate school applications, and training in analytical techniques makes students more employable. Undergraduate research typically takes the form of a separate summer class, or independent study during the semester. This system works well for those already planning on graduate study. Undecided students, and those that need to work to support their studies, are less likely to take advantage of separate research experiences not included in the core curriculum. Integrating a large-scale research project into an existing course has the advantage of reaching a broader cross-section of students.

Our Glacial Geology class has the advantage of a Friday afternoon laboratory period, which historically facilitated 2-3 afternoon fieldtrips and 2 overnight (1.5 day) fieldtrips. Past classes required a final project, which included 3-4 laboratory periods for preparation and a 10-minute class presentation. Typical projects were predominantly researched papers; about 20% were field or experimental projects.

We obtained a grant from the Minnesota Pollution Control Agency for a class project to determine the source of high sediment loads in the Minnesota River. This pilot project had the goals of characterizing the two possible sources, topsoil erosion in the flat uplands and bluff erosion in the deeply incised rivers, and applying the results to a sediment core from a cutoff meander of the Minnesota River.

Our group organization: 3 groups of 4-5 students, with each member managing one aspect (sampling, laboratory work, background research, or presentation). One field trip was replaced with a sampling trip. Together the students visited the three field sites, and split into groups to sample: 1) soil samples in the Beauford Watershed, 2) bluff samples from the incised Le Seur tributary, 3) lake core from the Kasota Pond. Two laboratory periods were spent visiting the Limnological Core Research lab and the St. Croix Watershed research station, and 3 laboratory periods were used for independent group work. Four lecture periods were used for project discussion, group organization, post-fieldwork presentations, and final presentations. Final products included background research, field notes, sample characterization, and 2-3 analytical techniques. Future classes will include additional emphasis on laboratory and field notes as research products.