T74 Models of Successful Undergraduate Research Programs in the Geosciences (Posters)

Tuesday, 6 November 2001
8:00 AM - 12:00 PM

MULTIPLE TOPICS, SINGLE THEME: FIELD STUDIES ALONG THE SAN ANDREAS FAULT

Paper number: T74-7
Program: Technical Sessions
Time: 8:00 AM – 12:00 PM

Authors

  • Karen Grove Presenting Author
    San Francisco State Univ, San Francisco, CA

Abstract

Since 1993, 19 undergraduates and 1 high school student have completed research projects that contributed to my investigations of the San Andreas fault zone at Point Reyes, located about 60 km north of San Francisco, California. Most students have used these projects to fulfill the senior thesis requirement for their BS geology degree. In addition to writing theses and reports, nine students have presented their results at GSA section meetings, and six have been co-authors on publications. In a survey of students, most stated that the research experience was the most valuable part of their undergraduate education. They developed technical writing and presentation skills; they gained confidence in their scientific abilities (e.g., critically evaluating results, coping with data uncertainty, and working collaboratively with others); and they felt well prepared for graduate school and/or employment. Thirteen of the students were women for whom mentoring by another woman was important.

Reasons for success of the San Andreas fault project include an easily accessible field site and a wide range of topics. Most of our majors are returning students who have obligations beyond their studies and who appreciate a study area that is only a short trip from campus. The fault study is a broad investigation of the Quaternary history that encompasses many geologic subdisciplines from which students can choose. Students have completed studies in stratigraphy (depositional environments and provenance), structural geology, tectonic geomorphology, paleontology, soils geology, hydrogeology, and geophysics. Each project is small, but students have the satisfaction of contributing to a larger-scale research investigation. From the faculty point of view, having students work on projects around a common theme can result in significant research progress. At the undergraduate level, it is particularly important to provide effective guidance; this can be facilitated by working with several students at a time and/or by creating a research methods course.