Mentoring Practices Lessons Learned: A Seven-Year Case Study of the NHERI Research Experiences for Undergraduate Program

Karina Ivette Vielma; Robin Lynn Nelson; JoAnn Browning

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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: Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design
Tagged Division: Cooperative and Experiential Education Division (CEED)
Page Count: 19
Permanent URL: https://peer.asee.org/56965

Paper Authors

biography

Karina Ivette Vielma The University of Texas at San Antonio orcid.org/0000-0001-5452-8888

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Dr. Karina I. Vielma is a first-generation college student who dreamed big. As the eldest of five children, Dr. Vielma became very resourceful, attributing her skills to growing up in poverty. Her parents had high expectations for school and this prepare

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biography

Robin Lynn Nelson University of Texas at San Antonio

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Robin Nelson has a PhD in Interdisciplinary Learning and Teaching with a cognate in Instructional Technology from the University of Texas at San Antonio. She is a certified teacher who taught PK-3 to 12th grade for 16 years. She is currently an Education Specialist in the Klesse College of Engineering & Integrated Design coordinating the NSF NHERI REU, NHERI GSC, and NHERI Summer Institute, with the NSF NHERI Education Community Outreach. She previously worked as a Graduate Research Assistant (GRA) for the NSF TRESTLE project supporting active learning course transformation across engineering courses, the NSF Computer Science Grant CS4SA, the COEHD’s integration of technology across the education preparation program, and coordinated the Power-Up Learning Conference. Her research interests include supporting self-efficacy and growth mindset within undergraduate engineering students, evidence-based active learning teaching practices, support of TPACK within preservice teachers, and integrating computer science within traditional K-12 curriculum.

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JoAnn Browning P.E. The University of Texas at San Antonio

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Dr. Browning was named Dean and David and Jennifer Spencer Distinguished Chair of the UTSA College of Engineering in August 2014. Previously she was a faculty member at the University of Kansas for 16 years, and served 2 years as Associate Dean of Admini

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Abstract

The National Science Foundation (NSF) Natural Hazards Engineering Research Infrastructure (NHERI) hosts approximately 33 students every summer at 11 distributed sites across the country for a unique Research Experiences for Undergraduates (REU) Program. These sites, located at universities, focus interdisciplinary research on experimentation, computation and simulation, reconnaissance, and social science aimed at mitigating the effects of natural hazards. The NSF NHERI REU program aims to broaden participation of underrepresented groups including women and racially minoritized students. Faculty mentoring is a key component in the structure of the NHERI REU program that aims to increase interest and preparation in engineering research and graduate studies. Experienced faculty working on research projects at the NHERI sites are assigned to students as mentors at each site. Many sites also provide a network of mentors, including faculty mentors, graduate student mentors, peer mentors, and staff mentors. Over the course of seven years, the NHERI REU program underwent formative changes, including modifications to the mentor training. A comprehensive analysis of qualitative and quantitative data reveal valuable lessons learned about mentoring best practices across interdisciplinary fields and various modalities, including remote, hybrid, and in person research settings. Through a case study analysis, data from REU students’ pre- and post-assessments demonstrate the program’s effectiveness in broadening their interactions with knowledgeable faculty mentors, significantly enhancing students’ overall research experiences. Additionally, through qualitative survey responses and an end-of-program focus group, students articulated their conceptions of quality and exemplary faculty mentorship. Their feedback highlighted how mentors can create advantageous and detrimental situations, particularly significant for impacting the future interest of those engaging in research for the first time. The case study presents data spanning seven years, illustrating how the program has influenced students’ perceptions of engineering research and graduate school through their research assignments and challenges. Results showcase how mentors can work together to provide the necessary support for their success in research and to increase their interest in the field, graduate school, and research. This case study offers a comprehensive view of the students’ experiences with NHERI REU mentors, emphasizing the critical role of effective and inclusive mentorship in shaping students’ growth in engineering.

Citation
Format

Vielma, K. I., & Nelson, R. L., & Browning, J. (2025, June), Mentoring Practices Lessons Learned: A Seven-Year Case Study of the NHERI Research Experiences for Undergraduate Program Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56965

TY - CPAPER
AB - The National Science Foundation (NSF) Natural Hazards Engineering Research Infrastructure (NHERI) hosts approximately 33 students every summer at 11 distributed sites across the country for a unique Research Experiences for Undergraduates (REU) Program. These sites, located at universities, focus interdisciplinary research on experimentation, computation and simulation, reconnaissance, and social science aimed at mitigating the effects of natural hazards. The NSF NHERI REU program aims to broaden participation of underrepresented groups including women and racially minoritized students. Faculty mentoring is a key component in the structure of the NHERI REU program that aims to increase interest and preparation in engineering research and graduate studies. Experienced faculty working on research projects at the NHERI sites are assigned to students as mentors at each site. Many sites also provide a network of mentors, including faculty mentors, graduate student mentors, peer mentors, and staff mentors.
Over the course of seven years, the NHERI REU program underwent formative changes, including modifications to the mentor training. A comprehensive analysis of qualitative and quantitative data reveal valuable lessons learned about mentoring best practices across interdisciplinary fields and various modalities, including remote, hybrid, and in person research settings. Through a case study analysis, data from REU students’ pre- and post-assessments demonstrate the program’s effectiveness in broadening their interactions with knowledgeable faculty mentors, significantly enhancing students’ overall research experiences. Additionally, through qualitative survey responses and an end-of-program focus group, students articulated their conceptions of quality and exemplary faculty mentorship. Their feedback highlighted how mentors can create advantageous and detrimental situations, particularly significant for impacting the future interest of those engaging in research for the first time. The case study presents data spanning seven years, illustrating how the program has influenced students’ perceptions of engineering research and graduate school through their research assignments and challenges. Results showcase how mentors can work together to provide the necessary support for their success in research and to increase their interest in the field, graduate school, and research.
This case study offers a comprehensive view of the students’ experiences with NHERI REU mentors, emphasizing the critical role of effective and inclusive mentorship in shaping students’ growth in engineering.
AU - Karina Ivette Vielma
AU - Robin Lynn Nelson
AU - JoAnn Browning P.E.
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Mentoring Practices Lessons Learned: A Seven-Year Case Study of the NHERI Research Experiences for Undergraduate Program
UR - https://peer.asee.org/56965
ER -