The Evolution of Multi-Site Combined REU/RET Program: From In-Person to Virtual to Hybrid

ABSTRACT

In 2018, the Smart City Research Experience for Undergraduates (REU) and Research Experience for Teachers (RET) (SCR2) Mega-Site program was launched, aiming to improve the participation and graduation rates of post-secondary students of underrepresented and minority groups in the field of Engineering. Funded by the National Science Foundation (NSF), the SCR2 program has been successfully conducted for the last three years, engaging a consortium of 14 Historically Black Colleges and Universities (HBCUs) and 1 Hispanic Serving Institution (HSI). Morgan State University in Baltimore, Maryland, is the lead institution for this program. The SCR2 program is designed to engage underperforming REU students in research opportunities demonstrated to improve students' retention and graduation rates. In addition, teachers from local community colleges and high schools are recruited in this program as RET participants. The experience of RET participants in hands-on engineering research projects helps them encourage their students to pursue engineering as a career. The SCR2 program offers summer research experience (eight weeks for students and six weeks for teachers) focusing on smart and connected cities. In this paper, we present our learnings from the last three years of the SCR2 program, which will inform the progress of engineering education and training in the United States. While the 2019 SCR2 program was able to offer on-campus research experience and mentorship for the REU/RETs, the 2020 program had to go virtual to accommodate the extraneous circumstances posed by the COVID-19 pandemic. Despite this transition, the 2020 program engaged 32 undergraduates and 12 teachers, who successfully participated in 12 research projects across three host sites. Learning from the experience of the summer 2020 virtual program, the 2021 SCR2 program was redesigned as a hybrid program and was able to bring six host sites together, offering 18 projects in which 47 undergraduates and 23 teachers participated. One major success of the program was the positive impact of remote learning on both students and teachers. Despite the hybrid nature of the program, students excelled in their technical skills due to the effective collaboration using video conferencing tools. However, during the post-program survey, one primary concern was reported regarding the reduced participation of women students in the program. Simultaneously, the women participants reported less satisfaction and reduced confidence and knowledge gain than men. The transition of the SCR2 program from on-site to online and finally hybrid model exemplifies how innovation in engineering education can overcome the challenges posed by the health crisis. However, it is evident from the assessment results that more attention is needed concerning the experience of women in the program to improve their sense of belongingness in the field of engineering. © American Society for Engineering Education, 2022.