293-2 Assessing Workforce Skill Development and Research Contributions in the Paul Edwin Potter Internship at the Illinois State Geological Survey

Session: Developing and Assessing Workforce Skills in Geoscience Courses and Programs

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Abstract:

Early-career geoscientists need opportunities to apply academic knowledge, develop professional skills, and understand the impact of applying geoscience research to serve their communities. The Paul Edwin Potter Internship at the Illinois State Geological Survey (ISGS) is a 10-week paid program in which undergraduate and master’s students contribute to active research under one-to-one mentorship from survey scientists.

Since its establishment in 2022, the program has served 45 interns across five cohorts. Intern projects span environmental geology, coastal processes, groundwater resources, Quaternary geology, paleontology, and energy-resource management. Projects are deliberately scoped to give interns ownership of a defined line of inquiry—from initial questions and project planning through data collection, analysis, interpretation, and communication—within broader ISGS research that serves the State of Illinois and its residents. Project work is complemented by curriculum addressing research skills, field and laboratory methods, data management and security, responsible use of artificial intelligence, scientific writing, public communication, professional networking, and career preparation. Interns also participate in technical workshops, field experiences, research discussions, and capstone presentations.

An ongoing program evaluation examines three interconnected outcomes: development of workforce skills and professional identity, contributions to applied research, and progression toward subsequent educational or professional goals. Evidence includes program records, ten 2026 intern exit-survey responses, a developing inventory of research outputs, and alumni follow-up. A mentor exit survey will provide an additional perspective on intern development, research contributions, and the effectiveness of the program’s mentoring structure.

Preliminary evidence indicates that interns value working on authentic projects, experiencing the research process from inception to completion, taking ownership of their learning, receiving guidance while developing independence, and interacting with professionals across disciplines. Documented outputs include technical reports, conference posters, datasets, and analyses used to advance research into subsequent phases. Alumni follow-up will examine how the experience contributed to graduate education, employment, and other geoscience pathways.

This presentation describes the Potter Internship’s structure and assessment approach and considers how state geological surveys and similar organizations can integrate authentic public-service research, mentoring, and intentional workforce preparation within a short-term internship serving students at multiple degree levels.

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