Through an Interpretative Phenomenological Approach (IPA) this REC project will shed light on the lived experiences of collegiate esport athletes. Participation in this project will provide you with various opportunities to build your understanding of esport in collegiate athletics and apply research skills to investigate how esport athletes form their athletic identity.

APPLICATION DEADLINE: Friday, September 20, 2024

Participant Stipend: $370. $370. This amount will be deposited in your bursar account as a departmental award. Department awards are considered financial aid, similar to grants or scholarships.

Anticipated hours that participants will spend on the project: 10-12 hours, including scheduled meetings.

• Initial meeting (Introduction to Esport, Qualitative Research Methods, Lit Review-IPA)
• View UNM Esport competition
• Meet with UNM Esport athletes and coaches (develop IPA-grounded questions to ask)
• View UNM Esport competition/final debrief

Project Lead: Rashan Isaac, doctoral candidate in Sport Administration Program

Student Learning Outcomes 

• Application of research skills within academic contexts
• Application of research skills within collegiate athletics and sport management discipline
• Develop passion for research
• Exploration related to future career interests

Starting date: Late September of 2024. Meetings will be arranged around participant work and class schedules.

Ending date: Mid-October 2024.

List of synchronous scheduled dates/times and events: Meetings will be arranged around participant work and class schedules. Meetings will include visits with UNM Esport Club players and coaches.

Full REC project description:

Collegiate esport programs have seen substantial investments in construction of facilities and personnel mirroring the athletics arm race in traditional sport (Hoofer et al., 2015). Despite such advancements, a lack of consensus exists in the management of collegiate esports programs. Collegiate esports athletes face similar issues as their traditional athlete counterparts including sexism (Ruvalcaba et al., 2018), homophobia (Xue et. al., 2019) racism (Fletcher, 2020), and ethical concerns (Funk et al., 2018). The definition of the competitive gamer aligns with that of the traditional athlete, while Esport has grown into a sanctioned sport at the collegiate and professional levels (Jenny et. al., 2017). Due to this growth, college institutions across the nation have funded the construction of esport facilities and formation of varsity esport teams housed within athletic departments; providing scholarship opportunities for esport athletes. The rapid growth and expansion of esport programs across the nation calls for examination of how esport athletes have adjusted to collegiate athletics; in particular how they form (and view) their athletic identity within the esport ecosystem.

Required prerequisites: None

Preferred prerequisites:

Interest in video games, esports, and/or sports. Interest in applying qualitative research methods to non-traditional research settings.

Number of undergraduate students who will be accepted into this REC project:

Five

Description of project leader’s research:

Rashan’s research in the sports management discipline centers on the acceptance of new technologies in sport and esport. Specifically, he explores the issues college athletes and coaches experience when incorporating new technologies in sport; with an additional focus on how collegiate athletes form their athletic identity. Rashan’s industry experience stems from participation in the NFL’s 2023 Big Data Mentorship Program and MLB’s Diversity Pipeline Program.

For this project, you will gain experience in three major aspects of museum work: fieldwork, museum installation, and lab work. While in the field, you will collect animal specimens, take environmental and specimen data, and prepare mammal skins. After fieldwork, you will take a tour of the Museum of Southwestern Biology Mammals Division and Division of Genomic Resources. During the last week of the project, you will visit Cook Molecular Evolution and Ecology lab, where you will gain a general understanding of lab equipment and techniques used to generate DNA sequences. You will then learn how your generated sequences will be used to answer an array of different types of questions.

APPLICATION DEADLINE: September 20, 2024

Participant Stipend: $500, plus $200 stipend to offset the cost of meals during the trip to Gila. This amount will be deposited in your bursar account as a departmental award. Department awards are considered financial aid, similar to grants or scholarships.

Anticipated hours that participants will spend on the project: 24 hours total, including 12 hours of field work and 12 hours for museum installation and lab work. Field work occurs on the weekend.

Project Lead: Lexi Baca, Biology PhD Candidate

Student Learning Outcomes 

Fieldwork

• Students will learn to set lines with different types of kill and non-kill traps and the pros and cons of each
• Students will understand the importance and process of holistic collecting (collecting as much from the animal as possible!)
• Students will gain hands-on experience in preparing mammal skins for museum installation

Museum Installation

• Students will become familiarized with the Museum of Southwestern Biology and the Division of Genomic Resources right here at UNM and how specimens and their associated parts are installed into the museum

Lab Work

• Students will learn and practice general lab safety
• Students will become proficient in using various lab equipment
• Students will learn how to generate DNA sequences

Starting date: October 4, 2024

Ending date: October 19 2024

List of synchronous scheduled dates/times and events:

Fieldwork: Friday October 4th at 4:00pm – Sunday October 6th at 2:00pm (This may be subject to change. However, fieldwork will start at 4:00pm on a Friday and end on a Sunday around 2:00pm).

Museum and Lab work: Tuesday October October 8th- Tuesday October 15th.

Full REC project description:

For this project, you will gain experience in three major aspects of work: fieldwork, museum installation, and lab work. First, you will have the opportunity to join Lexi and her advisor’s Mammalogy class to partake in fieldwork. While in the field, students will go out in groups, set lines (with different types of kill and non-kill traps), and collect animals the next morning (we do this for two days). In the morning, you will be able to observe how we holistically collect the specimens, meaning we take as much as possible. We take environmental data (how is the habitat around where we captured the animal), measurements of the animal (total length, ear length, tail length, foot length), external and internal reproductive information, parasites (both external like ticks and lice and internal like nematodes and cestodes), tissues (large intestine, muscle, liver, heart, and lung). Unfortunately, you will not be able to partake in this aspect, but you will be able to prepare mammal skins (along with other Mammalogy students) during their time in the field, which will then be installed in the Museum of Southwestern Biology collection.

After fieldwork, you will be given a tour of the Museum of Southwestern Biology Mammals Division and Division of Genomic Resources. You will see where your specimens and associated data will be deposited. You will also be walked through the process of museum installation and how integral museums are to understanding the past, present, and future of mammalian biodiversity.

Finally, the last week will be spent in the Cook Molecular Evolution and Ecology lab, where you will gain a general understanding of lab equipment and techniques used to generate DNA sequences. You will then learn how your generated sequences will be used to answer an array of different types of questions such as (but not limited to):

• How are different species related to one another?
• Are there cryptic species (look the same, but their DNA is different!) within a population?
• How have species moved through time? Are they expanding more northward due to climate change?
• How do species diverge in isolated environments? Do they have greater genetic diversity? Should we work to conserve these populations?

Required prerequisites:

Prior knowledge is not required. However, you should be comfortable with camping, as you will go out to the field to gain experience in the fieldwork portion of what we do! There will be no showers and possibly no bathrooms for a couple of days. I will email a gear list to everyone, and if you do not have certain items, we can work on renting from UNM’s Outdoor Adventure Center, REI, etc.

You must also be comfortable with handling deceased specimens that have been humanely euthanized (according to IUCAC). You will be creating skins from these specimens that will be installed in the Museum of Southwestern Biology. With that, you will be required to try your best at making these skins, as these will be in the museum collection and used for research purposes.

Number of undergraduate students who will be accepted into this REC project:

Four

Description of project leader’s research:

Lexi Baca's research focuses on the evolutionary dynamics and biogeographical patterns within the family Dipodidae (including jerboas, jumping mice, and birch mice).

In her main study involving the genus Orientallactaga, which is a group of five-toed jerboas inhabiting central Asia, Lexi addresses the complexities of reconstructing evolutionary histories. This genus presents possible challenges, such as incomplete lineage sorting and asymmetric introgression (among others), which can lead to mitonuclear discordance, where the mitochondrial phylogenetic relationships are not in accordance with the nuclear phylogenetic relationships. To understand why this mitonuclear discordance is occurring, Lexi is generating and analyzing cytochrome b (a single mitochondrial gene) alongside ddRAD (double digest restriction site-associated DNA nuclear sequencing) data from 85 museum specimens across three species: O. balikunica, O. bullata, and O. sibirica. This analysis highlights the importance of analyzing mitochondrial and nuclear DNA independently to gain a comprehensive understanding of the evolutionary processes at play.

Lexi's research also extends to the genus Dipus, a group of three-toed jerboas, where she adopts a comparative phylogeographic approach between Dipus and Orientallactaga. Her goal is to compare the similarities and differences in demographic histories and ecological niches among distinct species that exhibit overlapping distributions and among closely related infraspecific clades. By utilizing a combination of phylogenetic trees, skyline plots, species distribution models, and niche identity tests, Lexi seeks to reveal the evolutionary dynamics and patterns that shape the diversity and coexistence of these two groups of jerboas.

In addition to her core projects, Lexi Baca is also collaborating on other research projects including:

• Lexi Baca, Mary Ferguson, Gwen Copland, Daniel Shaw, Jennifer K. Frey, Jason Malaney, Jonathan Dunnum, Joseph Cook: Is climate disruption influencing the northern range limits of wildlife in the Southwestern US?
• Lexi Baca, Joseph Cook, Ivanna Tomasco: A New Species of Andean Ctenomys (Rodentia: Ctenomyidate) Related to C. leucodon:
• Lexi Baca, Connor Burgin, Joseph Cook, Ivanna Tomasco: Contributions to the Knowledge of the Paraguayan tuco tuco, Ctenomys paraguayensis Contreras 2000 (Rodentia: Ctenomyidae)

This research project asks why some government security forces commit sexual violence against civilians while others do not. This project involves new data collection to study violence by state actors; to quantify which state actors engage in abuse and when. This research is quantitative in nature and will involve coding sentence excerpts from the U.S. Department of State Human Rights Country reports to create a dataset on sexual violence committed by government security forces. Data collection will be completed using an iterative process of human coding and AI natural language processing models.

APPLICATION DEADLINE: September 20, 2024

Participant Stipend: $450. This amount will be deposited in your bursar account as a departmental award. Department awards are considered financial aid, similar to grants or scholarships.

Anticipated hours that participants will spend on the project: 24 hours total.

Project Lead: Margaret Avera, Political Science Department, PhD Candidate

Student Learning Outcomes: 

• Critical Reading
• Familiarity with a Codebook
• Basic Excel Skills
• Introduction to Data Collection

Starting date: September 30, 2024

Ending date: December 2, 2024

List of synchronous scheduled dates/times and events:

• Meetings Wednesday afternoon at 3:30pm (Preferred meeting time but not required).

Full REC project description:

Students will learn through weekly discussion, hands on experience, and interaction with myself, my faculty mentor, and other graduate students who will be coding. Students will gain insight into the creation of a codebook and, specifically, coding practices for use in AI natural language processing models. Students will participate in the iterative process of learning 'best-practices' for AI coding, therefore, students will gain experience with traditional coding and also learn how coding practices change when coding for an AI model. Participation in this data collection process will allow students to learn the basics of how AI models use input information and how to properly code information for model inputs.||Undergraduates will begin with an introduction to the literature on sexual violence focusing on actor type variation and prevalence of sexual violence variation. They will then participate in the coding process. The coding process will be partially done through AI language models; therefore, students will be selecting sentences based on their relevance to allegations of sexual violence. The students will use previous human coder logs to identify relevant sentences and then match those sentences to a csv file of the reports in sentence form. Students will find matching sentences to be fed into the AI language model and be part of the assessment process looking for model accuracy and solutions. Students will match sentences, then assess model output to analyze which sentences the model gets incorrect. Therefore, students will not only engage in research on how sexual violence data is coded but also learn how to use AI language models as a research tool.

Required prerequisites:

English reading competency required. Access to a computer is required. This project is open to students in all disciplines and does not have any required knowledge or skills.

Number of undergraduate students who will be accepted into this REC project:

Six

Description of project leader’s research:

Margaret Avera is a PhD Candidate at the University of New Mexico, having received her M.A. in 2021. Her primary field is international relations, and her secondary field is comparative politics. Margaret is a graduate of Emory University, class of 2017; she received her B.A. with Honors, majoring in Political Science and minoring in English. Her research focuses on conflict, violence against civilians, as well as sexual and gender-based violence. Ms. Avera's research methods are quantitative, and she is currently developing text-as-data methods for data collection and analysis.

I generated a simulation data set and fit a multivariate linear regression model to it. Using the Markov Chain Monte Carlo (MCMC) algorithm, I estimate the posterior distribution of each parameter. To refine these distributions, I am introducing a scalar tuning parameter, which adjusts and regulates the posterior distributions.

APPLICATION DEADLINE: </strongFriday, September 20, 2024

Participant Stipend: $500. This amount will be deposited in your bursar account as a departmental award. Department awards are considered financial aid, similar to grants or scholarships.

Anticipated hours that participants will spend on the project: 24 hours.

Project Lead: Sina Mokhtar, graduate student in Statistics

Student Learning Outcomes 

• Improve technical skills in R and Python programming for data analysis and statistics.
• Gain a better understanding of statistical concepts.
• Develop problem-solving abilities by tackling real-world challenges in data analysis and programming.
• Learn teamwork and effective communication by collaborating on a research project

Starting date: Monday, September 30, 2024

Ending date: November 11, 2024

List of synchronous scheduled dates/times and events:

• The first meeting will be held the week of September 29, 2024. Time and date will be based on participant class and work schedules.
• Additional group meetings and one-on-one meetings will be scheduled based on participant class and work schedules

Full REC project description:

Step-by-Step Plan for Concurrent Development in R and Python:

Introduction to Statistical Concepts

• Introduce essential statistical concepts such as samples, populations, confidence intervals, and p-values.

Programming in R and Python

• Familiarize students with R and Python data science packages based on research and needs assessment.
• Teach data reading and visualization techniques.
• Cover data simulation and distribution in both R and Python.
• Optionally, introduce features like visualization, handling of missing data, and model validation tools in both languages.

Testing and Debugging in R and Python

• Conduct statistical testing in both R and Python environments.
• Address and resolve any identified bugs.
• Collaborate with researchers to beta test the R and Python packages and gather feedback for improvements.

Documentation and Scientific Reporting with LaTeX

• Get familiar with the Overleaf environment.
• Learn how to export graphs and tables to reports.

Required prerequisites:

No requirement. If you have no familiarity with Stat, R or Python, we can work together to build this background.

Preferred prerequisites:

• Knowledge of programming
• Basic knowledge of statical testing

Number of undergraduate students who will be accepted into this REC project:

Five

Description of project leader’s research:

Sina’s focuses on how the risk of COVID-19 infection varied across different counties in the United States during the pandemic, and how the CDC's community risk level metrics were used to estimate this risk. These metrics helped guide decisions on infection prevention strategies. The CDC categorized counties into low, medium, or high risk based on factors like new cases, hospital admissions, and bed use. These risk levels determined actions like testing, isolation, masking, and vaccination.

The study aimed to understand how consistent these risk level assignments were over time and whether they changed frequently. To do this, you gathered data on COVID-19 cases, hospitalizations, and bed occupancy from public sources. You analyzed how often counties' risk levels stayed the same or changed, and you looked at the speed of these changes. Additionally, you explored how the rate of risk level change related to factors like county population size, urbanization level, and the number of hospitals.

In this research, Sina also compared the CDC's metrics with an alternative metric that predicts risk similarly. This alternative metric adjusted the threshold for hospital bed occupancy to 5% instead of 10%.

Overall, Sina’s study contributes to understanding how COVID-19 risk was assessed at the county level, how consistent these assessments were, and how different metrics compared in predicting risk. This information could help inform public health recommendations and strategies for managing the pandemic's impact. Link of the article: https://academic.oup.com/cid/article/76/8/1496/6847510

Travel 223 miles and 225 million years into the past at Petrified Forest National Park, home to scenic views, gorgeous petrified wood, and most importantly, incredible outcrops of Late Triassic fossils. Learn all about the earliest dinosaurs and their archosaur cousins, how to identify fossils and their features in the field, and take part in active scientific research to determine how fossil preservation and ancient ecosystems change along a megafan network.

APPLICATION DEADLINE: Monday, September 23, 2025

Participant Stipend: $500, plus $200 stipend to offset the cost of meals during the trip to Petrified Forest. This amount will be deposited in your bursar account as a departmental award. Department awards are considered financial aid, similar to grants or scholarships.

Anticipated hours that participants will spend on the project: 20 hours, including 2.5 hours on campus and a two-day field trip to Petrified Forest in Arizona.

Project Lead: Alexandra Apgar, graduate student in Earth and Planetary Sciences

Student Learning Outcomes 

• How to identify fossilized vertebrate bones
• How to identify taphonomic features on fossils (i.e. bite marks, scratches, bore holes, etc.)
• How to interpret environments in the past
• How to develop scientific questions in the context of deep time
• How to conduct scientific investigations outside a classroom environment

Starting date: October 14, 2024

Ending date: October 25, 2024

List of synchronous scheduled dates/times and events:(Most meetings to be tentatively scheduled based on students’ availability)

• An initial 90-minute meeting to speak with students, introduce the project, and learn the basics of fossil bone and taphonomic feature identification, scheduled for a time within October 14-17, 2024.
• A 30-minute meeting to go over rules, regulations, and safety for fieldwork at Petrified Forest National Park, scheduled for a time within October 14-17.
• Travel to Petrified Forest October 18, followed by 4-6 hours of fieldwork and camping on October 19, followed by 4-6 hours of fieldwork on October 20. Return students home by 6:00 p.m. on October 20.
• A 60-minute meeting for data exchange, debriefing, and program feedback, scheduled for a time within October 21-25.

Full REC project description:

Petrified Forest National Park is dominated by Late Triassic Chinle Formation outcrops (~225 – 200 million years old) that contain an incredibly diverse assemblage of vertebrate fossils from archosaurs, early dinosaurs, fish, freshwater sharks, and more. Previous studies have determined that certain exposures within the park were deposited primarily by a megafan network, a type of river characterized by a series of branching channels and streams that end in a distal megafan. While DFS represent the majority of modern-day rivers within sedimentary basins, they are just now being recognized in the geologic record. As a result, we currently have no way to predict the occurrence/preservation of fossils along a DFS. We have generated preservation hypotheses for eight different DFS subenvironments, and have begun to test them by both visiting known fossil sites within PEFO and describing collected fossils within the museum. Identifying how fossils preserve in different DFS subenvironments (e.g. which taxa, what size, level of weathering, level of abrasion, presence of predatory/scavenging marks, etc.) could serve as an excellent predictive model to help find well-preserved fossils in the future. Students involved in this project will learn the basics of fossil deposition and preservation, how to locate fossilized bones and describe them taphonomically, and how to think of scientific questions in the context of deep time, all while discovering new fossils, making new friends, and camping under the Arizona sky.

Required prerequisites:

No prerequisites are required for this program.

Number of undergraduate students who will be accepted into this REC project:

Four

Description of project leader’s research:

Alex’s research focuses primarily on how vertebrate taphonomy and paleoecology is affected by depositional position within a megafan network. By using statistical analyses on vertebrate fossil co-occurrence, she has previously been able to shed light on how Late Triassic paleocommunities surrounding this fluvial megafan may have interacted. This project will supplement those findings with taphonomic and sedimentologic descriptions, in order to determine how fossil assemblages and their preservation styles change based on which DFS subenvironment deposits them. The lab group of Dr. Jason Moore (which includes Alex) has been conducting a companion study on modern animal bones deposited along the Pilcomayo River in Paraguay, allowing correlations to be made with findings in Petrified Forest. With results from both studies, researchers aim to construct a framework for predicting preservation and species occurrence for DFS successions within the fossil record.

Neuroinflammation is a major hallmark of Alzheimer's disease. One of the key cytokines involved in neuroinflammation is IL-1beta. This cytokine requires IL-1 receptor accessory protein (IL-1RAP) for signaling. IL-1beta signaling results in downstream pro-inflammatory cytokine production. The goal of this study is to determine whether eliminating IL-1RAP or blocking its signaling-either genetically in mouse models or with FDA-approved small molecule drugs in cell culture-can regulate IL-1R1/IL-1RAP function to reduce neuroinflammation, tau pathology, and cognitive function.

APPLICATION DEADLINE: October 11, 2024

Participant Stipend: $375. This amount will be deposited in your bursar account as a departmental award. Department awards are considered financial aid, similar to grants or scholarships.

Anticipated hours that participants will spend on the project: 25 hours.

Project Lead: Somayeh Dadras, Graduate student in Biomedical Sciences Graduate Program

Student Learning Outcomes

• Understand basic research concepts, including how to formulate research questions, develop hypotheses, and design experiments.
• Learn to operate lab equipment, such as thermal cyclers for PCR, electrophoresis tanks, blotting transfer systems, and imaging systems for Western Blot analysis.
• Gain experience with mouse models in research, including genotyping, setting up breeding cages to obtain specific genotypes, and performing behavioral tests to assess cognition.
• Become familiar with one or more molecular biology techniques such as RNA isolation, RT-qPCR, PCR, Western blotting, and ELISA, as well as cell biology techniques like cell culture, microscopy, and flow cytometry.
• Develop skills in analyzing experimental results and determining the appropriate next steps for research progression.

Starting date:

Fall: November 4, 2024. Spring: February 28, 2025. The starting date will be based on participants' schedules.

Ending date:

Fall: November 29, 2024. Spring: February 28, 2025.

List of synchronous scheduled dates/times and events:

Lab sessions will be arranged according to participants' availability.

Full REC project description:

This research project focuses on understanding the role of a protein called IL-1 receptor accessory protein (IL-1RAP) in Alzheimer's disease (AD). AD is a brain disorder that leads to memory loss and cognitive decline. In AD, a molecule called IL-1beta causes inflammation, which plays a key role in damaging brain cells and worsening the disease. IL-1beta works by binding to a receptor on the cell surface called IL-1R1, and this interaction requires another protein, IL-1RAP, to be effective. Interestingly, while IL-1RAP is linked to AD, it might also help reduce brain inflammation by activating certain immune cells called Type II innate lymphoid cells (ILC2s). These cells can protect the brain and improve cognitive function. Our project aims to explore this dual role of IL-1RAP in both promoting and potentially reducing inflammation in the brain. We will use genetically modified mice that lack either IL-1RAP or IL-1R1 to study how these proteins affect memory, brain inflammation, and the build-up of harmful tau proteins associated with AD. We'll also investigate how ILC2s influence these outcomes. Additionally, we'll search for small molecule drugs that can block the harmful effects of IL-1R1/IL-1RAP interactions in cell cultures. Students participating in this project will have the chance to observe/assist with one or more experiments, including mouse genotyping using PCR, testing memory in mice with the Morris Water Maze, analyzing brain samples for tau proteins using Western blotting and immunohistochemistry, studying ILC2s with flow cytometry, and screening potential drugs in cell cultures.

Required prerequisites:

None

Number of undergraduate students who will be accepted into this REC project:

2 for Fall and 2 for Spring

Description of project leader’s research:

Alzheimer's disease (AD) and related tauopathies are increasing cause of death due to dementia, yet there is no cure. IL-1beta-induced inflammation is critical in tau pathology and cognitive decline, mediated by IL-1R1 and its co-receptor IL-1RAP. While IL-1RAP is implicated in AD and other inflammatory processes, it also supports neuroprotective Type II innate lymphoid cells (ILC2s). This project investigates the dual role of IL-1RAP in neuroinflammation and tau pathology. Using IL-1RAP and IL-1R1 knockout mouse models, we will assess cognitive and pathological outcomes. Additionally, the role of ILC2s in modulating these effects will be examined. Lastly, small molecule inhibitors targeting the IL-1R1/IL-1RAP axis will be identified and tested, with a focus on specificity to IL-1RAP. This research aims to clarify IL-1RAP's role in AD and identify novel therapeutic strategies that may extend to other inflammatory diseases.

Antarctica is home to various lake systems that can help scientists understand how they have changed since the last ice age. At the depths of each lake, sediments and the minerals that precipitate from the water column can provide insight into the lake’s hydrology and climate in the past as they are preserved in the rock record. In this project, you will use samples from an Antarctic paleolake in Miers Valley, learn how to interpret carbonate rocks, and be introduced to geochemical methods to understand the evolution of these environments as a result of climate change.

APPLICATION DEADLINE: Friday, November 22, 2024

Participant Stipend: $250. This amount will be deposited in your bursar account as a departmental award. Department awards are considered financial aid, similar to grants or scholarships.

Anticipated hours that participants will spend on the project: 15 hours, including scheduled meetings.

Project Lead: David Giovannetti-Nazario, graduate student in Earth and Planetary Sciences

Student Learning Outcomes

• Learn how to think like a scientist and be capable in research practices for future endeavors.
• Have hands-on experience in working with Antarctic rock samples and identify changes in facies.
• Be introduced to different geochemical methods, how they work, and how the data we acquire from them can be interpreted for our research questions.
• Understand the components of an effective abstract.

Starting date:  Late January 2025

Ending date: To be determined, but prior to end of the Spring 2025 semester

List of synchronous scheduled dates/times and events: Meetings will be arranged around participant work and class schedules. Meetings will include the following sessions/topics:

• Introductions & Background on the McMurdo Dry Valleys
• Mackey Lab Group Introductions
• Introduction to Carbonates: Basics & Applications
• Methodologies & Motivating Question
• Petrography
• Cathodoluminescence
• Stable Isotopes
• Results & Synthesis
• Abstract Preparation

Full REC project description:

The McMurdo Dry Valleys (MDV) in Antarctica host several lakes with permanent ice cover year-round, known as perennially ice-covered lakes (PICLs, for short). These systems have been the subject of scientific research for decades in order to understand their hydrology, their microbiology, and the overall geologic and climatic history of the MDV. Our focus for this project will revolve around the mineralogy of Miers Valley, which consists dominantly of carbonate and gypsum, including potential pseudomorphs after ikaite, all of which exists as a result of environmental change since the Last Glacial Maximum.

To address the goals of this research, sessions will be designed to teach students the basics of carbonate mineralogy and their significance as environmental records, how to conduct petrographic interpretations, and the theory behind different geochemical methods (e.g., stable isotopes, cathodoluminescence). Students will have the opportunity to work hands-on with samples from Miers Valley and different instruments such as the petrographic microscope, as well as how to interpret data and write an effective abstract.

Required prerequisites:

Open for STEM majors (Geology, Environmental Science, Biology, Chemistry, etc.), or any student with an interest in earth sciences. No special skills are required.

Preferred prerequisites:

General Chemistry is encouraged but not required.

Number of undergraduate students who will be accepted into this REC project:

Four

Description of project leader’s research:

Giovannetti-Nazario’s research revolves primarily around geochemistry. The geology of Antarctica’s McMurdo Dry Valleys consists of glacial and lacustrine deposits, as well as modern perennially ice-covered lakes. Because lakes with a permanent ice cover are unique to cold arid environments, they involve processes different from glacial or other lake deposits and are capable of providing insight into past climatic conditions. Giovannetti-Nazario will be looking at carbonate facies of two lake systems, modern Lake Fryxell and the paleolake deposits of Miers Valley, to understand how these environments changed over time. Novel geochemical techniques will be used coupled with petrography and facies observations to assess changes in water balance in Lake Fryxell’s past. This work will also help elucidate the paleoclimatic context of Miers Valley where stratigraphic observations, along with stable isotopes and geochronology, will be used to investigate the evolution of Lake Miers since the Last Glacial Maximum.