Examining Student Outcomes from a Research Experiences for Undergraduates (REU) Program: Year Two Results

Abstract

The importance of undergraduate research experiences in facilitating students' research-based skills and development has been supported in numerous studies [1][2][3][4] . The current study presents a follow-up, second-year evaluation of an in-progress research experiences for undergraduates (REU) program, funded by the National Science Foundation, which focuses on the integration of biology and materials. Participating students (N=13; 39% female; 54% underrepresented minority status) completed measures of research-based skills and experience, likelihood of pursuing graduate school, and openness to collaborating with others both prior to and after completion of the ten week REU program. Participants also completed in-depth interviews as well as measures of REU program satisfaction and ratings of REU program elements after completing the REU.Students demonstrated significant gains in measures of research experience and specific research-based skills. Students also rated themselves as open to collaborating with other students and faculty during research both before and after completing the program. Ratings of program elements indicated positive ratings of the working relationship with research mentors, the working relationship with research group members, the amount of time spent with research mentors, and the advice given about graduate school. Improvement was suggested for the element of amount of time spent doing meaningful research. REU program participants indicated anticipated completion of a presentation, talk, or poster at a professional conference (25%) and involvement in co-writing a paper for either an academic journal or an undergraduate research journal (33%). Approximately 58% of participants indicated plans for some level of graduate school at program completion.Interviews of program participants corroborated the indication of research-based gains and provided a more in-depth understanding of impact of the program. Specifically, interviews provided information about participants' interests in pursuing the program, perceptions of the effectiveness of specific program elements, and suggestions for improvement. Implications for the development of research programs for undergraduate students are discussed.

NSF REU entrepreneurially minded applied energy program evaluation: traditional delivery versus alternative delivery (implemented during COVID-19)

“…In-person programs expose students to a laboratory environment that creates structure and limits distractions (Sheng et al ., 2014). Additionally, the students that have participated in the REU program have positively rated the relationships with the other research group members, which also provides them with a feel of a research environment and college life (Follmer et al ., 2016). Studies have found that students enjoy the social environment of laboratory work (Sheng et al ., 2014).…”

“…In addition, since students can back out last minute, logistic programs are generated, linked to housing, meals, transportation, etc. Due to the short period of time, another challenge mentioned by professors is deciding what level of autonomy to give students and what type of tasks to assign them (Follmer et al ., 2016). The students also identified challenges, which are mainly related to the program’s structure concerning the definition of goals and timeline for each research project and the flow of information and directions throughout the project (Sheng et al ., 2014).…”

Ten Simple Rules for Students Navigating Summer Research Experiences for Undergraduates (REU) Programs: From Application to Program Completion

“…As an aspiring scientist, participating in an REU can serve as a prime stepping stone to science, technology, engineering, and mathematics (STEM) terminal degrees (such as a Ph.D. or M.D.) (3,7) (6,(8)(9)(10). REUs have also been found to offer affirming experiences for students as they consider future careers in science (6,11) and, notably, have been reported as a critical gateway for students from underrepresented/marginalized identity groups into STEM fields (1,3,5,7).…”

Board 49: Work in Progress: An Exploration of Students’ Conceptualization of Research after Participating in an Undergraduate Research Experience

“…Meanwhile, more accurate conceptualizations may encourage those who would excel in graduate school to actually pursue it. Allusions to this point have been made in previous research (Follmer, Zappe, Gomez, & Kumar, 2016). In this evaluation of a biology/materials-oriented REU program Follmer and colleagues found that students reported an increased understanding of research and the process involved.…”