{"id":14000,"date":"2026-06-03T11:46:24","date_gmt":"2026-06-03T15:46:24","guid":{"rendered":"https:\/\/academicsuccess.ucf.edu\/our\/?p=14000"},"modified":"2026-06-03T11:46:26","modified_gmt":"2026-06-03T15:46:26","slug":"mentor-spotlight-dr-hatem-abou-senna-p-e","status":"publish","type":"post","link":"https:\/\/academicsuccess.ucf.edu\/our\/mentor-spotlight-dr-hatem-abou-senna-p-e\/","title":{"rendered":"Mentor Spotlight: Dr. Hatem Abou-Senna, P.E."},"content":{"rendered":"\n

When we sit in traffic and impatiently wait for that red light to turn green, we\u2019re often unaware of just how much work goes into those moments of green and red. In reality, countless hours, days, and nights are poured into research to improve operations of traffic systems, many of them by UCF\u2019s own Dr. Hatem Abou-Senna and his pack of students<\/a>.<\/p>\n\n\n\n

\"\"
Dr. Abou-Senna\u2019s students (four undergraduates and one graduate) in the field for data collection.<\/em><\/figcaption><\/figure>\n\n\n\n

With over thirty years of specialized experience in traffic operations and transportation system management, Dr. Abou-Senna has managed over 16 projects with a cumulative funding of over $4.8 million. And for the past decade, undergraduate researchers have been a central part of this work, actively involved in meaningful, applied research.<\/p>\n\n\n\n

\"\"
Dr. Abou-Senna\u2019s Traffic Engineering Lab (traffic cabinets, controllers and signals).<\/em><\/figcaption><\/figure>\n\n\n\n

Within this work, he imparts upon his mentees a profound emphasis on skill development, accountability, and ownership. It\u2019s important to him that during students\u2019 interactions with the world outside of his lab, their accomplishments can be showcased beyond their resume, that they can shine through in the students\u2019 confidence, competence, and real-world decision-making.<\/p>\n\n\n\n

\"\"
Dr. Abou-Senna\u2019s student monitoring an intersection in the field.<\/em><\/figcaption><\/figure>\n\n\n\n

Dr. Abou-Senna takes deliberate, actionable steps to ensure his attitude translates into everyday student growth. From data collection to analysis, simulation to reporting, students are \u201cdeeply embedded\u201d in real transportation and mobility projects, Dr. Abou-Senna says. This leads his mentees to progress from having no prior research exposure to \u201cproducing professional-quality work aligned with agency-sponsored research and conference-level outputs.\u201d<\/p>\n\n\n\n

He views mentorship as a guided partnership rather than as supervision, one where his students, supported by clear expectations and regular feedback, steadily gain autonomy, responsibility, and confidence. As a result, many of his students have gone on to work at respected engineering firms, graduate programs, and research-oriented roles \u2014 all having found their starts in undergraduate research.<\/p>\n\n\n\n

\"\"
Dr. Abou-Senna\u2019s undergraduate student, Scott Nager, monitoring a driving simulator scenario for a participant. Nager is now a Senior Transportation Engineer at VHB Company.<\/em><\/figcaption><\/figure>\n\n\n\n

Equally important to Dr. Abou-Senna is the value of accessibility. Dr. Abou-Senna collaborates closely with UCF\u2019s Office of Research Compliance (ORC) to address common financial and logistical challenges for undergraduate researchers. He has also mentored several high school students, an effort that earned him the 2025 ASPIRE Research Mentor Award from Lake Highland Preparatory School. In addition, he has actively supported the advancement of women in transportation, being the Faculty Advisor for the Women in Transportation (WTS) UCF student chapter, and was recognized with the WTS Honorable Ray LaHood Award in 2023.<\/p>\n\n\n\n

\"\"
Dr. Abou-Senna\u2019s students receiving scholarship awards at the WTS Banquet.<\/em><\/figcaption><\/figure>\n\n\n\n

Within his mentorship, he evaluates students based on motivation and potential rather than prior experience, and he promotes an inclusive environment that accommodates mentees balancing work, family, or financial constraints. Paid research positions, alongside flexible scheduling and structured onboarding, all contribute to his work in putting research within range of students who may not have otherwise been able to reach it.<\/p>\n\n\n\n

Dr. Abou-Senna similarly focuses on creating attainable pathways into research by integrating research opportunities into coursework. Through his coursework, he assists students in transitioning their class projects into funded projects and encourages student participation across disciplines and academic levels.<\/p>\n\n\n\n

\"\"
Dr. Abou-Senna\u2019s undergraduate class after a panel of transportation professionals from AtkinsRealis, Ardurra Group, and Orange County discussed the student\u2019s senior design project.<\/em><\/figcaption><\/figure>\n\n\n\n

Many of his students are transfer or first-generation college students, he notes, and his approach in his coursework is designed to ensure they are not left out of opportunities due to informational barriers or academic circumstances.<\/p>\n\n\n\n

\u201cI believe mentorship should demystify research,\u201d Dr. Abou-Senna insists. \u201cMy goal is that every undergraduate researcher I mentor leaves with tangible skills, professional self-confidence, and a lasting belief that research and innovation are spaces where they belong.\u201d<\/p>\n\n\n\n

\n\n\n\n

Dr. Abou-Senna\u2019s Tips for Undergraduate Researchers<\/strong><\/p>\n\n\n\n

\u201cBe curious, dependable, and willing to step outside your comfort zone. Research is not about knowing all the answers, it is about learning how to ask the right questions, solve problems systematically, and grow through the process. Take ownership of your work, communicate openly, and view every challenge as an opportunity to develop skills that will benefit you far beyond the classroom.\u201d<\/p>\n\n\n\n

Dr. Abou-Senna\u2019s Tips for Mentors<\/strong><\/p>\n\n\n\n

\u201cEffective mentorship begins with creating opportunities and believing in students before they fully believe in themselves. Undergraduate researchers thrive when mentors provide guidance, trust, structure, and real responsibility. The goal is not only to teach technical skills, but to build confidence, professionalism, and a lasting sense of belonging in research and innovation.\u201d<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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