Community Air Research Experience (CARE): Engaging Undergraduate Students Underrepresented in STEM Fields in Research on Air Pollution in Chicago Communities

The Community Air Research Experience (CARE) is a geoscience learning community that engages undergraduate students underrepresented in STEM fields in research to measure and attribute air pollution in Chicago neighborhoods that differ in socioeconomic demographics and proximity to industrial facilities. CARE started in July 2021, and it is funded by NSF's Improving Undergraduate STEM Education: Pathways into the Earth, Ocean, Polar and Atmospheric & Geospace Sciences (IUSE: GEOPAths). CARE is a collaboration between Loyola University Chicago's School of Environmental Sustainability and Colorado State University's Department of Atmospheric Science. We work closely with two community-based environmental organizations: the Southeast Environmental Task Force and the Edgewater Environmental Coalition. CARE will recruit two cohorts of eight Loyola undergraduate students for a summer research experience in 2022 and 2023. Our 2022 cohort included eight students of color with a diverse range of racial and ethnic backgrounds. CARE students collaborate with scientists and the community-based organizations to design and carry out research that addresses community concerns about air pollution. CARE students build STEM identity through participation in an authentic research experience, mentoring, and introduction to geosciences careers. Students learn about air pollution, gain experience with instrumentation, practice computer programing and data analysis, and communicate scientific results by participating in real research with prosocial impact. This project addresses three GEOPAths Program goals: (1) increase the number and diversity of students in geosciences; 2) prepare students for geoscience careers; and 3) contribute to the evidence base for effective student engagement, learning, and retention in STEM. By combining authentic prosocial research and mentoring, we aim to build a sense of belonging, self-efficacy, and STEM identity in two cohorts of URM students and help with their successful transitions to STEM programs related to the earth sciences.