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1. Work-in-Progress: Preparing the Next Generation of Biomedical Engineering Researchers by Leveraging a Research Experience for Undergraduates

   Stiner-Jones, La'Tonia (April 2021, ASEE Illinois-Indiana Section Conference Proceedings)

   null (Ed.)

   Underrepresented minorities (URM’s) and women comprise 30% and 50% of the U.S. population, respectively. In the Biomedical Engineering (BME) discipline they compose 8% and37% respectively1. Thus, the enrollment of these groups is still below their representation in society. The BUCKEYE Research Experience for Undergraduates (REU) SITE program aims tohelp address this disparity by 1.) increasing the number of traditionally underrepresented students pursing a graduate degree and preparing them for success in the application process and graduate school, 2.) providing hands-on scientific research experience in Biomechanics and Mechanobiology (BMMB), 3.) and developing the participants ability to comprehend, contribute,and communicate advances in BMMB. To do this our students participated in a 10-week research immersion where they participated in research, professional development and social activities. Our cohort consisted of ten participants all of whom were from a traditionally underrepresented background and 70% were female. To assess the outcomes from the program we administered survey’s using our site-licensed online survey tool Qualtrics. We used a combination of surveys including pre-and post-surveys to assess program outcomes. Surveys were administered to faculty mentors and participants. The data were analyzed with GraphPad Prism 8.2.1 software using a paired t-test or average. The data indicate that by the end of the program students were conducting independent research p<0.01. Overwhelmingly students believed the program prepared them for success in the application process and graduate school, p<0.04 and p<0.02, respectively. Further, by the end of the program students believed they werebetter able to communicate about the field of BMMB, p<0.04. Seventy-one percent of faculty mentors who responded to the survey indicated their student produced data that could be included in a future publication. Out of the ten participants four are now enrolled in a graduate program, three are currently applying to one of our graduate programs involved in our REU, and another three are not yet ready to graduate. Therefore, the first four students in our cohort to receive their BS degrees are now enrolled in a graduate program contributing to an increase in representation of underrepresented students. We will continue to track whether the remaining students ultimately apply to or enroll in our or another graduate program and the impact of the REU SITE on our graduate program diversity. Moving forward we will modify our approaches to help participants connect the outcomes of their research to their ability to contribute to the field of BMMB, so they are able to identify with the contributions the faculty mentors have noticed. 

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2. Work-In-Progress: Can We Create a Model Program: Insights into the Effectiveness of a Research Experience for Undergraduates

   Stiner-Jones, L (January 2023, Proceedings ASEE annual conference)

   This study expands on our prior work of the Research Experience for Undergraduates (REU) SITE program to provide data on participant preparation for success in graduate school and their perceptions of the program. In the first two studies from our initial cohort, we summarized that we effectively provided an independent research experience, increased participants perception of preparedness for success in the graduate application process and graduate school and increased their ability to communicate about Biomechanics and Mechanobiology (BMMB)1. In the follow up study we showed that by the end of the program students believed they were better prepared for success in graduate school, two students co-authored publications from their projects, and the majority were enrolled in a graduate program2. Here we share data across our first two cohorts which expands our outcomes associated with graduate school preparation and student perceptions of the REU SITE program. We used our site-licensed online survey tool Qualtrics to administer the surveys for data collection. We used the same pre- and post-survey data to assess changes for both ten student cohorts over the 10-week period. The data were analyzed using a paired t-test from GraphPad Prism 9.3.0 software. This study confirmed the findings from the first two studies while highlighting new information. The new analysis conducted across both cohorts showed participation in the program influenced student interest in applying to graduate school p< 0.05. Additionally, the data show that participants felt more prepared to conduct independent research after participating p<0.05. Of the twenty participants the twelve students who have graduated or will be graduating before summer 2023 are enrolled in a graduate program or have applied for admission. Six of those yet to graduate reported they plan to pursue a graduate degree after completing their BS degree. Additionally, students felt the program prepared them to find and read research articles p<0.01 and participate at a conference p<0.05, skills that will be beneficial for success in a graduate program. Ninety-five percent of the participants indicated the REU SITE met or exceeded their expectations and would recommend the program to others. Similarly, 95% were satisfied with the mentorship of their graduate ambassador and 100% indicated they were satisfied with the mentorship of their faculty. Additionally, we were excited to find that after an adjustment to our program after the first cohort, the second cohort felt prepared to contribute to the field of BMMB p<0.05. This was an objective of the program that was not achieved with the first cohort. Lastly, 85% of participants were from underrepresented minority (URM) backgrounds and 70% were female. Thus, the enrollment of our participants in graduate programs continues to enhance diversity in engineering and the field of BMMB. Going forward we will continue to track the progress of participants and the careers they choose after completion of their graduate degrees. We will also continue to use student feedback to improve the experience for participants. 

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3. REU Mentoring Engagement: Contrasting Perceptions of Administrators and Faculty

   https://doi.org/10.1145/3408877.3439577  

   Alm, Cecilia Ovesdotter; Bailey, Reynold (March 2021, Proceedings of the 52nd ACM Technical Symposium on Computer Science Education)

   To examine perceptions of faculty mentors of undergraduate research and their supervisors, this work discusses the results of surveys administered after 3 years of a summer CS-focused REU Site program. One survey was completed by administrators of faculty research mentors–deans and chairs–and the other was completed by faculty mentors. The surveys indicated a disconnect between how the groups assessed undergraduate research mentoring as an indicator of faculty productivity, and overt vs. covert recognition of undergraduate mentoring. Additional topics explored the effectiveness of internal communication of program outcomes and ways to improve it, as well as post-program continued mentoring engagement linking to perceptions of long-term student benefits. 

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4. Virtual REU Program: Engineering Education Research

   Oenardi Lawanto, Wade H. (August 2022, 2022 ASEE Annual Conference & Exposition)

   This paper describes a National Science Foundation-funded Research Experiences for Undergraduates (REU) Site program conducted through virtual working environment. Due to the Covid-19 pandemic, REU 2021 activities were conducted online through Canvas and Zoom communication platforms. The major aim of this program is to provide undergraduate students with experiences in engineering education research (i.e., education research in the context of engineering). This paper provides an overview of the program, and briefly describes the virtual working environment, and students’ research experiences during the 10-week program. A total of 11 undergraduate students, seven graduate mentors, and seven faculty mentors have actively participated in the program. The program is conducted in two phases: Phases 1 (i.e., Weeks 1-2) and 2 (i.e., Weeks 3-10). Phase 1 consists of preparatory and foundational work that is delivered to participants and will allow them to begin Phase 2 with some educational research foundation already established. The results of the project evaluation show that the program has made a positive impact on increasing education research skills and communication skills of the participating REU students. The participating REU students reported that the research projects they worked on increased their motivation and confidence for continuing to engage in engineering education research. Four participants (i.e., 36.4% of the total participants) suggested that, if available, they would prefer face-to-face over a virtual REU program. Another four participants (i.e., 36.4%) felt that both face-to-face and virtual would offer the same quality of research experiences, and 3 participants (i.e., 27.2% of the total participants) voiced their preference of virtual over face-to-face REU program. 

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5. Board 405: The REU Site in Nanotechnology for Health, Energy and the Environment: Best Practices for Enhancing Research Skills, Professional Development, and Diversity

   https://doi.org/10.18260/1-2--42711  

   Halada, Gary; Ospitale, Lisa (June 2023, ASEE annual conference proceedings)

   For the past twelve years, the REU Site in Nanotechnology for Health, Energy and the Environment has been supported at Stony Brook University in New York State. Over the years, we have been fortunate to have had the opportunity to develop and pilot workshops, panels and presentations that supported the professional development of our scholars and the advancement of research skills, while providing opportunities for students from a wide range of institutions (including community colleges), educational levels (including many first and second year students), academic majors, and demographic backgrounds. Having a history of feedback via surveys and interviews by our external reviewer from over 120 participants allows us to analyze the effectiveness of summer activities as the program has continued to evolve. Tracking personal identifiable data has allowed us to follow former participants and document their academic and professional outcomes for years after. In addition, we report on the results of recruitment activities which have resulted in an increasingly diverse cohort of participants (over 55% of our REU scholars have been female and more than 35% have members of underrepresented minority populations). The role of mentors, targeted outreach, and other factors which can positively impact diversity and inclusiveness will also be discussed. Combining all of the evidence and information provided by our tracking systems has delivered significant insight which can inform the development of effective undergraduate research opportunities, and assist in identifying best practices for continuous improvement of our ongoing REU program site. 

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