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One of the best parts of studying at Whitman has been getting the chance to do real, hands-on research as an undergraduate—the kind many students don’t experience until graduate school.

Through Whitman’s Geology department, I had the opportunity to join a student-faculty research team studying historical flooding, hazards and surficial processes in Yellowstone National Park! I’ve been lucky to participate in this project for two summers.

Last summer, I flew out to Yellowstone for a quick week of field research. When I returned, I was eager to take on more responsibility. I wanted to learn more about how to collect field data and how to prepare, analyze and interpret the data that makes fieldwork so meaningful. This led to a second, more in-depth eight-week summer research project this year, both on campus and at Yellowstone.

This summer, I walked into the Hall of Science for my first official day on June 1. For six weeks, my research team prepared maps and hydrologic models, ran computer programs and dove into the geomorphology and flooding history of Yellowstone. Our goal was to understand the size and frequency of extreme flooding events and measure how much sediment and water these floods transported. Using ArcGIS Pro, we spent hours mapping deposits and considering which floods they corresponded to.

It was especially exciting for me because I got to do it alongside the Chair of Geology and two other student researchers and friends, Alex Hynes ’26 and Maggie Robins ’26. We balanced that technical work with time to recharge by taking walks around campus or grabbing coffee at JCaf (). Maggie happens to be my housemate and one of my best friends! And while I knew Alex from class, I got to know him a lot better, especially when we traveled to and from the field.

When it was time to head to Yellowstone, I was excited to connect what I’d studied on screen to real life. From collecting tree cores at Pebble Creek to measuring river cross sections and interpreting outcrops, I saw how my data came to life. These moments taught me how to apply what I’d been learning in my classes and the research lab to the field. It also solidified my own geological interests.

My professor shared his deep expertise with us and guided us in ways that would prepare us for life after Whitman. He knows Yellowstone really intimately as he has worked there since graduate school. We were encouraged to think like scientists and explore and problem-solve on our own. My professor really encouraged us to think about learning and building skills for graduate school and work in the industry. We learned programs and field techniques that are widely used in the industry, which taught us excellent skills. By the end, we had all developed a strong foundation in fluvial geomorphology and the confidence to apply those skills beyond Whitman.

This project has been one of the highlights of my Whitman experience. I’ve learned what excites me most and a few things that don’t. Working closely with faculty mentors, collaborating with peers and connecting classroom learning with real-world research has given me confidence in both my skills and my future path. It’s something that I wouldn’t have gotten if I had gone to school anywhere else for my undergrad.

Altogether, this experience has given me a strong foundation as I consider graduate school and early career opportunities. Even though now the official summer research has ended, I’m continuing this project for my senior thesis—focusing on hillslopes and sediment connectivity to rivers in Yellowstone.

Elly Rectenwald ’26 (she/her) is a Geology and Anthropology double major from Duluth, Minnesota. In addition to jumping in rivers, Elly also jumps into the pool! Check out how Elly and Siena Hayes ’26 formed a close friendship on the Blue’s swim team.