Woods Hole Oceanographic Institution (WHOI) 2020 Summer Student Fellowship Remote Program: Challenges and Successes

Abstract:

Twenty-six undergraduates, 65% from groups underrepresented in the ocean sciences, participated in Woods Hole Oceanographic Institution’s 2020 Summer Student Fellowship Program that had to be quickly revised to run remotely, taking extensive advantage of GEO-REU community resources. As in the past, goals were to introduce students to ocean science, engineering, or policy research; provide long-term mentors and peers; and increase participation of students from underrepresented groups into these fields. Advisors made sure that each student’s individual project could be done 100% remotely. Surveys were used to assess student remote conditions and needs. Loaner computers and other equipment were purchased and shipped to several students. Because of a switch from lab- and field-based projects to those with a computational focus, training on data science and coding was added. Students were offered 15-hour workshops on use of R or Python and version control (see Beaulieu et al. ED029 abstract), and four tutorials on use of MATLAB.

Prior to the start of the session, advisors attended a mandatory mentoring workshop that included best practices from the GEO-REU community. Within the first two weeks of their 10-week session, each student completed a research and communication plan with their advisor. Projects ranged from study of the microbial ecology of coral reefs, to autonomous underwater vehicle image perception, to long-term change in ocean mixed layer depths. The program’s usual Summer Lecture Series, ethics workshop, and graduate school discussion were supplemented by GEO-REU Ocean Science community sessions and an NSF GRFP webinar, and department seminars and discussions. Cohort and community building were accomplished through virtual near-peer mentoring with graduate students, Slack channels on several topics to link students to WHOI research and people, and student self-organized virtual get-togethers. A formal early assessment indicated overall satisfaction with program components, though some difficulty in cohort development. Other challenges included internet limitations and up to 9-hour time-zone differences. Despite these challenges, the quality of mid-summer oral student reports, and the interactions among the students and mentors at those sessions, indicate success with program goals.