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Research Experiences for Undergraduates (REU) programs traditionally function as a recruitment vehicle to encourage students to pursue further studies in STEM (Science, Technology, Engineering and Math) and as an opportunity for STEM majors to delve deeper into their chosen fields of study. Based on a critical examination of REU student feedback, evaluators at CRISP (Center for Research on Interface Structures and Phenomena) have found that in addition to these conventional benefits of research-based experiences, the value of interdisciplinary skill development is integral to the REU experience and these contributions may warrant a more formal evaluative definition. Using the emerging 21st Century Skills Framework, CRISP has begun conducting a series of small-scale studies in an effort to define the contribution of student research experiences in cross-disciplinary skill development and the positive effects that exposure to real-world science practices have on refinement of career decisions and vocational success. Using Likert-type survey methods, this study directly examines current and former REU students' perceptions of the importance of interdisciplinary 21st century skills such as creativity, collaboration, communication, information literacy, and problem-solving in their REU experience and their perceived value of these skills in their future and/or current careers. Through better understanding the role these "soft skills" play in student research experiences, CRISP hopes to maximize these interdisciplinary benefits within its REU program to best prepare students for the complex demands of the 21st century workplace. © 2015 Materials Research Society.
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Applications of nanoscience in the non-traditional classroom have successfully exposed students to various methods of research with applications to micro- and nano-electronics. Activities obtained from the NanoSense website associated with current global energy and water concerns are solid examples 1. In this regard, all 36 students in the 2008-2009 Science Research Program (SRP) prepared and delivered individual and group lesson plans in addition to their authentic, year-long research projects. Two out of 36 students selected nanoscience based projects in preparation for science fair competition in 2009. Additionally, preliminary research was conducted while participating in the Center for Research on Interface Structures and Phenomena (CRISP) Research Experience for Teachers (RET) Program in summer 2008 which supported the idea of developing a photolithography kit. This kit is intended to introduce high school students to the fundamentals of photolithography. In this paper, the design, implementation and feasibility of this kit in the high school classroom is described as well as details involving individual and group nanoscience based projects. Supporting educational models include self-regulated learning (SRL) concepts: situated cognition; social constructivism; Renzulli's (1977) enrichment triad and Types I - III inquiry enrichment activities 2,3. © 2009 Materials Research Society.
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