Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors

This study adapted the current model of science undergraduate research experiences (URE's) and applied this novel modification to include community college students. Numerous researchers have examined the efficacy of URE's in improving undergraduate retention and graduation rates, as well as matriculation rates for graduate programs. However, none have detailed the experience for community college students, and few have employed qualitative methodologies to gather relevant descriptive data from URE participants. This study included perspectives elicited from both non-traditional student participants and the established laboratory community. The purpose of this study was to determine the effectiveness of the traditional model for a non-traditional student population. The research effort described here utilized a qualitative design and an explanatory case study methodology. Six non-traditional students from the Maine Community College System participated in this study. Student participants were placed in six academic research laboratories located throughout the state. Student participants were interviewed three times during their ten-week internship and asked to record their personal reflections in electronic format. Participants from the established research community were also interviewed. These included both faculty mentors and other student laboratory personnel. Ongoing comparative analysis of the textual data revealed that laboratory organizational structure and social climate significantly influence acculturation outcomes for non-traditional URE participants. Student participants experienced a range of acculturation outcomes from full integration to marginalization. URE acculturation outcomes influenced development of non-traditional students? professional and academic self-concepts. Positive changes in students? self-concepts resulted in greater commitment to individual professional goals and academic aspirations. The findings from this study suggest that traditional science URE models can be successfully adapted to meet the unique needs of a non-traditional student population – community college students. These interpretations may encourage post-secondary educators, administrators, and policy makers to consider expanded access and support for non-traditional students seeking science URE opportunities.

Crevassing and Calving of Glacial Ice

Calving of ice is a relatively new area of research in the still young field of glaciology. In the short time that calving has been studied, it has been mainly treated as an afterthought, with the predominant mode of thinking being that it will happen so to concern oneself with why is not important. Many studies dealt with observations of calving front positions over time vs. ice velocity in an attempt to quantify the calving rate as the difference between the two, while others have attempted to deduce some empirical relationship between calving rate and variables such as water depth or temperature. This study instead addresses the question of why, where, and when ice will first become crevassed, which is an obviously necessary condition for a later calving event to occur. Previous work examining the causes of calving used ideas put forth from a variety of fields, including civil engineering, materials science, and results from basic physics and mechanics. These theories are re-examined here and presented as part of a larger whole. Important results from the field of fracture mechanics are utilized frequently, and these results can be used as a predictor of ice behavior and intrinsic properties of ice, as well as properties like back stresses induced by local pinning points and resistive shears along glacial ice boundaries. A theory of fracture for a material experiencing creep is also presented with applications to ice shelves and crevasse penetration. Finally, a speculative theory regarding large scale iceberg formation is presented. It is meant mainly as an impetus to further discussion on the topic, with the hope that a model relating crevasse geometries to flow parameters can result in crevasse spacings that could produce the tabular icebergs which are so newsworthy. The primary focus of this thesis is to move away from the "after the fact" studies that are so common in calving research, and instead devote energy to determining what creates the conditions that drive the calving of ice in the first place.