Successes and challenges in developing an educational program to engage underrepresented college students in environmental science research

To increase the accessibility of research training for undergraduate students from communities underrepresented in science, technology, engineering, and mathematics (STEM), we developed an immersive summer environmental science program focused on experiential learning and mentoring. The program introduced five participants from two minority-serving institutions to Earth Science research on erosion and water quality at the watershed scale. The program’s purpose was to expose participants to research techniques through hands-on training in field sampling, laboratory analyses, data analysis, and presenting research at a national conference. Participation did not require prior research experience or exceptional academic performance; we selected participants based on their motivation to learn. In program evaluation interviews, participants reported obtaining new perspectives, experience, skills within and beyond their disciplines, and increased confidence as scientists. Participants indicated that the program was financially and academically accessible, provided a supportive mentoring environment, and expanded professional networks, all of which were core goals in the program design. Program challenges included time limitations in the design stage, insufficient programing for developing foundational skills, and reduced student engagement during remote work. We suggest strategies to mitigate such challenges, such as increased emphasis on in-person scaffolding of foundational skills, to improve the program model. Our program design, materials, successes, and lessons learned can provide insight for the development of similar programs, which provide pathways of access and inclusion in the geosciences and other STEM disciplines to support a more diverse and thus effective workforce.