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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. 

Training future engineers and scientists for the research-oriented careers necessary to deliver solutions to the challenges of hypersonic flight is important task for the aerospace community at-large. A number of programs and initiatives at the University of Central Florida (UCF) contribute to this need. Among them is the Research Experiences for Undergraduates (REU) site framed on HYpersonic, Propulsive, Energetic, and Reusable Platforms (HYPER) an program housed withing the Center for Advanced Turbomachinery Energy Research (CATER). This residential summer program convening on the UCF main campus prepares a group of undergraduate students to pursue doctoral-level degree programs in aerospace engineering and related disciplines. During the Summer 2021, the second term of the program, HYPER hosted fourteen students. Students conducted intensive research under the guidance of faculty mentors and their graduate student assistants. To support their complete development, HYPER students participated in industry tours, software training, technical seminars, and more. This paper reports the impact of the program in its second year. Data are derived from pre- and post-experience surveys, study groups, and technical assessment activities. Feedback from the first year were implemented in the second year.