Students as Scientists: Using Immersive Experiences and Near-Peer Mentoring to Build STEM Identity and Community

“I often acted as [the] second-hand [for the graduate student team lead] which boosted my confidence as a leader and teacher to the high schoolers on the field team. That small team leadership experience has been helpful in every professional setting since then.” (UG 2017)

“This internship taught me a lot about self-discipline, responsibility, and leadership. As the lead intern, I was required to oversee the other interns…My skills as a leader were put to the test every day in the field. Through the rough elements of the ocean and the long hours of hard work, I was required to guide the team to reach our goals. I was successful in this position and that further grew my confidence as a leader.” (UG 2018)

“This experience illustrated the feedback mechanisms by which the scientific method conducts itself. The field of science is not characterized by rigidity, but rather science is dynamic and perpetually exhilarating.” (UG 2021)

“This internship helped show me an ecological issue that’s been happening in my area and how it could (theoretically) be impacting some of the larger organisms in the ecosystem. I watched footage of previous years that showed how prevalent the local kelp forests used to be and saw with my own eyes how barren they are now.” (HS 2021)

“It taught me how flexible you need to be doing fieldwork, especially when pioneering a new project. It was not at all what we expected it to be, and we were required to brainstorm throughout the entire first season and figure out what actually worked and was practical moving forward…It taught me how important it is to think on our feet and change our processes to account for those variabilities.” (UG 2015)

“The study design for this project helped me think more creatively about how to design my future projects.” (UG 2017)

“This internship equips you with the knowledge and experience to comfortably carry out field work and data entry.” (HS 2019)

“The sea kayak survival training and experience with using multiple tools in the field set me up for great success as a biological science technician and as a volunteer with the U.S. Forest Service.” (UG 2017)

“The internship showed me first hand the importance of community and collaboration in science. I saw that collaboration with others is one of the most important things a scientist can do.” (UG 2018)

“While interviewing for the project, I was TERRIFIED of the public component of it. I didn’t want to be talked to or asked what we were doing. I didn’t want to have to explain it. By the end of the project, I enjoyed that element quite a bit. I think one of the biggest things I got from my internship was how enjoyable outreach could be.” (UG 2015)

“It changed my awareness of how much policy and community engagement impacts science. Ever since the internship, I’ve paid more attention to how laws, regulations, and local policies impact research methods and study plans. This increased awareness has influenced what jobs I apply to and my current m aster’s degree thesis project.” (UG 2017)

“I think the biggest takeaway for me from this internship was that the human dimension and communication of science plays an equal part in the effectiveness of the goals we all have as professionals in the wildlife and conservation world.” (MS 2020)

“It wasn’t the only time I’ve been a part of a research project, but it was the most meaningful, and the one where I felt I played an important part. I really enjoyed the team aspect of it.” (UG 2015)

“Working with a small but passionate group of young scientists on the beautiful southern Oregon coast for those six weeks completely changed my view of what science was. It showed me the value of teamwork and collaboration, and how important and rewarding communication of ideas and information can be.” (UG 2018)

“This internship gave me confidence to push myself.” (UG 2015)

“From this internship, I became more confident in my abilities and I felt like I had a place in this field. As a first generation Asian American, I am fully aware of the lack of diversity in the field of marine science and recognize that I may not have the opportunity to experience a room full of scientists like me. But the support and invaluable experience I received through this internship gave me the confidence in myself and the practical skills to prove to others that I am capable of pursuing a career in marine mammal science.” (UG 2016)

“In terms of my own identity as a scientist, I feel that this internship was the first time I could really see myself in a research setting. I didn’t quite know what I wanted to do at the time. However, following that experience, I knew that ecology would be a part of whatever I did somehow.” (HS 2017)

“I come from a pretty low education background, so to have that experience before starting undergrad was really helpful for my confidence and also gave me a better shot at competitive internships and scholarships.” (UG 2018)

“Being a first-gen college student, I never had much exposure to the scientific world outside of nature documentaries and attractions like the zoo. I was always excited about science and nature growing up, but I never knew how it really worked in a practical way and thought it to be this rather unfamiliar and gilded thing that was far out of my reach. That changed when I joined the TOPAZ/JASPER project…It was my first research experience outside of the classroom.” (UG 2018)

“It was the first time in my life I have ever taken something I learned and used it in order to make a true difference in our environment. The internship gave me a sense of pride in continuing on in my STEM field, but also a sense of accomplishment that I can achieve anything I set my mind to.” (HS 2019)

“It increased my confidence in my abilities and helped me to see that I can bring value to the scientific community.” (UG 2020)

“My participation in the…project has most definitely had a large impact on my life. It allowed me, at 17 years old, to be a part of research affecting the ecosystem right by my home…and it helped solidify the idea that I have a future in STEM.” (HS 2021)

“This program has inspired our community to want to learn more about ocean science and whales in particular.” (Local tour operator 2022)

“The GEMM Lab gray whale research has stimulated countless discussions in the community, both in person, and on social media, about the whales they are familiar with each summer. More importantly, conversations about the science they learn about from the students during their stay in the community and their science communication efforts, culminating in a very well attended seminar given at the end of the season each year – definitely a highlight among our events at the Port Orford Field Station. One charming example of this community connection was the receipt of a library card from the Port Orford Library for “Buttons,” one of the gray whales that frequents the waters of Port Orford each summer.” (Field station manager 2022)

“Members of the community, including local students who have learned about this educational opportunity, have shown a continued increase in their interest in and knowledge of the local ocean and coastal environment. Port Orford has a solid track record as an ocean aware community, in large part, due to its thriving commercial fishing port. In more recent years, this awareness and knowledge have only deepened and become more detailed due to projects like the GEMM Lab gray whale research project.” (Field station manager 2022)

“The whale team has kept us up to speed on the whales that come through our area and have given us the confidence to accurately answer questions regarding the whales. Just the other day somebody asked me whether it is true that there have been fewer whales coming by here and I was able to explain to them the potential loss of kelp habitat that might be affecting that, and it felt pretty cool knowing that answer.” (Local business owner 2022)

“By including a local high school student in the research it shows other students what possibilities are out there and excites them to participate in science.” (Local tour operator 2022)

“The peer mentor approach used, which provides opportunities for local high school students to gain experience as young field scientists and science communicators, is highly valued by the community and the students who have had the opportunity to participate. The project has been underway long enough that the community has witnessed its positive effects in the lives of local high school students who, due to their participation, were able to secure scholarships for undergraduate studies, and are now applying to graduate school.” (Field station manager 2022)

“It is my feeling that the whole community has embraced the program and many locals are always looking forward to the end- of- season presentation to learn how the research went this year as well as hearing about new findings.” (Local tour operator 2022)

“We have always been able to count on the whale team for backup and help in the fish processing room and in turn are able to return the favor of providing new knowledge by giving the team information about what makes fishing in Port Orford unique and sustainable…We owe a lot of our summer successes to the whale team for helping us push through countless, grueling processing days of monotonous work, but have new energy, new faces, new stories, and especially stories that are locally based from what the team is studying and how that ties in to the [fishing] fleet, makes for really fun work days when there’s that science and industry dynamic going on.” (Local business owner 2022)

“I think the community engagement portion of the project was the most impactful for me. Seeing how involved the local community is was so cool. It really highlighted how science and community can and should intersect. Being the expert in that instance but recognizing that the community members know so much more about the area was (and continues to be) a good reminder for me when I felt out of place like everyone else knows something I don’t.” (UG 2018)

“I have contributed to the scientific literature and been delighted to see my project grow into a long-term monitoring effort that increases our understanding of gray whale ecology and is now supporting a third generation of graduate students.” (MS 2015)

Two master’s theses have been produced (and one is underway) based on research conducted during JASPER/TOPAZ.

Three peer-reviewed papers have been published based on data collected during JASPER/TOPAZ (Sullivan and Torres 2018; Hildebrand et al. 2021; Hildebrand et al. 2022), and one more manuscript is in review currently.

“The study showed me the value in using data to influence management decisions and create community engagement in marine mammal conservation. I believe it played a large role in my acceptance into graduate school.” (UG 2016)

“The TOPAZ/JASPER project was critical in creating the foundation of my career as a marine biologist. I knew going into my undergraduate degree that I wanted to actively participate in marine science and marine mammal research, but I wasn’t sure how to exactly achieve my end goals…I was very fortunate that those at the project were willing to mentor and support me, so that I could become the person and scientist I wanted to be.” (UG 2018)

“This internship also gave me a much more dense resume, allowing me to stand out from my peers.” (HS 2019)

3 in college pursuing bachelor’s degrees in STEM fields

1 in community college

1 training to become an EMT

1 unknown

3 finishing bachelor’s degrees and intend to pursue graduate degrees

1 finishing bachelor’s degree and intends to attend medical school

2 pursuing MS degree in marine science

3 completed MS degree and working in marine mammal research

1 completed MS degree in teaching and works as middle and high school science teacher

1 working for biotech company

1 working as STEM-related field tech

2 unknown

1 working for marine mammal NGO

2 doing Ph.D.

1 doing MS & currently leading TOPAZ/JASPER projects

1 is a director of conservation NGO