NSF program gives research experience to undergrads

The Importance of Scientific Publishing: Teaching an Undergraduate How to Swim the Entire Length of the Pool

According to Computing Research Association, during each year between 2003 and 2007, fewer than 3% of the US's Ph.D.s graduates in computer science and computer engineering were Hispanic or African American and fewer than 20% were women. Such an under-representation precludes the benefits of diversity in computer sciences research and industry and consequently compromises the competitiveness of the US economy. It is therefore imperative that undergraduate institutions introduce students from these groups to research at an early stage of their academic careers and to provide them with the tools necessary for success in graduate school. The School of Computing and Information Sciences (SCIS) at Florida International University (FIU) has been working to strengthen the pipeline of underrepresented students to graduate work in computer science by hosting an NSF sponsored Research Experiences for Undergraduates (REU) site for the past three years. Our REU site has hosted 30 undergraduate students, 23 of them were underrepresented including 8 females, 16 Hispanics, and 4 African Americans, who published 13 technical papers. Six of the ten students who have already graduated, have started their graduate studies.

Since 2009, the South Dakota School of Mines and Technology (SDSM&T) has hosted a new Research Experience for Undergraduates (REU) Site entitled Back to the Future. The focus of the REU site is metallurgical engineering research with an emphasis in art and history. This latter aspect is embedded within the site as there is significant evidence that a richer learning environment can be created in engineering by establishing a context within the liberal arts, as described in the recent National Academy of Engineering's Educating the Engineer of 2020 report. In addition to being involved in research projects to develop specific technical skills in engineering, students in this program are engaged in unique supplemental activities that support learning the societal context and potential impact of their research. Specific program activities for a “holistic” approach to an engineering REU experience are described in the paper. A combination of professional development activities, societal context and diversity activities, and library activities are performed to investigate the broader impacts of student research. These activities lead to substantial opportunities for student self-reflection. Finally, assessment activities and results are also described in the paper with a focus on the development of students with different learning-styles and implications for recruiting from underrepresented groups in the STEM disciplines.

Editors' Commentary In this chapter a group at Illinois State University describe how they used the scholarship of teaching and learning to investigate whether having preservice teachers participate in a mathematical research experience for undergraduates (REU) program influenced their beliefs about teaching and learning mathematics. Unable to find an appropriate survey instrument, they developed their own. They explain the organization and content of the survey, tell how they piloted and tested it for reliability, and describe how the results are being used to improve the REU program. Introduction The Scholarship of Teaching and Learning (SoTL) can serve as a critical tool for improving instruction at the post-secondary level. If we, mathematicians and mathematics educators, can systematically explore, share, and reflect on our understanding of quality collegiate instruction, improvement in overall course quality and student learning can follow. The multifaceted nature of student learning presents a challenge for any educational study. One such facet is student beliefs. For example, an effective instructional strategy for teaching an honors calculus course for mathematics majors may not translate to a calculus course designed for business majors because of the different attitudes and beliefs of these two groups. Differences in students' views of the nature of mathematics, the importance of building mathematical understanding, the beauty of mathematics, or the standards for reasoning and proof, all can influence the success of instruction. In this chapter, we describe a SoTL study designed to inform and improve a mathematics education program that engages future secondary teachers in authentic mathematics research experiences. One of the goals of the program, the REU Site: Mathematics Research Experience for Pre-service and In-service Teachers (REU), is to change teachers' beliefs about mathematics and about the teaching and learning of mathematics and thus to influence the way they teach. Impact of Beliefs on Secondary Mathematics Teachers Numerous researchers have cited the impact of beliefs on teaching and learning (Ernest, 1989; Philipp, 2007; Schoenfeld, 1985; Silver, 1985; Thompson, 1992).

For many emerging scientists, research experiences for undergraduates (REU) programs are an important gateway to graduate school and a career in science, technology, engineering, and mathematics (STEM). REUs provide guided mentorship and learning experiences in a summer-long program where students develop research skills, build scientific knowledge, and strengthen their scientific identity. While the benefits of REUs are abundant, the process is not always easy to navigate, especially for students who come from first-generation and/or low-income (FLI) backgrounds. This paper provides two-fold guidance for undergraduate students interested in participating in REUs. Rules 1 to 5 focus on demystifying the application process from beginning to end, and Rules 6 to 10 guide students who are on the other side of the application process. Thus, this paper will be most helpful for undergraduate students who are either considering applying for an REU or have been accepted into one and want to learn more about what to expect. It can also be a shareable resource for faculty, staff, and mentors who work directly with STEM undergraduates.

: The Undergraduate Research Experience in Ocean/Marine Science program supports active participation by underrepresented undergraduate students in remote sensing and Ocean/Marine Science research training activities. The program is based on a model for undergraduate research programs supported by the National Science Foundation. The URE project features mentors, research projects, and professional development opportunities. It is the long-term goal of the URE in Ocean/Marine Science to provide an active research experience as an effective way to attract talented undergraduates and retain them in careers in ocean and marine science. In addition, this program supports the involvement of students from the African Countries of Ghana, Senegal and Nigeria. Funds were leveraged with the NSF Research Experience for Undergraduates (REU) grant # ANT-0944255 [2].

This research study at a National Science Foundation Research Experience for Undergraduates site focuses on psychological research with applications to the real world. Two cohorts of undergraduates engaged in rigorous research projects on, e.g., driving, homeland security, relationships, human-computer interaction, language comprehension and production, discrimination, and health psychology. Results indicated that students and mentors perceived an improvement in the students' research skills.

From 1997–2000, the National Science Foundation has funded a research program at Florida International University with the purpose of encouraging bright engineering undergraduates to pursue graduate degrees and careers in engineering. The program was initiated because of a realization that the first two years of the undergraduate curriculum is full of math-intensive courses that undergraduates find to be very difficult and often perceive them as irrelevant. As a result, many good students get disillusioned with engineering and transfer to other majors. Our hypothesis is that if they get involved in applied projects early in their academic programs and have a chance to participate in real engineering design, they will be motivated to complete their engineering degrees. The long term success of the REU program cannot be measured until the careers of these students are established. However, immediate results can be seen both quantitatively and anecdotally. At the completion of each academic year and summer session, participating students Fill out questionnaires about their experience in the program and their plans for the future. Their responses indicate a strong likelihood for retention in engineering. The students' actions also indicate success. Several of the students have pursued internships and other extra curricular activities in the subject areas of their projects, suggesting that they plan to pursue these areas further. Early participation in research projects clearly provides motivation for students.

Research Experiences for Undergraduates (REU) programs in Science, Technology, Engineering, and Mathematics (STEM) aim to improve students' research skills, disciplinary knowledge, and career confidence. However, faculty mentors often lack formal training in effective mentoring practices. This study investigates the impact of professional development (PD) on faculty mentors in a physics REU program, focusing on communication and setting expectations, using a modified “Entering Mentoring” PD curriculum. A mixed-methods design explored three research questions: (1) What expectations do mentors establish, and how might they differ? (2) What realities do mentors experience, and how do expectations evolve? (3) What effect did PD have on mentoring, and how do interview and survey data converge to explain REU participant growth? Data were collected through semi-structured interviews with eight faculty mentors, post-program CIMER mentor surveys, and student surveys measuring their confidence in research abilities. Qualitative data were analyzed using constant comparative methods, while quantitative data were analyzed using descriptive statistics and t-tests to assess growth among two REU cohorts: one with mentor PD and one without. Results revealed that mentors faced challenges such as affording independence to mentees and selecting achievable research projects, regardless of experience. Despite these challenges, mentors focused on the research process, rather than the product, providing students with an authentic research experience. This approach led to significant perceived growth in students' general research skills, as reported by both mentors and mentees. Synthesis of qualitative and quantitative data showed that the PD program positively influenced mentoring practices and student outcomes. The 2024 PD-trained cohort showed statistically significant growth in research independence (Q24: d=0.86) and career confidence (Q49: d=0.62) compared to the non-PD 2023 cohort. This study emphasizes the importance of PD in improving mentoring practices and enhancing student growth, offering valuable insights for future REU programs.

Statistics indicate that under-represented minority student groups continue to experience high dropout rates, low graduation rates, low enrollment in graduate programs and low participation in computer science and engineering (CS&E). At the same time, trends indicate that these groups will constitute an important part of the population of the United States by year 2050. Given these facts, it is crucial to help these minority groups become an integral part of the economic fabric of the United States. It has been shown that undergraduate research is one of the best vehicles to address several of these important issues. This paper describes our experience running a NSF-sponsored research experiences for undergraduates (REU) site in CS&E for under-represented minority student groups. We describe the most important aspects that need to be included in these programs and some strategies for running them successfully. Finally, we include the results of our evaluation and show the effectiveness of the program

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

Purpose Many studies have examined undergraduate research experiences (UREs) as an influential approach to encouraging undergraduates to pursue doctoral education. However, less is known about the different ways UREs can support students in developing and pursuing graduate intentions. This paper aims to understand how a URE program can support students’ intentions to apply to and enroll in graduate education. Design/methodology/approach The authors conducted an instrumental case study that focuses on one URE as a bounded system. Using a constant–comparative analytical method, the authors propose a typology of different types of support that mattered to students who participated in the URE. Findings The URE offered four types of support: aspirational support, social support, functional support and connections to opportunities. Within the domain of functional support, this study identified a specific type of assistance – financial support – necessary for many students from underrepresented backgrounds to forego outside employment and participate in the URE. Originality/value This case study builds upon prior quantitative research that examines the relationship between URE participation and an array of affective, educational and career outcomes. Although this case study is not directly generalizable to other UREs, this paper offers a novel typology of support types and has potentially transferrable implications for considering how to design, evaluate and study UREs.

Undergraduate research experiences have been supported by the National Science Foundation since the late 1980s in an effort to integrate research and learning and to encourage students to continue their education by pursuing graduate degrees. This paper adds to our understanding of whether undergraduate research experiences influence graduate school pursuit by examining survey responses from 61 industrial engineering alumni in three groups: those that worked as undergraduate research assistants, those who took an undergraduate research methods class, and a comparison group who graduated from the same bachelor's degree program but did not participate in either research opportunity. Results indicate similar levels of interest in graduate school from the comparison group and the research assistants with 71 to 75% of each group showing interest, while 100% of the alumni who took the research methods class have interest. When those with interest in graduate school were asked why, a small percentage of the responses were directly related to undergraduate research experiences, while a large percentage of responses related to encouragement from professors, friends or others, and desire for career advancement and professional growth.

Undergraduate research experiences benefit students by immersing them in the work of scientists and often result in increased interest and commitment to careers in the sciences. Expanding access to Research Experience for Undergraduate (REU) programs has the potential to engage more students in authentic research experiences earlier in their academic careers and grow and diversify the geoscience workforce. The Research Experience for Community College Students (RECCS) was one of the first National Science Foundation (NSF)-funded REU programs exclusively for 2-year college students. In this study, we describe findings from five years of the RECCS program and report on outcomes from 54 students. The study collected closed- and open-ended responses on post-program reflection surveys to analyze both student and mentor perspectives on their experience. Specifically, we focus on students’ self-reported growth in areas such as research skills, confidence in their ability to do research, and belonging in the field, as well as the mentors’ assessment of students’ work and areas of growth, and the impact of the program on students’ academic and career paths. In addition, RECCS alumni were surveyed annually to update data on their academic and career pursuits. Our data show that RECCS students learned scientific and professional skills throughout the program, developed a sense of identity as a scientist, and increased their interest in and excitement for graduate school after the program. Through this research experience, students gained confidence in their ability to “do” science and insight into whether this path is a good fit for them. This study contributes to an emerging body of data examining the impact of REU programs on community college students and encourages geoscience REU programs to welcome and support more community college students.

Understanding the complexities of environmental issues requires individuals to bring together ideas and data from different disciplines, including ecology and mathematics. With funding from the national science foundation (NSF), scientists from the University of Wisconsin-La Crosse and the US geological survey held a research experience for undergraduates (REU) program in the summer of 2016. The goals of the program were to expose students to open problems in the area of mathematical ecology, motivate students to pursue STEM-related positions, and to prepare students for research within interdisciplinary, collaborative settings. Based on backgrounds and interests, eight students were selected to participate in one of two research projects: wind energy and wildlife conservation or the establishment and spread of waterfowl diseases. Each research program was overseen by a mathematician and a biologist. Regardless of the research focus, the program first began with formal lectures to provide students with foundational knowledge followed by student-driven research projects. Throughout this period, student teams worked in close association with their mentors to create, parameterize and evaluate ecological models to better understand their systems of interest. Students then disseminated their results at local, regional, and international meetings and through publications (one in press and one in progress). Direct and indirect measures of student development revealed that our REU program fostered a deep appreciation for and understanding of mathematical ecology. Finally, the program allowed students to gain experiences working with individuals with different backgrounds and perspectives. Taken together, this REU program allowed us to successfully excite, motivate and prepare students for future positions in the area of mathematical biology, and because of this it can be used as a model for interdisciplinary programs at other institutions.