BOARD # 236: Enhance the REU Participants’ Identification with Research Training and Engagement

Yu-Fang Jin; Jianwei Niu

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: NSF Grantees Poster Session I
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 6
Permanent URL: https://peer.asee.org/55595

Paper Authors

biography

Yu-Fang Jin The University of Texas at San Antonio orcid.org/0000-0002-7421-527X

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Dr. Yufang Jin got her Ph.D from University of Central Florida in 2004. After her graduation, she joined the University of Texas at San Antonio (UTSA). Currently, she is a Professor with the Department of Electrical and Computer Engineering at UTSA. Her research interest focus on applications of artificial intelligence, interpretation of deep learning models, and engineering education.

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biography

Jianwei Niu The University of Texas at San Antonio orcid.org/0000-0002-5667-3285

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Dr. Niu is the Dean of University College, Hispanic Thriving Institution Endowed Chair, and a professor of Computer Science at the University of Texas at San Antonio. Since earning her Ph.D. from the University of Waterloo in 2005, she has held esteemed positions, including the Hispanic Thriving Institution Endowed Chair and the Microsoft President’s Endowed Professorship. Her research focuses on software engineering, cybersecurity, and privacy compliance analysis, supported by various prestigious organizations including NSF, NSA, DoD, and Microsoft Inc.. Dr. Niu has supervised 11 Ph.D. students, five of whom have secured tenure-track positions, and has published over 60 peer-reviewed papers, receiving multiple best paper awards for her work. She also plays a pivotal role in curriculum development and establishing partnerships to advance UTSA's standing in computing, multidisciplinary studies, and data science education.

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Abstract

Objective and Motivation: The Research Experiences for Undergraduates (REU) program fosters research interests among students, motivates them to pursue advanced degrees in Science, Technology, Engineering, and Mathematics (STEM) fields, and develops a diverse, skilled workforce for STEM careers. A strong STEM identity has been linked to a higher likelihood of pursuing a STEM-related career. Understanding how these identities develop and are nurtured - through formal institutional education and informal programs like the REU—is critical. This study aims to examine the impact of REU training experiences on their STEM identification and related career paths.

Methods: REU training and development activities were planned to provide authentic learning experiences and an enhanced sense of belonging to the REU site. A learning-practice-service cycle was integrated into the REU activities to strengthen the sense of belonging to professional societies. Post-REU surveys were conducted each year at the end of the REU program. After the REU students left the REU site, the PI followed up with REU participants' academic progress and their career choice post-REU training. Trainees' working attitudes and progress on research were evaluated and quantified by the REU mentors based on REU presentations and progress reports to identify the significant factors impacting REU participants' career choices.

Results: Thirty-eight undergraduate students were trained with the joint support of an NSF REU site and hosting institute during 2021-2024. About 22 REU trainees are from underrepresented groups. The post-REU survey showed a positive response to the sense of belonging and interest in continuing the STEM career. The research findings have led to 29 posters/oral presentations at international conferences, 20 manuscripts in conference proceedings, and 14 journal manuscripts. A total of 12 REU trainees joined graduate schools post-REU training. All 12 REU trainees who joined graduate school worked with their REU mentors on publications such as abstracts, conference proceedings, or journal articles.

Conclusion: Responses from post-REU surveys and the outcomes of REU training confirmed the critical role played by authentic learning experiences and a sense of belonging in shaping STEM identity. Our findings provide valuable insights for designing REU activities that effectively strengthen the STEM identity of REU participants.

Citation
Format

Jin, Y., & Niu, J. (2025, June), BOARD # 236: Enhance the REU Participants’ Identification with Research Training and Engagement Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55595

TY - CPAPER
AB - Objective and Motivation:
The Research Experiences for Undergraduates (REU) program fosters research interests among students, motivates them to pursue advanced degrees in Science, Technology, Engineering, and Mathematics (STEM) fields, and develops a diverse, skilled workforce for STEM careers. A strong STEM identity has been linked to a higher likelihood of pursuing a STEM-related career. Understanding how these identities develop and are nurtured - through formal institutional education and informal programs like the REU—is critical. This study aims to examine the impact of REU training experiences on their STEM identification and related career paths.

Methods:
REU training and development activities were planned to provide authentic learning experiences and an enhanced sense of belonging to the REU site. A learning-practice-service cycle was integrated into the REU activities to strengthen the sense of belonging to professional societies. Post-REU surveys were conducted each year at the end of the REU program. After the REU students left the REU site, the PI followed up with REU participants&#39; academic progress and their career choice post-REU training. Trainees&#39; working attitudes and progress on research were evaluated and quantified by the REU mentors based on REU presentations and progress reports to identify the significant factors impacting REU participants&#39; career choices.

Results:
Thirty-eight undergraduate students were trained with the joint support of an NSF REU site and hosting institute during 2021-2024. About 22 REU trainees are from underrepresented groups. The post-REU survey showed a positive response to the sense of belonging and interest in continuing the STEM career. The research findings have led to 29 posters/oral presentations at international conferences, 20 manuscripts in conference proceedings, and 14 journal manuscripts. A total of 12 REU trainees joined graduate schools post-REU training. All 12 REU trainees who joined graduate school worked with their REU mentors on publications such as abstracts, conference proceedings, or journal articles.

Conclusion:
Responses from post-REU surveys and the outcomes of REU training confirmed the critical role played by authentic learning experiences and a sense of belonging in shaping STEM identity. Our findings provide valuable insights for designing REU activities that effectively strengthen the STEM identity of REU participants.

AU - Yu-Fang Jin
AU - Jianwei Niu
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - BOARD # 236: Enhance the REU Participants’ Identification with Research Training and Engagement
UR - https://peer.asee.org/55595
ER -