Abstract
This paper examines the learning experience of 10 undergraduate students taking part in a US National Science Foundation funded Research Experience for Undergraduates (REU) at a Midwestern US university (National Science Foundation, 2014). The curricular design of each REU programme is created by the primary investigators and is unique to each programme. The programme discussed in this paper engaged students in eight weeks of computer modelling and simulation research in electrical engineering, mechanical engineering, and mathematical and/or statistical research. In this paper the theoretical perspective of complexity is used to explore the students’ learning as they engaged in research and the relationship between complex learning episodes and the environments in which those experiences occur.
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