Summer Research with Undergraduate Students: A Multi-Thread Design

Abstract

In recent years, many universities have made it a priority to provide students with more opportunities for undergraduate research. This growth has been particularly notable in STEM, with undergraduate research appearing in a variety of forms (e.g., as part of a course, as a multi-day event, or as a summer-focused project). Some endeavors, like the National Science Foundation’s Research Experiences for Undergraduates (REU) program, are large-scale ventures, while others are localized. Regardless of scope, the benefits of adopting the recognized high-impact practice of undergraduate research are multifold. First, students who are exposed to state-of-the-art research can acquire research and professional skills; increase their knowledge, interest, and confidence in the subject; and improve their academic performance. Second, undergraduate research fosters the professional development of faculty advisors by providing a stage for sharpening skills in research guidance and advising, as well as working collaboratively with students to advance their work. Third, it benefits the field of research at large by increasing student retention and persistence, promoting recruitment for graduate programs, and diversifying the demographics of the field. These benefits are well evidenced in the literature. A successful undergraduate research experience, however, relies on a design that accounts for the particular constraints of the host institution. Like many other non-R1 institutions, we are limited in terms of budget, facilities, space, and faculty and student time to dedicate to undergraduate research projects, and we also face the uncertainty of short-term research (due to its experimental nature). In this work, we present our design for a summer-focused undergraduate research (SUR) program in CS/IT that has been implemented on a regular basis over the past decade. The program aims to provide the key features of a well-rounded graduate research experience, scaled down to fit the constraints under which we are operating. Additionally, it serves as an opportunity to increase participation in CS/IT by students from under-represented minority groups and to facilitate collaboration with faculty and students in other STEM fields. In addition to presenting the design, we discuss the outcomes, summarize the design strategies, and share lessons learned from the program, with the hope of motivating the development of similar endeavors at other institutions.