The SIREN Program: A Scalable Model for Short-Term Undergraduate Research Experiences at Community Colleges

TL;DR

The paper addresses limited access to undergraduate research at community colleges and teaching-focused institutions by presenting SIREN, a three-week, team-based program that combines hands-on workshops, near-peer mentoring, and authentic cosmic-detection projects using CosmicWatch detectors. In a cohort of 24 students organized into six interdisciplinary teams, the program achieves substantial skill gains (mean increases of approximately $ΔM \approx +2.0$ across 12 domains with $d$ values in the range $1.1$–$2.52$) and enhanced sense of belonging, while also building mentorship capacity among peer mentors and faculty. The study demonstrates a scalable, low-resource framework with cross-disciplinary advising that can be replicated at similar institutions to broaden access to authentic research experiences and promote STEM persistence. Overall, SIREN offers a practical model for transforming introductory research experiences into scalable, inclusive opportunities that connect classroom learning to real-world research through structured training, teamwork, and mentorship.

Abstract

Providing meaningful research experiences for undergraduate students is a well-recognized challenge, particularly at community colleges and teaching-focused institutions where resources are limited and faculty time is dedicated to instruction. To address this, the Summer Introduction to Research and Experimentation in Nuclear physics (SIREN) was developed as a three-week, intensive summer program that engaged 24 students working in six teams on original research projects centered around cosmic detection. Each team was supported by an advisor and a peer mentor, combining structured guidance with near-peer learning. After developing a range of technical skills, students built cosmic detectors and used them to explore a variety of projects. The program also included multiple workshops on research skills and seminars led by guest speakers, giving students access to broader STEM pathways. The evaluation of the program was based on advisor and student surveys, as well as peer mentor observations. The findings suggest that the short-term team-based model promoted engagement, collaboration, and skill development while leading to the completion of advanced projects. The advisors highlighted the effectiveness of the program structure and the excitement generated by the direct application of newly acquired skills to research. Data showed that students were able to significantly develop transferable skills through hands-on activities. Post-program surveys indicated that participants experienced an increased sense of belonging in their majors and greater confidence in pursuing careers in STEM.