TRAINING HYDROGEOSCIENTISTS: A YEARLONG UNDERGRADUATE HYDROLOGY RESEARCH AND PROFESSIONAL DEVELOPMENT EXPERIENCE FOCUSED ON THE EEL RIVER, CALIFORNIA

We developed a yearlong interdisciplinary undergraduate Hydrology Research Experience incorporating high impact practices – student research, highlighting good career opportunities, and strong mentorship by professionals – to increase participation in the geosciences and build a robust geoscience workforce. The program centers around a 10-day field research experience at the Eel River Critical Zone Observatory, a site where rich habitat and summer baseflows sustain federally protected salmonid fish species. The site has a long history of interdisciplinary scientific research and publications.

20 students per year were recruited from Sacramento State and San Diego State Universities in various disciplines including geology, geography, biology, engineering, and environmental studies. The program begins with a spring course to introduce students to the Critical Zone before they form interdisciplinary groups and develop research questions relating to surface and groundwater quality, endangered fish habitat, and tree water potential along a hillslope. During the 10-day summer field experience, students practice hands-on hydrology field techniques and then collect data to answer their research questions. In a fall course, students learn data analysis and interpretation and produce a scientific poster that they present at student research venues. They also hear about career options from hydrology professionals and prepare resumes and internship applications. Students develop their professional networks by interacting with researchers and US Forest Service partners at the field site and presenting findings at national scientific conferences.

Data show the Hydrology Research Experience has a positive impact on students. Past participants report successes leveraging skills and materials they developed in the program to obtain geoscience internships, jobs, scholarships, and positions in graduate degree programs. Participants also reported statistically significant increases in seeing themselves as scientists, confidence in their abilities in science and research, and in their feelings of connection to other students in their field of study. Finally, participants felt strongly that they were welcomed in their field of study and saw themselves pursuing a career in that field.