Introduction

Increasing diversity in science, technology, engineering, and mathematics (STEM) fields, including marine sciences, is essential for supporting the innovation needed to advance scientific discovery and address important issues (Johnson et al. 2016). Unfortunately, rural communities often face significant challenges in recruiting and retaining students in STEM because many students in these areas do not have access to the high-quality STEM opportunities that exist in more densely populated, resource-rich areas (National Science and Technology Council Committee on STEM Education 2018). Rural schools also experience higher staff turnover rates, and rural teachers tend to have a background in science at a more general level and have fewer professional development opportunities. These factors combine to lead to poorer outcomes for rural youth, as reflected in test scores, graduation rates, college going rates, and income projections (Rivera et al. 2019).

Creating and implementing mentor programs has been effective in addressing STEM inequities in certain rural areas (Rivera et al. 2019). Peer mentors, including “near-peers” (those close in age and stage), can be particularly effective at providing social support and fostering a sense of belonging. Additionally, near-peer mentors have the capacity to better understand the needs of mentees, and thus be more empathetic (Abeywardana et al. 2020). Near-peer models provide a continuum of learning, allowing students with more experience to serve as mentors. This structure yields personal, educational, and professional benefits for mentors while also increasing the interest and engagement of younger student mentees studying STEM disciplines (Sales et al. 2006). The near-peer model reinforces that learning is a continuous process and that all individuals are capable of growth and significant contribution, as it bridges the gap between pre-college, undergraduate, and graduate levels. Participants in near-peer mentoring programs gain an increased awareness of their own abilities, increased confidence, and motivation to pursue educational and career options of interest that they might not have considered otherwise (Anderson et al. 2018).

Research and STEM experiential learning by students is often separated programmatically, as it is considered difficult to successfully accomplish both simultaneously. However, the Geospatial Ecology of Marine Megafauna Lab (GEMM Lab, Marine Mammal Institute, Oregon State University (OSU)) has engaged young students in our Journey for Aspiring Students Pursuing Ecological Research (JASPER) program by integrating it closely with our Theodolite Overlooking Predators And Zooplankton (TOPAZ) research project that focuses on gray whale foraging ecology. Whales can serve as an effective gateway to an interest in, and appreciation for, marine science because they are engaging and mysterious mammals that often generate wonder in land-based humans. Gray whales feed close to shore in Oregon coastal waters, including during summer months near the small, rural community of Port Orford, which is located on Oregon’s South Coast and has an estimated human population of just over a thousand residents. This proximity to shore allows cost-effective, safe, and repeatable data collection on tangible and meaningful marine research topics. To establish and continue the JASPER/TOPAZ program, we work with Port Orford community members and maintain open communication pathways, thus avoiding the perception of “helicopter science,” where outside researchers only briefly visit study areas to collect data and leave without regard for long-term impacts on the community. JASPER/TOPAZ is an integrated near-peer mentoring and STEM learning program alongside data collection activities, with a team composed of a Principal Investigator (PI), the PI’s graduate student who leads the on-site activities, and three to four undergraduate and local high school students. The scientific goal of TOPAZ is to better understand the environmental drivers of gray whale foraging behavior. TOPAZ research activities include non-invasively tracking whale movements using a theodolite from a cliffside location (Figure 1), photo-identification of whales using a camera, tandem kayaking to collect data on zooplankton prey and ocean properties using a GoPro, ocean sensor, and zooplankton net (Figure 2), zooplankton identification using a microscope (Figure 3), data management, and equipment maintenance. Activities associated with JASPER include teamwork, interpersonal communication, leadership, confidence building, and science communication through informal conversations with community members and tourists, and formal opportunities through a blog post and community presentation at the end of the internship (Figure 4).

Program goals

The integrated JASPER/TOPAZ program has multiple goals that fall into three target audience categories: Student interns, Community members, and Science (Table 1). The program aims to use the local high school student interns as a conduit to the community to build trust and knowledge through the voice of local youth. Overall, the program strives to connect the community with their local ocean ecosystem, impact the career trajectories of students, increase ocean literacy and appreciation, and gain important data to increase marine ecological knowledge.

Approach

In order to build trust, support, and interest in our program, we formed partnerships with a number of local groups (Figure 5). The team is housed at OSU’s Port Orford Field Station that is co-located with the Port Orford Sustainable Seafood (POSS) fish processing and distribution operation. POSS is composed of local fishermen and businesspeople and offers interns opportunities to get hands-on experience, learn about local fishery issues, and connect with the community. Meanwhile, POSS employees learn about nearshore marine ecology and the science team’s experiences. We also formed a strong partnership with a local tour operator, South Coast Tours, LLC., which provides the team with kayak safety training (Figure 6) and wetsuits for the program period, while the interns enhance the guides’ knowledge and the customers’ tour experience through direct, on-the-water engagement with scientists. The Port of Port Orford primarily serves the fishing community, and our field team’s presence at the port every year has allowed for relationship development with scientists, knowledge transfer, and increased respect across marine sectors. Additionally, funding support for the program has been cultivated through local organizations, including Wild Rivers Coast Alliance, Oregon Sea Grant, the Oregon Coast STEM-Hub, and OSU, which share goals around outreach, engagement, and marine research.

Programmatic activities

Training and Onboarding Interns

Most interns arrive excited but a bit apprehensive and without much prior knowledge on the many tools and methods used in the field. Therefore, data collection is deemphasized during the first two weeks as the interns learn the needed skills and routines, while the team also builds relationships, confidence, and ecological knowledge. This process ensures safety, successful data collection, and a positive learning, living, and work environment for the team. Specific learning objectives and activities for our program during this two-week period include:

• Introductions and tour of field station
• First aid (Figure 7) and kayak training
• Learning about scientific objectives and concepts of marine and foraging ecology; research questions are discussed, and team develops hypotheses for testing
• Training on how and where to read forecasts, the importance of observing current conditions, and the importance of weather forecasts for safety and data collection
• Theodolite training and use of binoculars
• VHF radio use and communication protocols
• Camera and whale photo-ID training
• Laptop use and data management training (Figure 8)
• Zooplankton ID training, use of microscope, and data collection methods
• Training on lab protocols and equipment maintenance
• Team bonding through joint dinners, board games, and a blueberry picking trip. The team also creates a unique team name for that field season, which joins a legacy of team names over the years and provides a sense of unity and belonging.

Figure 7 

Student interns learn first response techniques during training from an instructor during the first week of the program. Photo: Florence Sullivan. Reproduced with permission of the photographer.

Figure 8 

Student interns learn how to use computers for data collection and data management. Photo: Lisa Hildebrand. Reproduced with permission of the photographer.

During this period, the team engages in a couple “practice days” where they learn the routine, responsibilities, discipline, and time management required. Additionally, the PI visits the field site and has a team meeting and one-on-one discussions with each intern where each student is encouraged to voice interests, concerns, ideas, and expectations. The PI also meets with the field station manager and graduate student to assess program function, team morale, and address issues of concern.

Program Outputs

To date our research program has produced three peer-reviewed published papers (with another in review), further signifying the value and capability of this integrated approach to data collection and STEM learning. Interns have presented posters and talks about the methods and results from small projects associated with this program at both regional and national conferences. Graduate students often deliver presentations to large scientific and public audiences regarding both the science and STEM learning outcomes from the program, to share our scientific knowledge and increase awareness of the importance of student engagement and learning. Over the seven years of the program, interns have produced 24 blogs and two videos that persist as writing examples for students and outreach efforts by the program.

In addition to the scientific outputs and local-level outreach and engagement, the data collected during the JASPER/TOPAZ project has contributed to an engaging website called IndividuWhale (https://www.individuwhale.com/) that introduces visitors to the lives of individual gray whales. The website profiles the life stories of different gray whales that feed along the Oregon coast based on sighting histories of whales, including surviving major injuries, finding mates, and having calves, and feeding in specialized ways. The website also describes data collection methods used to better understand gray whale ecology and health, and explains a few of the major threats the whales face in the region. This engaging website is possible through the work of the many students involved in the JASPER/TOPAZ program and shares our knowledge across a broad audience.

Impacts

Since our program began in 2015, six high school students, 14 undergraduate students, and five graduate students have participated. Overall, students gained confidence, a real perspective of what science is and what a scientist does, skills and experiences to leverage future opportunities, and the value of community connections (Table 2). Of the 25 students that have participated in JASPER/TOPAZ program between 2016 and 2021, 22 responded to our request for information on their current professional status, all of which are in STEM fields (Table 3). Many of these previous interns are not in a field related to marine mammal science, highlighting that an internship about whales can effectively serve as a gateway toward professional careers in diverse STEM fields.

Conclusion

Our program has successfully integrated scientific data collection, community engagement and outreach, and career-connected STEM learning (Table 2). The six-week program is intense and truly impactful with ripple effects in the lives of interns and throughout the local community. The near-peer mentoring structure has significant value, as students at all levels can see and understand a pathway through STEM. Additionally, meeting with the PI informally, in a field setting, provides students with opportunities to see a professional scientist as a real, normal, and approachable person; no lab coat or big, sciencey words required. Students at all levels benefit from the career-connected learning environment, which often serves to jump start their careers. The community gains marine and interpersonal connections, while also building more skilled and knowledgeable youth.

Although we believe our model is successful and replicable, we have learned many lessons along the way and the program has morphed accordingly. Each year we evaluate the science and engagement aspects of the program to identify areas of improvement and adapt as needed and as is feasible. We have learned that student interns need to be adequately paid to ensure their commitment and full participation and to open this career-growth opportunity to all students. For instance, we received this meaningful quote from an undergraduate intern in 2016:

“Another point that I’d like to add is that during the time I was searching for internships in 2016, it was crucial for me to save up money for school. The marine mammal field is saturated with mostly unpaid internships, so I had previously always ruled myself out of ever getting an opportunity like this one…Offering paid opportunities is a very valuable way to increase inclusivity and welcome diverse backgrounds in the marine science world, and the GEMM Lab’s efforts to do so are a great example.”

Additionally, parents or guardians of high school students must be engaged early in the program to ensure they know what commitment is required from their child. We have also discovered that a team of five members is ideal, in case one member has to miss work. And finally, an overlapping field season with both the incoming and outgoing graduate student is important to facilitate a smooth transition and transfer of experience.

Like many others, our program has faced challenges, including variable funding sources and support. Each year requires early and thoughtful pursuit of funding to support the program, which can be stressful and requires nimbleness. However, with proof of program success, a few funding sources have become more consistent. Like most programs, there are also administrative burdens to overcome, such as insurance, human resources, and payroll.

The challenge we have been most surprised and frustrated by is the paucity of interested high school students in our internship program. Despite being a paid position to study whales and kayak, each year we struggle to recruit more than one or two high school students. This struggle is likely due to the low population size of the Port Orford region (each graduating class from the high school is only eight to 16 students per year). We continue to recruit early and often through many pathways and thus have been successful in gaining good, interested, and capable students. In the future, we plan to have previous high school interns speak with middle school students to plant the seed of this internship program early and to invite potential high school interns to visit during the field season to see the project in action and gain interest.

Overall, our program has been successful in our three focal areas. Through this unique internship, students gain STEM and “soft” skills that benefit and support career progression, regardless of their choice to pursue a STEM field. Furthermore, our program has expanded the local community’s awareness of the ocean resources and biodiversity in their “backyard,” as well as field station activities and services. Finally, the program has enabled important scientific gains in marine ecological knowledge, at both the local and global level. We highly encourage replication of this program in other communities, especially those where an academic field station or satellite campus exists in a small town. We believe our program has made a real and positive impact on the lives of young students and the community, both directly and indirectly, and we look forward to continuing our program in the future and watching these impacts grow and magnify.