The RMSSN Story

The Rocky Mountain Sustainability and Science Network (RMSSN) was established as a collaborative network primarily consisting of universities from the western United States. Its purpose is to utilize public lands as educational platforms for undergraduate students to learn about science and sustainability. Initially supported by grant #0956059 from the National Science Foundation (NSF), as part of the Research Coordination Network: Undergraduate Biology Education series (RCN-UBE), RMSSN was formed by a group of 15 faculty members who constituted an operating board. Their aim was to create an academy that would attract underrepresented minority (URM) students with an interest in science and sustainability on public lands.

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The RMSSN academy, first hosted at the Short Grass Steppe Research Center in Colorado by Colorado State University, later relocated to the Murie Center in Moose, Wyoming, and then to the Teton Science School, University of Wyoming AMK Research Station, Yellowstone National Park Youth Conservation Corps facilities, Yellowstone Forever Research Station, and Colorado State University Mountain Campus as it grew and matured. Today, participants travel to multiple facilities during the academies' duration. ​

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The academy consisted of a ten-day intensive experience for 25 students, organized into small cohorts of 4-5 students per team. Each cohort engaged in a series of exercises, workshops, and research studies, focusing on the management of natural and cultural resources, as well as sustainable practices from the perspective of public lands. Several agencies, including the National Park Service, the Bureau of Land Management, the City of Jackson, WY, the US Forest Service, the J.R. Simplot Company, Whitefield Academy, Carrier Pigeon Productions, and more, have been involved in RMSSN. Academic faculty for the academy were selected from a diverse range of institutions, including Colorado State University, University of Wyoming, Utah State University, Harvard University, Moravian University, Michigan Technological University, Clemson University, Northwestern University, and the University of Colorado Denver.

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RMSSN employs a cohort design to engage students not only during the initial academy experience but also beyond. Each team is led by a graduate student mentor and a peer mentor, who is an alumnus from a previous academy. All participants and mentors are recruited through an application process. The academy places special emphasis on recruiting underrepresented minorities to help train the next generation of interdisciplinary leaders capable of addressing global climate change, environmental sustainability, and public land management issues.

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More than 75% of Summer Academy participants have come from traditionally underrepresented backgrounds in the sciences. The diversity of the graduate mentors plays a crucial role in encouraging underrepresented participants to pursue their own graduate education.

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The RMSSN academy implemented a range of evaluation tools to assess its success. These tools included social network analysis by Texas A&M University, team assembling and networking by Northwestern University, student self-efficacy surveys by Colorado State University, and follow-up surveys on professional careers 2-4 years after the academy experience, also conducted by Colorado State University. Additionally, students completed digital journaling videos for self-evaluations, utilized digital databases for technical skill evaluation, and engaged in digital journaling. Faculty teams analyzed all data and submitted their findings for publication.

Results from the RCN indicated that URM students greatly benefited from the cohort experience and the exposure to public lands. Student self-efficacy surveys revealed high confidence in understanding sustainability and the challenges of public land management after the academy experience. Semi-structured interviews with students indicated that they found the academy to be "life-changing" and "monumental," assisting them in making career decisions. For many students, RMSSN was their first opportunity to visit national parks, fostering stewardship and a sense of place for America's public lands.

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In 2014, RMSSN obtained non-profit 501(c)(3) status, thanks to the generous support from the Beacham O'Malley Trust and donations from previous Academy alumni. In 2016, RMSSN received grants from the National Science Foundation, Beacham O’Malley Trust, and the National Park Service.

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To date, over 250 students from over 30 US states and 10 countries worldwide have participated in the RMSSN Academy. RMSSN has made significant contributions to the National Parks, particularly in engaging underrepresented minorities in public lands research.

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The program's intensive field projects conducted during the Academy each year have yielded valuable outcomes (refer to "Outcomes" for further information). Since its inception, the program has continued to grow, engaging approximately 25 students every May. Furthermore, RMSSN provides opportunities beyond the two-week intensive program in the Rockies, as students have gone on to participate in other National Park Service research efforts such as the Centennial BioBlitz program, the Pollinator Hotshots, and global initiatives like the United Nations (UN) international negotiations.

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Above: Student participants from the 2016 National Park Service Centennial BioBlitz celebration at Bandelier National Monument, New Mexico, United States. Click the photograph to visit the iNaturalist BioBlitz project!

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Engaging underrepresented minorities in science and technology is crucial for the nation's interests. As the US population becomes more diverse, it is vital that the number of students pursuing academic careers in the sciences reflects this diversity. RMSSN demonstrates that URM students can be effectively engaged in science and technology through a cohort model and authentic research conducted in national parks. Why national parks? Public lands serve as critical laboratories for global sustainability. By bringing URM students to national parks as future scientists and leaders, we actively encourage them to consider careers in science while providing the necessary social and academic networks for success.

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Adapted from Bowser, G., Gretzel, U., Davis, E., & Brown, M. (2014). Educating the future of sustainability. Sustainability, 6(2), 692-701.