Many ecologists at primarily undergraduate institutions (PUIs) maintain active research programs, while also teaching multiple courses without teaching assistants. Many ecological studies are complex, multi-year endeavors, which presents challenges to PUI ecologists with limited time and funding. One solution is to include undergraduates in the faculty member’s research program. They are a ready source of enthusiastic junior collaborators who can conduct authentic research for course credit during the academic year or for relatively modest summer stipends. The faculty-undergraduate collaborative team model poses its own set of challenges, but also may result in new research opportunities. I compare the strengths and weaknesses of three research team models used over 10 years at The College of New Jersey, for faculty-undergraduate collaboration in multi-year ecological research.

Results/Conclusions

In Model A, 2-6 undergraduates worked collaboratively and simultaneously with the faculty member, but on different projects. These students (mostly seniors) typically engaged in two semesters of research for credit and one summer as part-time volunteers. Some projects lasted only as long as the individual student’s involvement; others involved students sequentially. This model allows for exploration of new research directions simultaneously, and provides maximum opportunity for students to define their own research interests. However, it requires a large time investment per student. In Model B, a team of students engaged together as one team in collaborative research with the faculty member during the spring semester of their junior year for credit, the following summer as part of a paid summer research program, through the following two semesters for credit. They worked on a large field experiment that was three experiments in one, allowing each student responsibility for a piece, while using parallel techniques and sharing the common work. Training was efficient and a large data set was produced; however, students had less ownership of the project ideas, and team coordination was challenging. Model C is developmental. Freshmen volunteer in the faculty member’s lab one day per week, mentored by an older, experienced student who earns credit. The mentor-mentee students continue during the paid summer program, and remain in the lab for academic credit, with the student mentee becoming a mentor in turn. This efficient model provides a powerful learning experience; students help train and remain active for multiple years, allowing time for the faculty member to collaborate with student teams on several multi-year projects simultaneously.