FROM THE STUDENT PERSPECTIVE: A NONTRADITIONAL COHORT APPROACH TO UNDERGRADUATE TECTONICS RESEARCH

Undergraduate research project opportunities help students develop their scientific identities and skills while preparing them for graduate research and the workforce. Barriers to participating in undergraduate research include summer and academic year time conflicts, lack of funding, and access to research opportunities. Many research experiences are selective, require a high GPA, an expected level of coursework completed, and/or multiple letters of recommendation. During the ‘22-23 academic year at Cal Poly Humboldt, we participated in a cohort-based undergraduate research pilot program that was developed to eliminate or lower barriers to access by providing flexibility, accountability, and peer mentoring. Our research, presented in Theme Session T3, uses thermochronometry to address the crustal response of the North American Plate to Eocene Siletzia Collision in the northern Klamath Mountains.

We, the cohort, are six undergraduate students of different class standings, mentored by two faculty members. We were involved in every aspect of the research process, gaining experience with field work, lab work, data analysis, interpretation, and scientific communication. All active geology majors were recruited by email, sent an introductory video explaining the project, and completed a short interest form. As a member of the cohort, we enrolled in a 1-unit course, and met weekly as a group to learn the techniques required to complete each step of the project. We were assigned individual work to complete prior to the next meeting.

We were given an anonymized survey three times during the cohort experience. Survey results show that we were satisfied with the cohort experience and found that it was less intimidating compared to a more traditional approach. We also found it engaging and felt we were able to hold each other accountable for the workload. Students who have participated in a Research Experiences for Undergraduates reported the cohort as more “digestible” due to the year-long time frame and presence of two mentors while providing the same valuable outcomes.

In summary, this pilot program demonstrates that conducting research in the cohort environment can support undergraduates of different academic stages in gaining confidence and experience before attending graduate school or joining the workforce.