Lessons and recommendations from three decades as an NSF REU Site: A call for systems-based assessment

NSFs Research Experiences for Undergraduates (REU) program supports thousands of undergraduate researchers annually. REU sites operate independently with regards to their research mission and structure, leading to a complex educational milieu distinct from traditional classrooms and labs. Overall, REU sites are perceived as providing highly formative experiences for developing researchers. However, given improved assessment practices over REUs three decades, best practices for student learning and evaluation of long-term impacts remain limited. To address this limitation, we recommend the use of systems-based theoretical frameworks when studying REU programs. We outline how one such framework, cultural-historical activity theory (CHAT), could inform the collection of assessment data. Among other strengths, CHAT guides collection of quantitative and qualitative information that can help characterize REU programs in an educationally meaningful context. Adoption of CHAT and similar approaches by REU Sites could improve dialogue among programs, encourage collaborations, and improve evidence-based practices.