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Ms. Lyman-Holt has been the Education and Outreach Coordinator at the O.H. Hinsdale Wave Research Laboratory since 2005. She manages and leads the diverse outreach and education programing at the laboratory which serves over 5000 visitors per year, including K-12 students, undergraduate, graduate students, media outlets and the general public. She also takes the mini-flume "on the road" to large public events, such as Smithsonian Folklife Festival and Engineering Week Family day , both in Washington DC, training and working with volunteers to broaden the reach of the programing about coastal engineering outreach, particularly tsunamis. She is dedicated to increasing engineering literacy among the general public, and interest in STEM among K-12 students. She holds a BS in from Whitman College, and MS from Oregon State University. Ms. Laia Cari Robichaux, Oregon State University Ms. Robichaux is a doctoral student at Oregon State University in the Environmental Sciences program. Her research focus is how free-choice learning venues such as science centers present sociallycontroversial science. She holds a B.S. in Marine Biology from Texas A&M University at Galveston, and a M.S. in Science Education from Oregon State University.

and a Co-leader of education, outreach, and training for the George E. Brown, Jr., Network for Earthquake Engineering Simulation.

The Robotics Program at Oregon State University has beenrunning an NSF-funded summer Research Experiences forUndergraduates (REU) site since 2014. Over twenty studentsper year (on average) have participated in the site, spendingten weeks embedded in the OSU Robotics Program. Our mainfocus with this REU Site is to give the participants a com-plete research experience, from problem definition to the fi-nal presentation of results, "in miniature". Our secondary ed-ucational objectives are: 1) Teach basic non-technical skillsneeded for graduate work, such as time management and lit-erature review, 2) Provide details on how to apply to gradu-ate school and for funding, 3) Clarify what we look for in agraduate student, and 4) Detail what to expect from the grad-uate student experience. In this paper, we describe the over-all structure of the participants’ summer experience, outlinesome of the training materials that we use, describe the moti-vations for our approach, and discuss the lessons that we havelearned after running the program for a number of years.