Enhancing STEM Education: The Role of Undergraduate Research

As we march into the digital era, an increasing demand for STEM skills is counterposed by a report suggesting that 62% of STEM graduates do not enter STEM fields. Does this disparity betray an education system inadequately preparing students for future opportunities?¹

Image Credit: Gorodenkoff/Shutterstock.com

Arguably so—and solving this disconnect requires innovative strategies to equip students for STEM careers better.

Enter undergraduate research (UR). This powerful initiative plays a pivotal role in STEM education by providing students with practical skills and exposing them to real-world applications of scientific concepts. What is more, UR is a strong predictor of academic success and has been shown to address challenges in recruiting and retaining underrepresented minorities effectively.²

However, barriers like faculty workload, financial constraints, and logistical challenges can hinder participation in UR.³ To address this, institutions are adopting fresh models, such as integrating research throughout the curriculum at Bridgewater State University or designing applied projects at Stonehill College.

With wide-reaching potential, these efforts work to enhance accessibility, boost inclusivity, meet accreditation standards, and help prepare students for success in STEM careers.^4,5

Tweaking STEM Curricula: Preparing Students for the Future

To prepare students for the demands of an ever-evolving world, institutions are modifying STEM curricula by replacing outdated "cookbook" laboratory experiments—rigid, stepwise tasks that typically overlook creativity and critical thinking—with inquiry- and project-based learning (PBL).

Inquiry-based learning immerses students in the scientific process, prompting them to explore how discoveries are made and applied. Meanwhile, PBL mirrors real-world scientific practices in which students are taught how to devise experimental protocols and exercise effective scientific communication.^4,6

Furthermore, research-driven labs are reshaping upper-division STEM education, focusing on advanced abilities, problem-solving, and the latest techniques. Oregon State University's Paradigms in Physics program exemplifies this shift, restructuring its curriculum around core models and active engagement strategies.⁷

Interdisciplinary Projects: Collaboration for Real-World Solutions

In uniting theory and practice, institutions are integrating interdisciplinary projects into their curricula. These initiatives are designed to inspire teamwork, broaden students' perspectives, and underscore the real-world significance of their efforts.

The iCons (Integrated Concentration in Science) program at UMass Amherst brings together students from diverse STEM and business disciplines to tackle global challenges. By emphasizing multidisciplinary teamwork, student-driven learning, and peer mentoring, the program promotes collaboration.

Participants develop problem-solving expertise, leadership, and strong communication skills while gaining hands-on experience addressing real-world problems. The iCons program is one of many university programs that exemplify how interdisciplinary education prepares students to meet the complex challenges of the modern world.⁸

Funding: The Significance of Grants

Bursaries from organizations like the National Science Foundation (NSF) drive undergraduate STEM education by funding research opportunities, such as the REU and IRES programs. REU participants engage in research at U.S. or international host institutions, acquiring mentorship, stipends, and professional connections. Similarly, IRES offers international research experiences, cultivating global collaboration and expertise development. These programs equip students for STEM careers while advancing scientific and societal goals.⁹

The Transformative Role of Advanced Photonics Labs in Student Learning

Advanced facilities like the LEAP Lab at Stonehill College significantly improve STEM education by providing students with the latest tools and real-world experiences. Supported by state funding, the LEAP Lab features industry-grade equipment like photonic integrated chips, FTIR microscopes, UV-VIS spectrophotometers, and automated wire bonders. Students undertake projects like fabricating photodetectors and developing AI-powered face recognition systems, bridging theoretical learning with practical applications.¹⁰

Additionally, the Photonics & Optical Engineering Certificate Program offers specialized training in photonics and electronics, further preparing students for STEM careers.¹¹

Expanding Access to Research: Opportunities for Every Student

Institutions are implementing novel programs to make research accessible to all students, including those balancing work or commuting. Stonehill College integrates research into coursework with photonics projects, while the University of Richmond's Integrated Inclusive Science program supports underrepresented STEM students through initiatives like URISE, a 2.5-week pre-first-year summer experience combining faculty- and peer-mentored research projects with team-building activities.^5,12

Balancing Hurdles and Gains

Undergraduate research is critical in STEM education, refining critical thinking, technical skills, and career readiness. Moreover, it is known to boost engagement, problem-solving, and success, especially in underrepresented demographics.

However, barriers like faculty workloads, funding shortages, and limited resources restrict access. Expanding UR requires institutional support and updated programs, such as Stonehill College's photonics initiatives and Richmond's Integrated Inclusive Science program, which demonstrate how to broaden participation and maximize its benefits.^3,13

Pittcon Presents: Transformative Approaches to STEM Education

On March 3^rd, Pittcon will host two featured talks as part of its Professional Development track. These events will highlight how institutions are advancing education to equip students for research-driven careers while showcasing the latest developments in analytical research and scientific instrumentation.

Scaffolding Research into the Four-Year Chemistry Curriculum at Bridgewater State University

Dr. Cielito "Tammy" King's presentation will explore how Bridgewater State University has transformed its chemistry program to make undergraduate research more accessible and equitable for students, including those who commute or work. The talk will detail the program's shift from "cookbook" labs to inquiry- and project-based learning, integrating research activities throughout the four-year curriculum.

Dr. King brings a wealth of experience in research and education, making her exceptionally suited to address advances that bridge theoretical concepts with practical applications.^14,15

Incorporating Research into the Photonics Curriculum at Stonehill College

Dr. Guiru "Ruby" Gu's presentation will highlight how Stonehill College's Photonics Program incorporates research directly into its curriculum, offering students practical experience with cutting-edge technologies. Featured projects include the design and testing of photodetectors and the creation of AI-driven face recognition systems using Jetson Nano edge-computing platforms.

With extensive expertise in optoelectronics research and experience in designing innovative photonics curricula, Dr. Gu is well-positioned to share insights on advancing STEM education through research integration.^10,16

Conclusion: Advancing STEM Education Through Research and Collaboration

Integrating research into STEM curricula promotes inclusivity while providing students with practical skills, preparing them for real-world challenges. From revamped programs like those at Stonehill College and the University of Richmond to advancements in photonics labs and interdisciplinary coursework, these efforts demonstrate the transformative power of undergraduate research in enhancing accessibility and skill development.

Pittcon provides a unique platform to share these curriculum innovations, inspire collaboration, and drive further advancements in STEM education. To explore these discussions and discover additional resources, visit Pittcon's website and join the conversation on shaping the future of STEM education.

References and Further Reading

1. Cheeseman Day, J. and Martinez, A. (2021). Does Majoring in STEM Lead to a STEM Job After Graduation? (online) The United States Census Bureau. Available at: https://www.census.gov/library/stories/2021/06/does-majoring-in-stem-lead-to-stem-job-after-graduation.html.
2. Beasley, H.K., et al. (2024). A review of undergraduate research programs aimed at underrepresented students. STAR Protocols, (online) 5(2), p.102997. https://doi.org/10.1016/j.xpro.2024.102997.
3. Pierszalowski, S., Bouwma-Gearhart, J. and Marlow, L. (2021). A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color. Social Sciences, 10(9), p.328. https://doi.org/10.3390/socsci10090328.
4. Santos, C. (2020). Revision of Introductory Chemistry Lab Curriculum to Incorporate Inquiry-Based Experiments to Enhance Student Learning. (online) Virtual Commons - Bridgewater State University. Available at: https://vc.bridgew.edu/honors_proj/343 (Accessed 31 Jan. 2025).
5. Serna, S., et al. (2019). A modular laboratory curriculum for teaching integrated photonics to students with diverse backgrounds. pp.142–142. https://doi.org/10.1117/12.2523867.
6. Pina, M. (2021). Developing an Inquiry-based Laboratory Project for CHEM 142L Course at BSU. (online) Virtual Commons - Bridgewater State University. Available at: https://vc.bridgew.edu/honors_proj/490 (Accessed 31 Jan. 2025).
7. McIntyre, D.H., Tate, J. and Manogue, C.A. (2008). Integrating computational activities into the upper-level Paradigms in Physics curriculum at Oregon State University, American Journal of Physics, 76(4), pp. 340–346. https://doi.org/10.1119/1.2835052.
8. University of Massachusetts Amherst. (2024). Integrated Concentration in STEM (iCons) : UMass iCons Program : UMass Amherst. (online) Available at: https://icons.cns.umass.edu/ (Accessed 31 Jan. 2025).
9. NSF - National Science Foundation. (2024). Information for Undergraduates. (online) Available at: https://new.nsf.gov/funding/undergraduates [Accessed 22 Oct. 2024].
10. Pittcon. (online) Incorporating Research into the Photonics Curriculum at Stonehill College. Available at: https://labscievents.pittcon.org/event/pittcon-2025/planning/UGxhbm5pbmdfMjQ1Mzk0NQ== (Accessed on 22 January 2025).
11. College, S. (2025). Photonics & Optical Engineering Certificate Program. (online) Stonehill College. Available at: https://www.stonehill.edu/programs/photonics-certificate/ (Accessed 31 Jan. 2025).
12. University of Richmond. (2024). URISE Program - Integrated Inclusive Science - School of Arts & Sciences - University of Richmond. (online) Available at: https://inclusivescience.richmond.edu/urise/index.html (Accessed 31 Jan. 2025).
13. Petrella, J.K. and Jung, A.P. (2008). Undergraduate Research: Importance, Benefits, and Challenges. International journal of exercise science, 1(3), pp.91–95. https://doi.org/10.70252/mxri7483.
14. Bridgewater State University. (2025). Dr. Cielito Tammy King. (online) Available at: https://www.bridgew.edu/department/chemical-sciences/dr-cielito-tammy-king (Accessed 31 Jan. 2025).
15. Pittcon. (2025). Scaffolding Research into the Four-Year Chemistry Curriculum at Bridgewater State University. (online) Available at: https://labscievents.pittcon.org/event/pittcon-2025/planning/UGxhbm5pbmdfMjQ1MzkzMg== (Accessed 31 Jan. 2025).
16. Stonehill College. (2024). Guiru Gu. (online) Available at: https://www.stonehill.edu/faculty-staff-directory/details/guiru-gu/ (Accessed 31 Jan. 2025).

This information has been sourced, reviewed and adapted from materials provided by Pittcon.

For more information on this source, please visit Pittcon.