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1. Exploration of Multi-layered Mentorship Approaches in Summer Engineering Programs

   Cook-Chennault, Kimberly ( July 2018 , ASEE Annual Conference proceedings)

   The purpose of this study was to examine the influence of multi-layered mentoring in summer engineering programs on confidence in understanding engineering research, engineering disciplines and the ability to conduct engineering research. This paper describes the work in progress towards incorporating this approach into summer programs at Rutgers University. The participants in the study included high school students from over 6 different high schools in New Jersey, coupled with in-service teachers who were participants in a National Science Foundation RET Site: Rutgers University Research Experience for Teachers in Engineering for Green Energy Technology and undergraduate scholars who participated in the REU Site: Green Energy Technology Undergraduate Program. The perceptions, understanding and evaluation of the program before the implementation of the multi-layered mentorship program are compared to the multi-layered program. High school students expressed higher confidence levels in the engineering design cycle and knowledge of the engineering discipline in the multi-layered mentorship program. Undergraduate students who were in labs where they peer-mentored teachers expressed higher levels of confidence in their skills as researchers than undergraduate students who did not peer-mentor in-service teachers or high school students. Future work will include enhanced data sampling, a revision of interview questions and assessment of participant’s understanding of concepts via quizzes. 

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2. The Mentoring Network of K-5 Educators and Engineering Researchers in an RET

   Evans, Gayle N ; Crippen, Kent J ; Simmons, Chelsey S ; Simmons, Renee N. ( June 2019 , 2019 ASEE Annual Conference & Exposition)

   Elementary school is the first opportunity most students have to learn about STEM; however, elementary teachers are sometimes the least confident and prepared to teach STEM concepts and practices. Research Experience for Teachers (RET) programs are an established form of K-12 teacher professional development in which teachers are invited to work as members of a laboratory research team to increase their enthusiasm, knowledge and experience in STEM fields. The Engineering for Biology: Multidisciplinary Research Experiences for Teachers (MRET) of Elementary Grades was a 7-week summer program in which teachers were embedded as contributing members of engineering laboratory research teams and was established with the goals of (1) increasing teacher knowledge of STEM concepts and practices, (2) fostering mentoring relationships among researchers and teachers in each laboratory, and (3) guiding the translation of the teachers’ laboratory experience into the classroom through the development of STEM learning units. This exploratory study focuses on the second goal, and involves the use of developmental network theory to discriminate mentoring among participants within the summer 2017 and 2018 cycles of MRET. Using data collected in daily observations as well as daily activity and conversation logs submitted by all participants during the lab experience, post participation surveys, and post program semi structured interviews, we have characterized a network of mentoring that existed within the lab portion of MRET as being multidirectional and potentially beneficial to all members, including researchers as well as teachers. This finding challenges the currently accepted assumption that teachers are the primary beneficiaries of mentoring within RET programs. If demonstrated to be appropriate and transferrable to the RET context, such a perspective could enhance our understanding of the experience and be used for maximizing the outcomes for all participants. 

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3. Development and Assessment of a Combined REU/RET Program in Materials Science

   Salzman, N. ; Ubic, R. ( April 2017 , ASEE Annual Conference proceedings)

   In this paper we present an evaluation and lessons learned from a joint Research Experience for Undergraduates (REU) and Research Experience for Teachers (RET) program focused on energy and sustainability topics within a Materials Science and Engineering program at a public university. This program brought eleven undergraduate science and engineering students with diverse educational and institutional backgrounds and four local middle and high school teachers on campus for an 8-week research experience working in established lab groups at the university. Using the Qualtrics online survey software, we conducted pre-experience and post-experience surveys of the participants to assess the effects of participating in this summer research program. At the beginning of the summer, all participants provided their definition of technical research and described what they hoped to get out of their research experience, and the undergraduate students described their future career and educational plans. At the conclusion of the summer, a post-experience survey presented participants’ with their answers from the beginning of the summer and asked them to reflect on how their understanding of research and future plans involving research changed over the course of the summer experience. Many participants evolved a new understanding of research as a result of participating in the summer experience. In particular, they better recognized the collaborative nature of research and the challenges that can arise as part of the process of doing research. Participants acquired both technical and professional skills that they found useful, such as learning new programming languages, becoming proficient at using new pieces of equipment, reviewing technical literature, and improving presentation and communication skills. Undergraduates benefited from developing new relationships with their peers, while the teacher participants benefited from developing relationships with faculty and staff at the university. While most of the participants felt that they were better prepared for future studies or employment, they did not feel like the summer research experience had a significant impact on their future career or degree plans. Finally, while almost all of the participants described their summer research experience as positive, areas for improvement included better planning and access to mentors, as well as more structured activities for the teachers to adapt their research activities for the classroom. 

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4. Lessons Learned in Adopting a Multi-Site Combined REU/RET Program for Exclusive Remote Participation Due to the COVID-19 Pandemic

   Nyarko, Kofi ( October 2021 , 2021 Fall ASEE Middle Atlantic Section Meeting)

   The Smart City Research Experience for Undergraduates (REU) and Research Experience for Teachers (RET) (SCR2) Mega-Site program, which is supported by the National Science Foundation (NSF) (#1849454), was formed in 2018 to address the low participation and graduation rates of post-secondary students belonging to underrepresented minority groups in the engineering field. The participating schools in the program are all minority serving and members of a consortium consisting of 14 Historically Black Colleges and Universities (HBCUs) and 1 Hispanic Serving Institution (HSI), where Morgan State University (MSU) serves as the lead institution. The program targets lower division underperforming REU students who are less likely to have the opportunity to participate in research as undergraduates. Participation in this type of experience has been demonstrated to be transformative and to have the potential to increase retention and graduation rates at these institutions. RET participants are recruited from local community colleges and high schools that serve as feeder schools to the consortium institutions. These teachers are responsible for preparing students who could potentially be interesting in pursuing a college major in engineering by exposing them to hands-on engineering design practices. Over the last two years of the program’s existence, 61 students and 24 teachers have successfully participated. As with most 2020 summer programs, the SCR2 program was challenged by the novel corona virus (COVID-19) pandemic, which hit the United states during the recruitment period of the project. Consequently, the project leadership team decided to offer the summer program remotely (on-line) rather than bring students to the participating three campuses across which the program is distributed. The planning and execution of the program during a global pandemic has brought key insights into techniques, methods, and technologies for effective cross-site communication, faculty advisor/mentor involvement, participant engagement, and leveraging the strong network that connects the participating schools. Essentially, a multi-site remote only combined REU/RET program is efficacious in increasing participant’s confidence, knowledge and desire to pursue further engineering research experiences. This paper presents these insights along with supporting program evaluation findings. 

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5. Lessons learned from evaluating three virtual Research Experiences for Teachers (RET) programs using common instruments and protocols

   Larson, Jean S. ; O'Donnell, Megan ; Eustice, Kristi L. ; Nichol, Carolyn A. ; Jaskie, Kristen ; Spanias, Andreas S. ; Fransworth, Kimberly ; Blain Christen, Jenniffer M. ; Lee, Mi Yeon ( January 2021 , Review directory American Society for Engineering Education)

   Due to the COVID-19 crisis preventing face-to-face interaction, three National Science Foundation (NSF)-funded centers employed a virtual/remote format for their summer Research Experiences for Teachers (RET) Programs, reaching K-12 STEM teachers across the country. Teachers participated virtually from four different states by joining engineering research teams from four different universities in three different RET programs. Lab experiences depended on the nature of the research and institution-specific guidelines for in-lab efforts, resulting in some teachers conducting lab experiments with materials sent directly to their homes, some completing their experience fully online, and some completing portions of lab work in person on campus. Each teacher developed an engineering lesson plan based on the corresponding center’s research to be implemented either in person or virtually during the 2020-2021 academic school year. Research posters, created with support from graduate student and faculty mentors, were presented to industry partners, education partners, center members, and the NSF. Support for the teachers as they implement lessons, present posters, and disseminate their developed curricula, has continued throughout the year. Common survey and interview/focus group protocols, previously designed specifically for measuring the impact of engineering education programs, were adapted and used to separately evaluate each of the three virtual programs. Strengths and suggested areas of improvement will be explored and discussed to inform future use of the common evaluation instruments. Additionally, preliminary results, highlighting general successes and challenges of shifting RET programming to a virtual/remote format across the three centers, will be discussed. 

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