Design and Implementation of Large-Scale Summer Undergraduate Research Programs

Experiential learning opportunities (study abroad, service learning, and research experiences) support and enable the continuing evolution of undergraduate engineering programming from a focus on the ‘curriculum’ to the ‘experience.’ Orchestrating large-scale research programs for undergraduates presents significant challenges related to programming, the research itself, engineering professional formation, and assessment of all three. This paper reports on two continuous years' implementation of a large-scale undergraduate summer research program focused on technical research in energetic materials supported by the US Department of Defense via the Army Research Laboratory (ARL). The design and execution of the program were non-trivial and contained challenges and affordances. Evidence-based practice was used to justify program improvements. The paper describes four important design considerations: (i) the appropriate balance between technical research experience and programmatic activities focused on engineering professional formation, (ii) the creation of a “human talent pathway” from undergraduate students to potential graduate students to potential energetic materials scientists and engineers employed by the ARL, (iii) the development of interest in relevant careers and (iv) the promotion of graduate school. Using evidence-based practice, thematic analysis, and continuous improvement frameworks, we assessed each element of the overall program through quantitative and qualitative surveys of student researchers and their mentors across two implementations. Our measurements indicate tension between the technical and professional goals of the program. The second iteration of the program shifted the balance towards technical research. It decreased the role of formal professional development activities while re-committing to the workforce elements of the experience. We conclude that streamlined programs with low-frequency, high-impact events complementing the research allow students to retain the most meaning and knowledge. We provide examples of lessons learned through our continuous improvement process, including the importance of student and mentor feedback and flexibility in program content and delivery. Finally, we present recommendations for the pedagogical design of future undergraduate research programs, including accommodating cohorts with diverse educational backgrounds.