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1. Undergraduate Hypersonics Research: Lessons From Two Years of the REU Site HYPER

   https://doi.org/10.1115/GT2022-81021  

   Kauffman, Jeffrey L. ; Gordon, Ali P. ( June 2022 , ASME Turbo Expo 2022)

   The University of Central Florida (UCF) trains future engineers and scientists for research-oriented careers through a number of programs and initiatives. One of the most recent is a Research Experiences for Undergraduates (REU) site based on next-generation transportation and energy housed within the Center for Advanced Turbomachinery and Energy Research (CATER) and the Department of Mechanical and Aerospace Engineering (MAE). The site unites eleven multi-disciplinary research projects around HYpersonic, Propulsive, Energetic, and Reusable Platforms (HYPER). A key goal of HYPER is to equip and motivate undergraduate students to pursue graduate school and/or a research-oriented career, particularly across a diverse student participant cohort. The site has held two cohorts, engaging 25 students in a ten-week intensive experience, conducting research under the guidance of faculty mentors and graduate students. Students explored career options through industry tours, professional development seminars, and mentor-led research seminars. This paper reports the program impacts on the students and discusses several lessons learned across the cohorts. 

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2. A Summer Research Experience in Robotics

   Grimm, Cindy M. ; Lyman-Holt, Alicia ; Smart, William D. ( January 2017 , Educational Advances in Artificial Intelligence)

   The Robotics Program at Oregon State University has been running an NSF-funded summer Research Experiences for Undergraduates (REU) site since 2014. Over twenty students per year (on average) have participated in the site, spending ten weeks embedded in the OSU Robotics Program. Our main focus with this REU Site is to give the participants a com- plete research experience, from problem definition to the fi- nal presentation of results, “in miniature”. Our secondary ed- ucational objectives are: 1) Teach basic non-technical skills needed for graduate work, such as time management and lit- erature review, 2) Provide details on how to apply to gradu- ate school and for funding, 3) Clarify what we look for in a graduate student, and 4) Detail what to expect from the grad- uate student experience. In this paper, we describe the over- all structure of the participants’ summer experience, outline some of the training materials that we use, describe the moti- vations for our approach, and discuss the lessons that we have learned after running the program for a number of years. 

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

   https://doi.org/10.18260/1-2--38285  

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

   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% and 37% respectively1. Thus, the enrollment of these groups is still below their representation in society. The BUCKEYE Research Experience for Undergraduates (REU) SITE program aims to help 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 were better 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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4. 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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5. Work-in-Progress: Social and Cultural Activities Integrated into an REU Site in the U.S. South

   Freeborn, T.J. ; Gosa, M.M. ( July 2021 , 2021 ASEE Virtual Annual Conference)

   Participating in a research experience for undergraduates (REU) site provides opportunities for students to develop their research and technical skills, network with other REU students/professors, raise their awareness of graduate studies, and understand the social context of research. In support of this mission, our REU site at the University of Alabama is exploring research at the intersection of engineering and communicative disorders. Beyond research training though, an REU site provides the opportunity for professional development, social activities, and cultural activities to enrich the student experience. These are important features of an REU, which typically range from 9-10 weeks. Students that participate in summer REUs are recruited from around the country and are brought together at a central research site. Each student brings with them their unique perspectives and lived experiences. To form a cohesive cohort from the individual students, it is important to facilitate shared experiences early in their 9-10 week REU. Supporting the development of a student community through shared experiences has a significant impact on student perspectives of the program. Shared experiences also provide the opportunity to increase the students’ understanding of the new city/state/region that is the setting for the REU. The 2019 iteration of our REU Site, which has a theme of developing technology to support clinical practice in the field of communicative sciences and disorders, aimed to increase the level of social and cultural activities of the cohort in comparison to previous REU sites on campus. This was achieved with multiple professional development, cultural, and social activities. For professional development, students participated in a Practicing Inclusive Engagement workshop to build skills for intercultural engagement that in turn foster a more inclusive REU cohort. Students participated in this workshop within the first three days of arriving on campus. This workshop focused on identity, inclusive language, and creative ways to invite and engage in diverse perspectives. For cultural activities, full-day field trips were taken to the U.S. Space & Rocket Center in Huntsville, AL and The Legacy Museum / The National Memorial for Peace and Justice in Montgomery, AL. These trips engaged students in very different aspects of Alabama's history. One showcasing achievements of the U.S. space and rocket program and the other investigating the racial injustice in American history and its legacy. While many of the students were familiar with these histories, the museums and their compelling visuals and data-rich exhibits provided a far deeper insight into these topics and facilitated further conversation between the REU cohort. The REU cohort spent much of their summer learning with and from graduate students enrolled in the masters of speech-language pathology (SLP) program at the University of Alabama. At the end of the summer experience, a BBQ event was facilitated (food, yard games) to spur on friendly competition between REU and SLP students. This provided both groups an informal opportunity to debrief about the summer experiences. In this work an overview of the REU site will be provided with a focus on the logistical elements to pilot the social, cultural and professional development efforts, a summary of the student feedback from the written reflections and focus groups, experiences of the program coordinators, and future plans to refine and improve these elements will be presented. 

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