2026 ASEE Annual Conference & Exposition

Community colleges serve as a critical entry point to higher education for over half of undergraduate students in the United States, including a substantial proportion pursuing degrees in science, technology, engineering, and mathematics (STEM). Despite their importance, students and educators at community colleges often have limited access to high-impact research experiences that are known to support long-term success in STEM fields. Similarly, high school educators often lack exposure to current research practices and mentorship opportunities that could enhance their teaching and engagement with students.
To address these gaps, XXXX University hosted XXXXXX program, funded through the National Science Foundation’s (NSF) Directorate for Engineering as a supplement to a Research Experience for Undergraduates (REU) site. In the summer of 2025, the program supported 11 participants, divided into three teams. Each team consisted of community college students, 4-year university undergraduate STEM students, high school STEM teachers, and community college faculty, and was supervised by a graduate student mentor. Over six weeks, participants took part in an immersive research and mentoring experience focused on applied microelectronics. Participants engaged in authentic, team-based research projects alongside the graduate student mentors. Through hands-on work in state-of-the-art nanofabrication cleanroom facilities, weekly research seminars, and professional development sessions, participants explored key topics in microelectronics and semiconductor technologies, including microfabrication techniques, sensor and electrode design, and material characterization. The program aimed to enhance participants' content knowledge, critical thinking, and problem-solving skills while fostering greater awareness of career pathways in the semiconductor industry.
A key element of the program was the integration of mentorship training for graduate students, who completed the Entering Mentoring curriculum and applied these skills in real-time as mentors to the REM participants. Simultaneously, educators in the program received instructional resources to bring microelectronics and research experiences into their classrooms, promoting a broader culture of STEM engagement in their home institutions. Ongoing program evaluation, conducted through surveys and focus group interviews, informs continuous improvement. Preliminary outcomes showed that 88% of participants agreed that the program improved their professional skills, particularly in areas such as communication, collaboration, and technical writing. Participants also reported an increased interest in pursuing STEM degrees, along with overall growth in research skills. The long-term educational outcome is to strengthen the microelectronics workforce in the Greater Houston area by developing a pipeline of talented U.S. students and educators who are motivated and equipped to apply the research, technical, and communication skills gained through the REM program to succeed in STEM fields.