Follmer, D. J., & Zappe, S. E., & Gomez, E. W., & Kumar, M. (2015, June), Preliminary Evaluation of a Research Experience for Undergraduates (REU) Program: A Methodology for Examining Student Outcomes  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24580

\bibitem{asee_peer_24580}
  Follmer, D. J., \& Zappe, S. E., \& Gomez, E. W., \& Kumar, M. (2015, June), \emph{Preliminary Evaluation of a Research Experience for Undergraduates (REU) Program: A Methodology for Examining Student Outcomes}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24580

D. Jake Follmer, Sarah E. Zappe, Esther W. Gomez, and Manish Kumar.  "Preliminary Evaluation of a Research Experience for Undergraduates (REU) Program: A Methodology for Examining Student Outcomes".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24580 Internet.  22 Jan, 2025

\bibitem{asee_peer_24580}
  D. Jake Follmer, Sarah E. Zappe, Esther W. Gomez, and Manish Kumar.
  "Preliminary Evaluation of a Research Experience for Undergraduates (REU) Program: A Methodology for Examining Student Outcomes".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24580 Internet.  22 Jan, 2025

@INPROCEEDINGS{asee_peer_24580
author = "D. Jake Follmer, Sarah E. Zappe, Esther W. Gomez, and Manish Kumar"
title = "Preliminary Evaluation of a Research Experience for Undergraduates (REU) Program: A Methodology for Examining Student Outcomes"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24580}
number = {10.18260/p.24580}
}

TY  - CPAPER
AB  -           Preliminary Evaluation of a Chemical Engineering Research        Experience for Undergraduates (REU) Program: A Methodology                       for Examining Student OutcomesAbstractIntensive programs that provide experiences for undergraduate students to engage in researchhave demonstrated a number of benefits, including: increases in students’ research-basedexperiences, facility in conducting individual research projects, ability to collaborate effectivelyin research-based settings, and ability to communicate and present research and research-basedfindings1-3. This study presents an initial evaluation, following Year 1, of a National ScienceFoundation sponsored Chemical Engineering Research Experience for Undergraduates (REU)program conducted at a large Mid-Atlantic research university which focused on the integrationof biology and materials.Evaluation of the REU program relied upon an extensive assessment methodology using pre- andpost-surveys as well as in-depth student and faculty interviews. An important aspect of the REUcentered on the use of student pairings as a means of facilitating collaborative- and research-based skills. Both broad and specific research- and scientific-based experiential developmentwere assessed4. Specific success metrics, including publications in both academic andundergraduate research journals, presentations at symposia and research conferences, and awardsor scholarships attained as a result of participating in research related to the REU were alsoassessed. Participants’ ratings of specific research experiences (e.g., their working relationshipwith their research mentor) and initial indication of graduate school outcomes were alsoobtained.Participants (n = 14; 29% female; 43% underrepresented minority status) demonstratedsignificant gains after completing the REU program. Comparisons of pre- and post-surveyresponses indicated significant increases in broad research experiences (p < .01) as well as inspecific research- and scientific-based experiences in several key areas (p < .05). These areasincluded significant gains in conceptualizing research and addressing data-based researchquestions, communicating research or scientific results, and understanding research as a process.Participants indicated openness to collaborating with other students as well as a likelihood ofpursuing a graduate degree after completing the REU program. Student ratings of specificresearch experiences indicated overall satisfaction with the program and strong ratings of advicegiven by mentors regarding research and graduate school. Indicators of program successevidenced involvement in presenting a talk or poster to other students/faculty (n =11), presentinga talk or poster at a research conference (n = 8), publishing an article in either an academicjournal (n = 5) or undergraduate research journal (n =5), and winning an award or scholarshipbased on research completed during the REU (n = 1).In-depth interviews provided an assessment of the experiences of both REU participants andmentoring faculty, focusing on motivations for participating in the REU, project-basedexperiences, changes in participants’ skill levels, impact of the REU on conceptualizations ofand plans for research, assessment of the workshops administered and social outings held, andrecommendations for improvement of the REU. Qualitative analysis of interview data revealedan improved understanding of the nature of research and the research process. Qualitativeanalysis also indicated effectiveness of the use of student pairing in facilitating collaborationwith research-based activities. Limitations, recommendations for improvement of the REU, andimplications for chemical engineering education are discussed.Preference: Regular SessionWord Count: 495Bibliography1. Bielefeldt, A. R. 2012. Student learning outcomes from an environmental engineering research program.American Society for Engineering Education, 2012.2. Lopatto, D. 2007. Undergraduate research experiences support science career decisions and active learning. CBELife Sciences Education, 6, 297-306.3. Kardash, C. M. 2000. Evaluation of an undergraduate research experience: Perceptions of undergraduate internsand their faculty mentors. Journal of Educational Psychology, 92, 191-201.4. URSSA, Undergraduate Research Student Self-Assessment. 2009. Ethnography & Evaluation Research,University of Colorado at Boulder, Boulder, CO. www.salgsite.org
AU  - D. Jake Follmer
AU  - Sarah E. Zappe
AU  - Esther W. Gomez
AU  - Manish Kumar
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Preliminary Evaluation of a Research Experience for Undergraduates (REU) Program: A Methodology for Examining Student Outcomes
UR  - https://peer.asee.org/24580
DO  - 10.18260/p.24580
ER  -