article · Proceedings of the Canadian Engineering Education Association (CEEA)
Undergraduate research experiences (UREs) are recognized as high-impact educational practices in engineering, yet implementation in resource-constrained settings presents unique challenges. This paper documents the co-design and initial implementation of the Biomedical Engineering Research and Entrepreneurship Program at Mbarara University of Science and Technology (MUST), Uganda, in partnership with Canadian faculty through Academics Without Borders. The program integrates core research competencies across the curriculum, culminating in a certificate pathway for senior students. Program design emphasized scaffolded skill development, modular integration into existing courses, and faculty-led adaptation to ensure sustainability and institutional ownership. Responses from student, faculty, and industry questionnaires informed program structure and identified gaps in research preparedness and local industrial capacity. Ongoing work focuses on mixed-methods evaluation and longitudinal tracking. The initiative provides a practical model for embedding undergraduate research in contexts with limited infrastructure, balancing scalability, flexibility, and alignment with local institutional priorities.
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DOI: 10.24908/pceea.2026.21622
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