may 2009 issue
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Student Column
A Road Less Travelled
For about 25 per cent of the geosciences graduate class at the University of Calgary,
undergraduate research is the way to go. One such student discusses his decision
Editor’s Note: Our regular geosciences columnist at the University of Calgary turned over his space to another student writer, for the final submission until next fall. Dan Tersmette, an APEGGA student member, is conducting a bachelor’s thesis under the supervision of Dr. Benoit Beauchamp. He is studying phosphate and iron input at the onset of an Early Permian climatic cooling event in rocks from the Canadian Arctic.
BY DAN TERSMETTE
Having recently submitted the second draft of my bachelor’s thesis to the Department of Geosciences at the University of Calgary, I cannot help but wonder what place this work has in the grand scheme of things. Were the hundreds of hours of microscope work, literature review, writing, rewriting and re-rewriting worth it?
I wasn’t alone in this effort. In fact this year, 25 undergraduate students, making up 25 per cent of the graduating class, have chosen to undertake a bachelor’s thesis. In all, 19 professors and instructors are supervising.
What is the appeal of undergraduate research? Why do students choose this more challenging path to their bachelor’s degree? Why are supervisors willing to sacrifice so much of their time to support these keen students? And what is the department doing to support undergraduate research?
The list of topics for under-graduates to research is as diverse as the reasons for doing a thesis. One is studying the diamond potential of mantle xenoliths from Lesotho, Africa, with industry support from ACA Howe and Kopane Diamonds. Another is studying the Nikanassin Formation, a Western Canada Sedimentary Basin formation that has caught the eye of the oil and gas industry for its potential as an unconventional gas reservoir. A third student is studying sliding rocks on playa surfaces near Death Valley, Calif.
The list of different projects goes on — vertebrate and invertebrate paleontology, volcanology, hydrogeology, igneous and metamorphic petrology, climatology, seismic interpretation and many others.
Students choose this path for many reasons. The chance to apply their knowledge, gain practical experience, and have the feeling that they are contributing to something bigger draws many students to research.
For students considering graduate studies, an undergraduate thesis is a great opportunity to get a taste of what research is all about. For students who know what field they would like to begin their careers in, a focused, independent study provides the opportunity to gain experience in their field — and also gain an edge when it comes time to enter the work world.
Students unsure of what their career will be can gain exposure to a particular field of study, perhaps aiding them in making up their minds.
Regardless of students’ individual goals, a bachelor’s thesis teaches fundamental life skills, such as technical writing and time management, which they will have to apply in any project they undertake in any career.
When beginning a bachelor’s thesis, few students know who they want to work with and what they want to research. Most students have only a vague idea of what possibilities exist for research. They will approach a professor or instructor and express their interests. The supervisor will have an idea for a project that will both interest the student as well as contribute something worthwhile.
An undergraduate thesis can be as rewarding for the supervisor as it is for the student. Dr. Charles Henderson, P.Geol., Dr. Michelle Spila and Dr. Gerald Osborn, P.Geol., all feel a genuine satisfaction when they see the light bulbs switch on as their students struggle through their bachelor’s theses. As teachers, “it’s what we do,” says Dr. Osborn.
From the perspective of a teacher, the rewards of supervision may seem obvious, but there’s more to it than you might think. From the perspective of a researcher, there are also advantages.
Undergraduate theses truly represent significant research. They are not simply make-work projects. They have the potential to contribute something meaningful to the scientific community. Publishable theses often come from undergraduate students, and even if a thesis is not publishable, it will often contribute data and unique interpretations to larger and ongoing projects.
Dr. Henderson emphatically states that it is not intellect, but rather experience, that separates undergraduates from PhD and master’s students. “Bachelor’s theses can be exceptional,” he says. For this reason, undergraduate research is and should continue to be supported by the department.
For instructors, like Dr. Spila, whose primary role is that of a teacher, it can be difficult to maintain research projects due to time constraints. The opportunity to supervise undergraduates is, however, “critical to keeping on top of my research,” she says.
Supervising undergraduates can be difficult for instructors as they do not get research grants and have to look to outside sources. Dr. Dave Eaton, head of the Department of Geosciences, says the department is currently seeking external funds for just this purpose.
The department supports undergraduate research in other ways as well. Simply giving a student the option to do a bachelor’s thesis is the most important form of support the department can offer. In addition, the department also covers the costs of several aspects of research, including the processing of samples and use of the electron microprobe.
Efforts to further formalize undergraduate research are currently being made by several faculty members and graduate students. Dr. Leslie Reid is at the forefront of this effort.
Dr. Reid has had several informal discussions about piloting a course in research methods as a co-requisite to the bachelor’s thesis. Not only would this course bring together researching undergraduates as a cohort, but would teach them several of the fundamental skills necessary for high-calibre research.
A student who undertakes a bachelor’s thesis in geosciences not only gains important and applicable experiences and skills, but also contributes something meaningful to the scientific community. The professors and instructors who supervise these students earn the satisfaction that comes with passing down knowledge and also gain new insight into old problems.
For these reasons, the Department of Geosciences continues to support undergraduate research, and is actively pursuing ways to further support it.
I guess after all those hours spent going through dozens of thin sections, and writing, editing and formatting, there was meaning. I now know that my bachelor’s thesis has taught me many things, and I believe that my supervisor and the scientific community may have gained something as well.
I hope that support for undergraduate research students grows, and for the professors and instructors who supervise them. It really is meaningful and important.
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