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A Comprehensive College-centered Engineering Undergraduate Research Program

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Multidisiplinary Student Research Experiences

Tagged Division

Multidisciplinary Engineering

Tagged Topic

Diversity

Page Count

15

Page Numbers

26.25.1 - 26.25.15

DOI

10.18260/p.23366

Permanent URL

https://peer.asee.org/23366

Download Count

54

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Paper Authors

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Natacha Depaola Illinois Institute of Technology

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Eric M. Brey Illinois Institute of Technology

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Fouad Teymour Illinois Institute of Technology

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Paul R. Anderson Illinois Institute of Technology

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Paul Anderson is a registered professional engineer with over 30 years of combined industrial and academic experience related to water resources. At the Illinois Institute of Technology for more than 20 years, he teaches courses in water chemistry, ground water contamination, chemical transport in the environment, and industrial ecology. His recent research interests emphasize wastewater reuse and watershed management. Paul is the director of the Environmental Engineering program and a co-director of the Armour College of Engineering Distinctive Education working group.

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Roberto Cammino Illinois Institute of Technology

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Bonnie Haferkamp Illinois Institute of Technology

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Jamshid Mohammadi Illinois Institute of Technology

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Abstract

A Comprehensive College-Centered Engineering Undergraduate Research ProgramUndergraduate (UG) research is an important component of today’s engineeringeducation. Research experiences allow students to explore beyond the classroom byapplying concepts towards scientific discovery and the development of products andtechnologies that impact society. The number of UG engineering students interested inparticipating in research is increasing. However, UG research opportunities are oftenlimited to students finding a project, laboratory, and mentor on their own . Therefore,only a handful of students typically benefit from a mentored UG research experience. Inaddition, students seeking UG research opportunities and projects have little, if any,knowledge on how to conduct research. A well-structured, guided UG research programcould enhance the undergraduate experience of a large number of students and betterprepare them for making an appropriate postgraduate choice (industrial R&D, graduateschool, etc.) that would lead to career success.In our institution, we have developed and implemented a college-centered engineeringUG R&D Program that teaches students the art of conducting research using acomprehensive approach. The students are introduced to research methods and conceptsthrough a research course, and a series of competitive research project opportunities isprovided. In addition, students are required to present their research findings at a college-wide research expo and submit a paper to student-reviewed campus research journal. Theprogram aims to impact a large number of students interested in working on research anddevelopment projects in all disciplines within engineering. The program is centralized atthe college level and supports student/faculty teams that compete by submitting formalproposals focused on basic research projects or the development of a technology orproduct. Proposals are solicited every semester, including summer, and reviewed forquality and impact with special attention to the mentoring plan. Since its inception(Spring 2013), 178 projects have been supported, with participation of engineeringstudents in their second through fourth years. The funding rate is 70% of submittedproposals that scored within the top 20%. Student participants in this R&D programreported acceptance of their work for presentation in national conferences, receivedresearch awards, and published in peer-reviewed journals. Surveys have beenimplemented to evaluate the impact of the UG research experience on graduate schoolacceptance rates, industrial internships, and placement opportunities upon graduation.Currently available metrics support the significance and impact of this program onstudent education and career success. In this paper we will present and discuss a morecomprehensive analysis of the results from the assessment of the program.

Depaola, N., & Brey, E. M., & Teymour, F., & Anderson, P. R., & Cammino, R., & Haferkamp, B., & Mohammadi, J. (2015, June), A Comprehensive College-centered Engineering Undergraduate Research Program Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23366

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015