Integrating Undergraduate Research and Faculty Development in a Legacy Astronomy Research Project

TL;DR

This paper describes a successful model of integrating undergraduate research with faculty development within a long-term astronomy project, enhancing science education, diversity, and project sustainability at primarily undergraduate institutions.

Contribution

The paper introduces a scalable, adaptable model for combining undergraduate research with faculty development in large scientific projects, supported by modest funding.

Findings

Positive impact on student outcomes and diversity

Model's adaptability to various large projects

Recommendations for funding and implementation strategies

Abstract

The NSF-sponsored Undergraduate ALFALFA Team (UAT) promotes long-term collaborative research opportunities for faculty and students from 23 U.S. public and private primarily undergraduate institutions (PUIs) within the context of the extragalactic ALFALFA HI blind legacy survey project. Over twelve project years of partnering with Arecibo and Green Bank Observatories, the UAT has had a demonstrable impact on the health of a legacy astronomy project, science education, and equity/inclusion in astronomy, with successful outcomes for 373 UAT students (39% women; ~30% members of underrepresented groups) and 34 faculty (44% women). The UAT model is adaptable to many large scientific projects and can be supported by relatively modest funding. We recommend that granting agencies identify funding resources to support the model, either as an add-on to legacy grant support or as a stand-alone funding source. This could include encouragement of UAT-like components in large scale projects currently being developed, such as the LSST and TMT. By doing this, we will recognize the high numbers of astronomy research-trained heavy-teaching-load faculty at PUIs as an under-utilized resource of the astronomy community (see also White Paper by Ribaudo et al.). These members of our community have the skills and the strong desire to contribute meaningfully to their field, as well as the ability to encourage and interact closely with many talented and motivated undergraduate students from all backgrounds.