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This paper reports two years’ experience from our implementation of the NSF project titled “Industries of the Future Research Experience for Preservice Teachers in STEM Settings.” The goal of the project is to host 10 high school preservice teachers each summer to participate in Industries of the Future (IotF) research fields and then convert their experience into high school curriculum. IotF topics include artificial intelligence (AI), quantum information science (QIS), advanced manufacturing, advanced communications, and biotechnology. In summer 2023, the first cohort of 8 preservice teachers (PST) from the UH teachHOUSTON (tH) PST program participated in the RE-PST program at UH Cullen College of Engineering (CCOE). In summer 2024, the second cohort also had 8 PSTs. This six-week program sought to advance future educators’ knowledge of concepts in IotF as a means of enriching high school curriculums defined in the Texas Essential Knowledge and Skills (TEKS) standard. Enrichment activities included research workshops, field trips to local companies, and lesson plan design. Compared to the first year, the research mentors were more experienced in assigning research topics and working more closely with PSTs in the second year of the program. This paper provides details on the commonality and changes in the second year’s implementation, in comparison to the first year. Some follow up activities from the first cohort is also reported. Overall, PST participants found the research experience with their mentors beneficial not only to them, but also to their future students according to our findings from interviews. 

As engineering educators attempt to develop solutions to increase student retention and graduation rates and decrease student departures from their majors during the first two years of study, findings from a summer bridge program at a large minority-serving institution (MSI) show promise for practices that could potentially help to mitigate these issues. Summer bridge strategies have been shown to be effective in assisting in college students’ transition from first to sophomore year. This study comprises a case study of a chemical engineering summer bridge program in which undergraduate peer facilitators introduced sophomore-level chemical engineering material and energy balance course material to their peers. The goal of this study was to understand the types of discourse methods used during problem-solving sessions by peer facilitators and how students’ learning experiences were impacted. Data for this study were collected via video observations and a post-program open-ended survey. Authors found that peer facilitators created an environment where students felt encouraged and supported and could relate to facilitators and course materials in new ways. This work further illustrates promising practices of using peer facilitators that need further attention, along with the potential for how engagement and learning could be enhanced by the more formal preparation of peer facilitators.