2025 ASEE Annual Conference & Exposition

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.