ROADMAPS INTO THE GEOSCIENCES (RIGS): DETOURS AND SHORTCUTS DURING A GEOPATHS-EXTRA SUMMER PROGRAM, 2019-2022

Undergraduates from three rural universities attended the NSF-funded RiGS summer program at Missouri S&T in 2019, 21 and 22. RiGS exposed students from diverse backgrounds to a wide array of geoscience career paths, highlighting educational tracks and skills necessary to pursue those paths. Our approach included a mixture of discussion-based lectures and hands-on workshops in research methods, professional development, job skills, and expectations for different career paths. Presentations from government (e.g. USGS, MGS) and industry (e.g. Chevron, Doe Run Co.) provided reinforcement and validation. Pre- and post-program assessments show success in increasing participants’ awareness of career opportunities, and of the education and skills required to pursue various career paths. However, RiGS encountered challenges including recruiting, scheduling, level of content, and student apathy toward certain topics/careers.

Recruiting participants was surprisingly difficult at each participating university. Targeted, individual encouragement by program leaders provided the strongest influence on students’ choice to attend RiGS, whereas advertising in freshman and sophomore classes and department seminars were less effective strategies.

The length of the program and inclusion of research were obstacles for both students and faculty. The original 8-week program allowed RiGS participants to conduct research at S&T, but the extended and intensive time commitment prevented participants and faculty from pursuing complementary opportunities (summer jobs, faculty research, travel, etc.). Furthermore, survey responses indicated that students valued professional development and networking more than research experience. Adjusting to these hurdles, RiGS spanned 4 weeks in 2021 and 22. Students conducting research at their home institutions received advice and consultations with S&T faculty, but the mandatory research component was omitted. These changes streamlined the program, mitigated student ennui, and allowed students and faculty to uphold other summer commitments.

With these adjustments RiGS achieved the intended student outcomes. By sharing design and implementation lessons, RiGS and similar programs contribute to a growing roadmap for program design.