The United States needs engineers who are prepared to meet the demands of rapidly evolving industries. With rapid technological advancement, the rise of artificial intelligence, aging infrastructure, and increasing pressures on supply chains and national security, the engineering workforce must be adaptable and prepared for complex challenges. Engineering education research (EER) plays a critical role in ensuring that engineers are not only technically competent, but also skilled in leadership, communication, ethical reasoning, and lifelong learning. Through theory-driven research on how engineers learn, collaborate, and develop as professionals, EER generates evidence-based findings that inform curriculum design, classroom instruction, and pathways to professional preparedness. Despite its importance, EER faces challenges in recruiting future scholars due to limited undergraduate pathways, a small number of degree programs, and low awareness of the field among students and faculty. This project supports a Research Experiences for Undergraduates (REU) Site at the University of Nebraska–Lincoln that addresses these challenges by providing immersive research experiences that connect engineering education research to real-world engineering practice and U.S. workforce development. By engaging students in projects such as developing evidence-based safety training in construction contexts, the program highlights the societal relevance of EER and its potential to improve professional practice and save lives. The program prioritizes access by recruiting students from institutions with limited research opportunities and aims to broaden participation in STEM, strengthen pathways into graduate education, and contribute to a more prepared and adaptable engineering workforce, thereby advancing national health, prosperity, and welfare. This REU Site builds on a successful program at the University of Nebraska–Lincoln that has engaged over 50 undergraduate researchers, includin