Incorporating a learning community approach to enhance a fuel cell research experience for undergraduates (REU)

Abstract

Undergraduate summer research experiences typically involve a mix of solitary research coupled with traditional classroom-based seminars. The short duration of the experience and the often isolated nature of the project can preclude development of the network of personal interactions that characterizes contemporary collaborative research and learning. This paper discusses steps that have been taken to transition the Materials and Processes for Proton Exchange Membrane Fuel Cells Research Experience for Undergraduates to a learning community model. In 2007, a research group facilitator position was added to build rapport among students, encourage dissemination of research through publications and presentations, and to guide their choice and voice in their summer experience. Programmatic changes included weekly brown bag lunches, student-initiated lab tours, peer problem solving and editing, and social events. Exit interview data revealed that this was a positive change resulting in a better sense of community and a more rewarding and successful experience. Future additions to the program will include gathering program input at the start of the summer to shape seminars and workshops, offering training and support to mentors, incorporating a book club element to the brown bag lunches, expanding networking opportunities, and offering additional resources to support the communication goals. Based on our results, other REUs are encouraged to incorporate learning community principles to add value to the experience for their participants. © American Society for Engineering Education, 2008.