2026 ASEE Annual Conference & Exposition

This Work-in-Progress (WIP) paper explores how participation in a Research Experience for Undergraduates (REU) program at Texas A&M University shapes students’ perceptions of their research experiences and considerations toward graduate education in Materials Science and Engineering (MSEN) and related disciplines. While REU programs are widely implemented and associated with gains in research skills and professional development, prior work has primarily emphasized outcome-level measures rather than how students interpret their experiences during the research process. The study explores undergraduate participants’ perspectives following their participation in an MSEN-focused REU program involving experimental and computational research projects. A multi-method approach was used, incorporating qualitative analysis of open-ended reflections with descriptive analysis of post-program Likert-scale survey responses with each data source analyzed independently. Data was collected from seven participants using pre- (one open-ended reflection prompt) and post-program survey that included 22 Likert-scale items and open-ended reflection prompts. Findings indicate that participants described increased clarity regarding the nature of research, greater confidence in engaging with research tasks, and more informed perspectives on pursuing graduate-level education. Participants also reflected on their roles within research environments and the expectations associated with graduate study. Reflections also indicated that students perceived growth in their preparedness for graduate-level research and engagement with materials science research. In addition, participants reported increased perceived understanding of materials science and engineering concepts and a stronger sense of professional identity as emerging engineers. These findings are presented as exploratory and reflect participants’ self-reported interpretations rather than objective or generalizable outcomes. This study contributes to ongoing discussions on undergraduate research by highlighting how students make meaning of their REU experiences, offering insights to inform future theory-driven and assessment-oriented investigations.