2026 ASEE Annual Conference & Exposition

Early engagement in undergraduate research has proven to be a powerful catalyst for motivating students to pursue advanced studies and research-driven careers in engineering and technology. This paper presents a comprehensive evaluation of the NSF Research Experiences for Undergraduates (REU) program jointly conducted between University 1 and the University 2 over the past two summers. The program uniquely integrates students from both engineering and engineering technology disciplines, fostering multidisciplinary research experiences across domains such as human safety, fire protection technology, advanced electronics for personal protective equipment, robotics for search and rescue, and artificial intelligence.
The REU site was intentionally designed to bridge applied and fundamental research, providing students opportunities to engage theoretical modeling and hands-on experimentation. Each summer cohort included students from sophomore to senior levels, representing a diversity of majors and backgrounds. Participants were paired with faculty mentors and graduate student assistants, and engaged in projects that demanded both theoretical understanding and practical implementation. Regular seminars on research methods, technical writing, and ethics, along with peer-led workshops, helped create a cohesive learning community.
Through a combination of formative and summative evaluations, we examined the program’s impact on student learning outcomes, research productivity, and long-term career trajectories. Assessment instruments included pre- and post-surveys, mentor evaluations, student reflections, and follow-up interviews. Results demonstrate clear improvements in student self-efficacy, communication skills, and ability to connect theory with practice. Participants reported an increased interest in pursuing graduate education and research careers.
A key component of this study involves the comparative analysis between engineering and engineering technology students working on projects of equivalent scope. While engineering technology students often enter the program with less emphasis on advanced mathematics, they exhibit strong application-oriented skills and adaptability. Our findings reveal that these students performed comparably to their engineering counterparts in project outcomes, particularly in experimental design, system prototyping, and collaborative teamwork. This outcome underscores the value of integrating both groups in multidisciplinary teams, where theoretical insight and practical implementation reinforce each other.
The paper concludes by discussing lessons learned and future plans for the REU site. Continuous improvement strategies include refining mentor training and expanding partnerships with industry. Overall, this two-year comparative evaluation highlights how a collaborative and multidisciplinary REU framework can effectively cultivate the next generation of adaptive, practice-oriented researchers and innovators who are equipped to meet the challenges of an increasingly complex and interconnected engineering landscape.