More Like this

1. Building a Leadership Toolkit: Underrepresented Students' Development of Leadership-Enabling Competencies through a Summer Research Experience for Undergraduates (REU) in Engineering Education

   https://doi.org/10.18260/1-2--43054  

   Volpe, Elizabeth; Simmons, Denise; Rojas, Sara (June 2023, ASEE Conferences)

   The development of inclusive leaders is essential for the success of future engineering and our nation. Equipping students with vital leadership-enabling competencies is necessary to develop a workforce that is prepared to act ethically, and responsibly, and tackle unforeseen challenges in the future. Inclusive leaders, or leaders that are self-aware, empathetic, and prioritize diversity, equity, and inclusion in their decision-making, are essential for the forward progress of engineering. A growing body of literature highlights the numerous ways in which students may develop leadership skills outside of the classroom through involvement in out-of-class activities (e.g., internships, clubs, sports, and research experiences). Research Experiences for Undergraduates (REUs) may provide students with a unique opportunity to develop leadership-enabling competencies that will prepare them for leadership in graduate school, the engineering industry, or academia. The goal of this research was to identify how students’ engagement in an engineering education virtual REU site contributed to their development of essential leadership-enabling competencies. The research question guiding this study was ‘What inclusive leadership-enabling competencies and skills did engineering students learn and develop during an engineering education Summer REU program?’ Qualitative data was collected via weekly open-ended surveys from 9 students (7 women, 2 men) participating in an REU over 9 weeks. Participants in this study consisted of students from underrepresented groups in engineering (e.g., Black, Latinx, women, students from low SES backgrounds, or first-generation students), attending large public research universities across the United States. This study implemented mixed methods to understand what leadership competencies were occurring most frequently and how students were learning and developing these competencies. A combination of text mining for frequency (quantitative analysis) and deductive and inductive coding (qualitative analysis) was used to analyze the data. A codebook was developed based on the leadership-coupled professional competencies that engineering industry leaders identified as essential for engineers entering the workforce. Researchers also allowed for other competencies and leadership-enabling skills to emerge from the data. Findings from this work indicate that students were developing a vast amount of inclusive leadership knowledge and skills from participating in the virtual REU site. This paper highlights, through the use of word clouds and text mining software, the many leadership-enabling competencies that participants developed throughout the summer research experience (e.g., learning, communication, adaptability, self-awareness, balance, networking, etc.). Further, students were able to develop digital literacy, increased communication skills, knowledge of career pathways, intrapersonal growth, and interpersonal relations. This work offers a novel contribution to the literature in understanding how students can develop technical engineering and research skills as well as professional and leadership skills in the same space. Findings from this work help to illuminate the benefits of this virtual REU site focused on engineering education research resulting in terms of developing inclusive leadership skills. Implications for future REU programs, students interested in developing leadership skills, engineering graduate programs, academia, and industry employers are outlined. 

   more » « less
2. Enriching the REU Experience through Student-Led Outreach Activities

   https://doi.org/10.18260/1-2--42747  

   DelVescovo, Dan; Groomes, Darlene; Bryant, Bianca; Guessous, Laila (June 2023, ASEE Conferences)

   The benefits of undergraduate student experiences are well known. Students participating in research experience for undergraduates (REU) programs report increased skills and self-confidence, a greater sense of empowerment as learners and more motivation to pursue science or engineering careers and graduate degrees. REU programs generally aim to engage students in exciting and rewarding research and professional development experiences to motivate them to pursue careers or advanced degrees in the sciences, technology, engineering and math (STEM). Unlike most other types of summer internships, REU programs are typically very student-focused. The faculty mentors, projects, activities, seminars, tours, etc. are selected to generate a positive impact on the student participants. After many years of offering a successful REU experience, the AERIM REU program at Oakland University (OU) decided to include a K-12 outreach component to its list of REU activities. This decision was driven by the many documented benefits of service-learning programs, which not only are of value to the persons receiving the service, but also the students providing it. They also help students improve their interpersonal and communication skills and develop a better understanding of the needs of people with diverse or different backgrounds. After pivoting to a virtual format in the summer of 2021 due the Covid-19 pandemic, the AERIM REU program was once again offered in-person in the summer of 2022, hence allowing for an outreach activity. The initial plan was to partner with a non-profit science center in the city of UU. Unfortunately, the science center was experiencing staffing changes, as well as ongoing challenges due to Covid-19, so the AERIM REU PIs had to come up with an alternative. The school of engineering and computer science at OU has a robust and active K-12 outreach program and has partnered with the RRR society to offer a summer residential STEM program, targeting under-represented minority high-school girls from the city of UU. Working in coordination with the assistant director of outreach, AERIM REU students were tasked with developing outreach activities and presentations for the camp participants. Each REU team was responsible for developing one 1-1.5 hour activity. REU students were given complete flexibility to develop their outreach activities with little faculty influence, but were encouraged to focus on hands-on activities that could relate back to their ongoing REU research projects and that would excite the camp participants about STEM. In this paper, we report on the organization and results of this initiative. Assessment results of the outreach activity will also be shared. We believe that this type of information could prove to be of value to other REU program directors and faculty seeking to organize similar programs. 

   more » « less
3. Mentoring across difference and distance: building effective virtual research opportunities for underrepresented minority undergraduate students in biological sciences

   https://doi.org/10.1128/mbio.01452-23  

   Knox, Corey J.; Ab Latif, Faqryza M.; Cornejo, Natasha R.; Johnson, Michael D. (January 2024, mBio)

   Freitag, Nancy E. (Ed.)

   The National Summer Undergraduate Research Program (NSURP) is a mentored summer research program in biosciences for undergraduate students from underrepresented backgrounds in science, technology, engineering, and mathematics (STEM). Conducted virtually over 8 weeks every summer starting in 2020, NSURP provides accessible and flexible research experiences to meet the needs of geographically diverse and schedule-constrained students. Drawing from mentee reporting and surveys conducted within the NSURP framework involving over 350 underrepresented minority undergraduate students over three cohorts (2020–2022), matched with mentors, this paper highlights the potential benefits of students participating in virtual mentored research experiences. In addition to increased access to quality research experiences for students who face travel or academic setting constraints, we found that virtual mentoring fosters cross-cultural collaborations, generates novel research questions, and expands professional networks. Moreover, this study emphasizes the role of virtual mentorship opportunities in fostering inclusivity and support for individuals from underrepresented groups in STEM fields. By overcoming barriers to full participation in the scientific community, virtual mentorship programs can create a more equitable and inclusive environment for aspiring researchers. This research contributes to the growing body of literature on the effectiveness and the potential of virtual research programs and mentorship opportunities in broadening participation and breaking down barriers in STEM education and careers. IMPORTANCESummer Research Experiences for Undergraduates (REUs) are established to provide platforms for interest in scientific research and as tools for eventual matriculation to scientific graduate programs. Unfortunately, the COVID-19 pandemic forced the cancellation of in-person programs for 2020 and 2021, creating the need for alternative programming. The National Summer Undergraduate Research Project (NSURP) was created to provide a virtual option to REUs in microbiology to compensate for the pandemic-initiated loss of research opportunities. Although in-person REUs have since been restored, NSURP currently remains an option for those unable to travel to in-person programs in the first place due to familial, community, and/or monetary obligations. This study examines the effects of the program's first 3 years, documenting the students’ experiences, and suggests future directions and areas of study related to the impact of virtual research experiences on expanding and diversifying science, technology, engineering, and mathematics. 

   more » « less
4. Scientific Skill Acquisition and Identity of Visiting Scholars in a Research Experience for Undergraduates (REU) Site

   Crosby, C.; Cousins, M.; Suggs, L.; Markey, M.K.; Patrick, A. (March 2020, 2020 ASEE Gulf-Southwest Annual Conference)

   This paper describes a preliminary analysis of a summer Research Experience for Undergraduates (REU) Site sponsored by the biomedical engineering department at a large public institution in the southwest United States. Data were compiled from the 2018 and 2019 cohorts of the program.Twenty-four participants from different undergraduate majors and universities were selected from competitive applicant pools, paired with a research mentor in the department, and tracked over each program’s duration. The participants were given a 37-question survey upon arrival and after the completion of the 10-week summer program (i.e., pre-test and post-test). These questions were broadly split among four categories to evaluate the participants’ comfort with (1) scientific writing, (2) scientific presentation, and students’ strength of association with the identities and careers of (3) researchers and (4) engineers. Students reported significant increases in their scientific writing skills and tended to identify more as researchers after the program. Conversely, students noted little change in their ability to present in a scientific setting and reported that their identity as engineers was not stronger. Separate focus groups with the visiting scholars and their graduate student mentors were conducted after the program to identify the strengths and weaknesses of the current iteration of the REU program. Possible improvements to the REU are proposed at the end of the paper. 

   more » « less
5. 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. 

   more » « less