BROADENING PARTICIPATION IN RESEARCH EXPERIENCES FOR UNDERGRADUATES (REU) PROGRAMS: AN EVALUATION OF THE TEAM RESEARCH MODEL FOR UNDERGRADUATE RESEARCH EXPERIENCES

We present a team research model developed to broaden participation in NSF Research Experience for Undergraduates (REU) programs. Traditional REU models focus on pairing a student with a faculty mentor. In this model, students entering a REU for the first time may have the expectation that the mentor will give them undivided, focused mentoring throughout their summer project. This unrealistic expectation may set the stage for a difficult experience for both the faculty and student involved. In the 1-on-1 model, interpersonal conflicts can be amplified and students can feel isolated. This is compounded for students coming from underrepresented groups as issues may arise around cultural misunderstanding, conflicting discourse, or external pressures involving family and/or full-time jobs. Presently, REUs that focus on interdisciplinary research have adopted a team approach for research (5 of 19 Earth Science REU sites explicitly mention team research on their websites). While the team approach still requires strong faculty commitment, the model has proven successful for the REU Sustainable Land and Water Resources. At this REU site, peer mentorship and support play a large role and fill in the gaps where faculty mentorship may be lacking. Students select their research question, follow the project to completion, and present the results. The team approach more closely models the graduate school experience and removes the feeling of isolation for the student. Individual faculty members are no longer the sole mentor in the team approach, and therefore can provide guidance with regard to research projects as well as have time to advise students on their academic/career interests and future plans. Analysis of participant data gathered from surveys and interviews over the course of our 3-year REU program indicates that the team approach is successful. Students noted that collaborating with other teams and learning about their experiences was rewarding and mentors reported providing guidance for the student’s future plans. While there are still challenges to the team approach (e.g. optimal team size and structure, interpersonal conflicts among team members), the model has proven effective in recruiting and retaining students from culturally, geographically, and economically diverse backgrounds in this REU program.