2025 ASEE Annual Conference & Exposition

[Work in Progress] Broadening Participation and Building Students’ Self-Efficacy Through Experiential Learning Undergraduate Research Experiences focused on STEM Research for Social Change

Three mission-aligned universities in different U.S locations collaborated to launch the inaugural year (2024) of the STEM Research for Social Change Research Experience for Undergraduates (REU) program (National Science Foundation REU) to provide transformative, interdisciplinary experiential learning to undergraduates through 10-week, faculty-mentored summer research with social change partners designed to advance UN Sustainable Development Goals achievement. This program is a model for broadening participation in STEM by providing underrepresented first through third year science and engineering students with a structured research experience that builds their self-efficacy related to STEM research, career development, and future sense of self. This REU also demonstrates effective co-mentorship of undergraduate research utilizing in-person and remote strategies. In compliance with the 2023 Supreme Court affirmative action ruling, the collaborating institutions implemented successful recruitment and cohort selection strategies resulting in broadened REU participation. Recruitment leveraged the institutions’ faith-based, land-grant, historically Black university (HBCU), and Hispanic-serving (HSI) missions and identities and social capital with other mission-aligned institutions, HBCUs, HSIs, and STEM professional societies. Of 43 REU applicants, 79% self-identified as an underrepresented race/ethnicity, and 65% self-identified as women (63%) or non-binary (2%). The selection criteria focused on academic experiences; interest in STEM research for social change projects; and three personal statements centered on STEM educational goals, STEM sense of belonging experiences, and overcoming adversity based on identity. The inaugural cohort of eight students (self-reported 75% women, 62.5% underrepresented race/ethnicity) majored in computer science (50%), materials engineering (12.5%), physics (12.5%), electrical engineering (12.5%), and mechanical engineering (12.5%), and 50% were second-year students, 25% were first-year students, and 25% were third year students. One of the REU’s objectives was increasing participant’s STEM self-efficacy through mentored STEM research for social change, which was evaluated using anonymous surveys and interviews administered by an external evaluator. The REU participants reported more confidence working on a project within a STEM field after the 10-week mentored research experience, and participants found self-confidence in producing high quality work with the network of support provided by the collaborating in-person and remote REU mentors. Many participants shared new plans for graduate school based on what they learned during the program. Three-quarters of the participants self-reported feeling more confidence in: (a) overcoming problems with teachers or teaching assistants; (b) understanding articles with STEM content; (c) having a career in STEM; and (d) performing confidently in a STEM career. Based on these inaugural cohort outcomes, the STEM Research for Social Change REU is anticipated to increase the diversity of individuals engaging in high impact research experiences in order to increase pathways for students interested in STEM careers and graduate schools. By providing structured research experiences integrated with social partners, social impact, and faculty-mentored support, this program increases STEM student awareness of social issues, builds partnerships with social change organizations, and prepares students to become socially engaged citizens. This will impact society, beyond science and technology, by diversifying the STEM workforce and creating the next generation of confident STEM leaders for societal benefit.

Authors

Dr. Kenya Crosson University of Dayton [biography]

Dr. Kenya Crosson serves as Associate Dean for Faculty and Staff Affairs and Research in the School of Engineering at the University of Dayton (UD), and she is an Associate Professor in the Department of Civil and Environmental Engineering and Engineering Mechanics. A UD faculty member since 2007, Kenya teaches undergraduate and graduate courses; manages an environmental engineering research program; and uses her professional skills to advance initiatives and outreach at the university, in her STEM field, and her community. Kenya teaches courses in engineering design, hydraulics, water treatment, and water quality. Her research program focuses on water treatment and water quality, and she collaborates with diverse, interdisciplinary teams to develop, characterize, and evaluate new materials for drinking water and wastewater treatment applications. Dr. Crosson’s leadership activities allow her to work collaboratively to advance institutional goals and mission within her department, the School of Engineering, and the university. She facilitated the strategic planning implementation team’s revisioning of the School of Engineering’s promotion and tenure policies for tenure track faculty, lecturers, and professors of practice; served a three-year term as the UD Learning Teaching Center’s Faculty Development Fellow for Diversity and Inclusion, provides workshops on inclusive teaching and anti-racism for the university community; participates in the American Society of Engineering Educators Committee on Diversity, Equity, and Inclusion, and provides workshops and webinars for the Sloan Scholars Mentoring Network’s community of graduates of the Sloan Minority PhD Program. Dr. Crosson is a 2018 HERS Leadership Institute alumna and an alumna fellow of the 2021-2022 Executive Leadership in Academic Technology, Engineering and Science (ELATES) Program.
Elizabeth Generas Wright State University [biography]

Elizabeth Generas is an external evaluator for education and social justice projects. She completed a graduate certificate in Program Evaluation from Wright State University, where she is also a doctoral candidate in the Doctor of Organization Studies program.
Dr. Leanne Petry Central State University [biography]

Dr. Leanne Petry is a Materials Engineer and Professor in the College of Engineering, Science, Technology, and Agriculture (CESTA) at Central State
University (CSU). Her expertise lies in analytical and materials characterization techniques, including microscopy, spectroscopy, chromatography, and electrochemistry. Her research focuses on electrode surface oxidation-reduction reactions for sensor applications, material corrosion mechanisms, and electrochemical degradation. She is a strong advocate for integrating high-impact practices, such as problem-based learning, into lectures, laboratories, and outreach initiatives to enhance student and community engagement in STEM education.
Melissa Karlin St. Mary's University [biography]

Dr. Melissa Karlin serves as the Director of Office Student Research and Inquiry (OSRI) at St. Mary's University (StMU), and is a Professor of Environmental Science and Sustainability. A StMU faculty member since 2012, Melissa teaches undergraduate courses in GIS, ecology, experimental design, and conservation biology. Her research focuses on wildlife ecology and conservation genetics applications with canids. Dr. Karlin is the lead StMU PI on three National Science Foundation grants and as the Director of OSRI, co-manages an annual 2-day research symposium for StMU students, faculty and staff.
Margaret Pinnell University of Dayton [biography]

Dr. Pinnell is a professor emerita at the University of Dayton where she worked for over two decades. While at the University of Dayton she held a number of administrative positions including Associate Dean of Faculty and Staff Development and Interim Dean in the School of Engineering, and the Assistant Provost for Learning and Executive Director of the Learning Teaching Center for the Office of the Provost. Her areas of scholarship include experimental mechanics of materials, teaching and learning, K-12 STEM. Dr. Pinnell is actively engaged in ASEE, WEPAN and DO STEM.
Camryn Lanise Justice University of Dayton

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025