Duke Research in Engineering Program (REP) is a seven‑week, paid summer research experience designed to introduce high school students in the Durham community to the world of biomedical and engineering research. Founded in 2018 under the guidance of Marc Sommer, PhD, DukeREP began as a small initiative within a single research lab with the goal of giving back to the Durham community. Since then, the program has grown substantially, offering hands‑on research, professional development, and long‑term mentorship to students who may not otherwise have access to these opportunities.
Early Exposure, Lasting Impact
Many DukeREP participants arrive at the program with little to no prior research experience. The program is designed to meet students where they are and introduce them to the scientific process from the ground up. Students spend the majority of their summer embedded in a Duke research lab, working one‑on‑one with a graduate student mentor on a project tailored to their interests and skill level.
The goal is not to produce a polished research product, but to help students gain an understanding of what it’s like to be an investigator and experience the iterative, sometimes unpredictable nature of scientific research.
“I always loved science and applying engineering to science, but I never realized that going into research and getting a Ph.D. was an option until now,” one student reflected. “This program heavily guided me towards going into research as a career and also heavily increased my interest in Duke because of my great experiences there!”
To support students’ broader academic journeys, DukeREP also incorporates robust college‑readiness programming. Workshops led by the Emily K Center introduce students to different colleges and universities and help them navigate the application process. The Duke Writing Center pitches in to provide guidance on crafting strong application essays.
DukeREP’s impact doesn’t end when summer does. Through the Duke Journey in Engineering Mentorship (JEM), an extension of DukeREP, students continue to receive guidance throughout the school year. Some participants maintain mentorship relationships through their college applications and even into their undergraduate studies.
Mentorship That Matters
Graduate students play a central role in DukeREP’s success. Each student is paired with a mentor who guides them through their research project, teaches foundational lab skills, and helps them build confidence as emerging scientists. Mentors must apply to participate and receive training and support from the DukeREP executive team, the Duke Center of Culture and Belonging, and an optional for‑credit course, Inclusive Engineering Leadership, which focuses on inclusive and effective mentorship practices. This thoughtful preparation ensures that mentors are ready to work with high schoolers who may be encountering scientific concepts for the first time. DukeREP also partners with graduate students who serve as instructors, developing a week-long module that students work with for 2 hours each day. These modules teach students basic engineering skills, such as measuring the impact between two objects, and skills that support their research laboratory learning, such as DNA extraction.
Professional Development and Social Networking
Beyond the lab, DukeREP students participate in a wide range of professional development activities. Faculty talks expose students to diverse career paths in academia and industry, highlighting that engineering researchers often arrive at their careers through many different routes. Students also connect with peers across Duke’s high school research programs through joint socials with Cell Biology and Biochemistry Academy (CeBA), Duke University Neuroscience Experience (DUNE), and Outreach Design Education (ODE).
These gatherings emerged organically from the personal networks of program organizers and have been a natural, impactful extension of the summer experience for the high school students. The socials help students build a broader community of peers who share their scientific interests, which may be a new experience for some students who struggle to find like-minded peers. These events also offer a welcome break from the intensity of summer research. Learning how to interact with colleagues at various levels is instrumental to trainees’ success.
“DukeREP helped me understand how to build relationships with my peers as well as under professional settings with grad students and the PI.”, one student commented.
At the end of the seven‑week program, students present their work at a formal poster session attended by faculty, mentors, families, and friends. Many students are thrilled to share what they’ve accomplished. One of last year’s participants could hardly wait to show everyone his research, a rare sentiment among first‑time presenters. For most students, this is their first experience creating and presenting an academic poster, an invaluable skill that will serve them well in college and beyond. “DukeREP helped me confirm that I wanted to be a biomedical engineer,” one student emphasized. “It also helped me find my love for research.”
Funding Opportunity and Overcoming Challenges
Lailah Ligons, President (right)
DukeREP provides a $4,000 summer stipend to each participant, intentionally matching what a high school student might earn in a summer job. This removes financial barriers and ensures that students don’t have to choose between income and opportunity. “We want to make sure that anyone who is interested in applying is able,” explained Lailah Ligons, DukeREP President.
DukeREP is supported by multiple Duke entities, including the Department of Biomedical Engineering, the Pratt School of Engineering, and the Graduate School. A major source of funding comes from the Burroughs Wellcome Fund’s Student STEM Enrichment Program, which recently renewed its support for another three years. This external funding ensures the program’s continued growth and stability.
Like many educational programs, DukeREP faced significant challenges during the COVID‑19 pandemic. Yet the team adapted quickly, shifting to a virtual format and even expanding the number of students they could serve due to reduced in‑person costs. Today, the program’s biggest challenge is simply capacity. Each year, DukeREP receives far more qualified applicants than it can accept. “I truly wish that we could take every student that applies,” Ligons says, underscoring the need for continued investment in programs that expand access to STEM education.
Changing Trajectories
DukeREP has already shaped the futures of many young scientists. Alumni have gone on to major in biomedical engineering, pursue graduate studies, and stay connected with the program years after their summer experience. Some even write back to share milestones like being accepted into their university’s biomedical engineering program, moments that the DukeREP team finds especially meaningful. The impact of DukeREP is not just introducing students to research; it helps them envision themselves as biomedical engineering researchers. “I am now more capable in answering the question ‘What do you want to be?’” one student expressed. “Before, I had no idea where to start or which careers to look into, but being in DukeREP exposed me to so many new people and possibilities.”
To learn more about DukeREP, visit: https://sites.duke.edu/dukerep/, and reach out to DukeREP today to learn how you can partner with the program as an instructor or mentor: dukerep@duke.edu.
