Introduction

A s an administrator, you probably look for new ways in which to improve the retention and graduation of students at your college or university. Imagine that you could pair students with faculty mentors who would take each student under their wing on a research project in the faculty member's discipline and provides a hands-on way for students to make connections between what they are doing and what they are learning. Students’ duties would include conducting bibliographic research and literature reviews, formulating research questions and hypotheses, conducting studies and analyses, even performing bioassays, animal surgery, and other vital laboratory procedures. Students would receive academic credit for their work or be paid as work-study students, further closing the financial gap for students for whom accepting an internship means giving up a chance to earn needed money for college.

The University of Michigan embarked on such a program almost a decade ago, and the results have been overwhelmingly positive.

The Undergraduate Research Opportunity Program (UROP) began in 1988 with 14 student-faculty partnerships. Since its creation, more than 2,500 students have taken part in UROP. Today, the program has grown to 800 students each year (about 10% of the total first- and second-year classes) and 450 faculty mentors. All students receive either academic credit or work-study funding (if part of their financial aid package) for their research work. Seventy percent of UROP students participate in projects in the sciences, mathematics, and engineering, and the others engage in research in the humanities and social sciences. From conducting bioassays to bibliographic searches, performing animal surgery to participation in an art installation, student involvement in research is as varied as the research conducted at this university. Each year, more than 100 undergraduate students return for a second year of research in the program, and many more students continue to work under the direction of their faculty mentor until they graduate.

In addition to research projects, UROP students are assigned a peer advisor, participate in research peer groups in their discipline, discuss their research at annual research symposia, present their research at national professional meetings, and have exclusive access to a Summer Research Internship Database compiled by UROP staff. They also participate in learning skills and career development workshops (in areas such as computer database management, library research in the information age, exploring the Internet, abstract writing, and time management) and discussions about research ethics, race and gender issues in research, and emerging research areas.

In 1993, the U.S. Department of Education cited UROP as a "national model" for undergraduate research (FIPSE’s Lessons Learned) and affirmed that UROP positively affects undergraduate students, particularly underrepresented minorities and women interested in science.

UROP has far-reaching implications for undergraduate education, providing evidence that it is possible to concentrate on both the teaching and the research mission to the benefit of undergraduate students.

This booklet explains the philosophy behind UROP; how and why it was created; how it is administered, funded, and staffed; and how you can create a similar program suited to your own academic environment.

Faculty recruitment is key to a successful program, and there are many methods and strategies to use to begin and expand faculty participation. During UROP’s pilot phase, the program’s first director individually recruited faculty supportive of undergraduate students and interested in student retention and campus diversity. These faculty then shared information with colleagues about their experience and recommended colleagues who might be interested in the program. This method worked effectively when the program was small; however, as the program grew and students with interest in other disciplines entered the program, the following recruitment methods were employed:

• targeted mailings
• presentations at faculty meetings, chair and directors’ meetings
• e-mails to targeted groups of faculty in certain disciplines, e.g. engineering
• colleague recommendations and referrals
• word of mouth
• student recruitment of faculty into the program
• articles in departmental and campus newspapers

The program’s success in recruiting more and more faculty each year is in part due to the university’s focus on our program, articles in campus papers quoting faculty who have had positive experiences, developing easy procedures to help faculty select and interview students, providing support to faculty when student problems arise, and providing small incentives to faculty for participation. (See next section).

The program has a high faculty return rate. At the end of the academic year, more than 90% of the faculty declare their intention to sponsor more UROP students and even more recommend the program to other faculty and students.

Faculty from all schools and colleges and most academic disciplines participate in the program. Approximately 55% of our faculty are from the biomedical and allied health sciences, 10% from the natural and physical sciences, 10% from engineering, 20% from the social sciences, and 5% from the humanities. More placements are needed each year in biomedical and engineering to meet student interest. We do not have enough projects in these areas for all applicants because so many of our students are pre-med and also because many engineering faculty prefer to work with upper division students. We also have to recruit faculty in the humanities more intensively because humanities research is always not often a collaborative research activity. We do this by exploring other types of research activities in the humanities including the development of instructional technology, web page development, and research related to developing a new course or course materials.

Faculty complete a detailed faculty application (see forms section), and most faculty are selected for participation. The proposed projects are reviewed to ensure that they constitute an academic experience. On occasion, we will reject a faculty project if it is clerical in nature.

As a training tool, UROP gives all faculty a UROP Faculty Handbook available both in hard copy and electronically. (The web-based version is accessible on UROP’s home page at http://www.umich.edu/~.)

Faculty participate in the program for a variety of reasons: (1) to recruit diverse students into a discipline; (2) to have contact with undergraduates; (3) to get assistance with research (often true for faculty in the humanities and social sciences who do not have grant support); (4) to have an opportunity to teach as well as do research (many of our research scientists participate in the program); and (5) to train a group of students early in their academic careers who can participate in a project throughout their tenure as undergraduates (often true in biomedical laboratories).

Faculty are not paid to participate in the program, and our promotion and tenure review does not reward faculty for participation, although faculty will report how many UROP students they have worked with as part of the tenure file they prepare. We do have small supplementary research funds we can provide (around $300 per student) for supplies, small pieces of equipment, phone calls, copying, etc. For faculty in certain fields, even small funds help. We also cover the salary costs of work-study students.

In most research partnerships students have direct contact on a regular basis with their faculty researcher and work directly with a faculty member. In other settings faculty work with the student, but day-to-day activities may be directed by doctoral and post-doctoral students. Faculty members interview and select students; supervise and guide students; assign and review students papers, oral or poster presentations; and grade the students.

Student selection–All faculty research projects are published in the UROP Research Project Book. Students will look through this book in early September and contact faculty members to set up interviews. Faculty members interview students and select the students with whom they wish to work.

Signing timesheets–Faculty sponsors must sign timesheets for both academic credit and work-study students, so we can monitor students’ work hours, ensure that they are working the times they say and, in the case of academic credit students, ensure the required hours for credits registered.

Midterm progress report–Faculty are asked to submit two midterm progress reports (one in November and one in February) for each student. Faculty are advised to meet with the student and complete the report together. A copy of this report is given to the student’s peer advisor for aid in assisting the student. Faculty are urged to contact the UROP Office and the student’s peer advisor if there are any concerns about the student. In most cases, faculty only fill out progress reports if they are having difficulty with a student. The reports enable us to solve problems before they are irresolvable.

Grading/grade forms–Students are graded on research performance and final projects. In the fall term we require each student to write an abstract for the final project, and in the winter term students complete a paper or an oral or poster presentation for our spring symposium. Eighty per cent of the grade is based on research performance and final projects. Twenty per cent of the grade is based on participation in other UROP activities.

Similar to faculty recruitment, students are recruited using many different strategies and approaches. Mailings are sent to all first- and second-year students enrolled in all schools and colleges at the university. Additional mailings are sent to students of color and women in the sciences. Peer advisors and other staff make presentations at on- and off-campus recruitment events including high school visits. We also give presentations about the program all during summer orientation. In recent years, we have worked closely with academic advisors to increase the number of students referred to us by academic advisors. We are particularly interested in advisors referring students who would most benefit from a research experience.

The following is a summary of ways we actively recruit students:

• The program is included in a campus publication entitled, Michigan Learning Communities, which is sent to all admitted students.
• All first- and second-year students receive a UROP brochure and letter of invitation.
• Publicity is distributed in residence environments and classes, including in residence hall presentations and flyers.
• Presentations are made to academic advisors.
• Presentations are made to high school students via on-campus visits and high school visits.

During the first week of the Fall semester, peer advisors hold enrollment workshops for their students to explain program requirements, the procedure for finding projects, the value of participating in UROP, faculty expectations, the purpose of the research peer groups, and other related topics. The peer advisors then schedule small group and individual appointments to go over how to prepare a resume, set up interviews with faculty sponsors, and review the UROP Research Projects Book. Students also receive the UROP Student Handbook. (See Tools for Success, below).

Participating in UROP is similar to taking a 3- or 4-credit hour class or having a part-time job. UROP students work an average of six to ten hours per week for the entire academic year, fall and winter terms. The number of hours is determined by the needs of each project. Students in biomedical and other laboratory settings may work up to 15 hours per week. For academic credit, students must work three hours per week per credit. Many UROP students have been invited by their faculty mentor to see the further results of their work by attending professional meetings, accompanying their mentor to professional conferences to either present or assist in presenting research findings, or participating in art installations in galleries or museums.

All UROP students are required to: (1) sign a contract with their faculty research sponsor; (2) meet with their peer advisor for individual peer advising appointments; (3) complete term projects; (4) participate in research peer groups; (5) attend research skills workshops; (6) keep a research journal. See Requirements below.

The Student/Faculty Contract–Both the student and the faculty member sign the UROP Student Contract (see Section VIII, Sample Forms), which outlines requirements for all students, designates whether the student is participating for credit or work-study, and includes the agreed-upon number of hours the student will work each week.

Individual Peer Advising Appointments–Each student is assigned a peer advisor and is required to meet with him/her on an individual basis at least once a month. Peer advisors are UROP alumni who are juniors or seniors. Each peer advisor is assigned 25-30 students. The peer advisor’s role is to ensure that the faculty-student partnership is working and to help the student with any time management, communications, or academic problems that arise. The program has Biomedical, Physical Science, Engineering, Humanities, Natural Resource, and Social Science peer advisors, and three peer advisors who run Women in the Sciences research peer groups. All peer advisors are UROP alumni. Peer advisors assign journal topics related to the student’s research and use the student’s journal to communicate with and learn more about their students.

Research Peer Groups–Students are required to participate in biweekly research peer groups with 25-30 other UROP students who are engaged in similar kinds of research projects. Run by peer advisors, the groups are organized by discipline: Biomedical, Humanities, Natural and Environmental Science, Physical Sciences and Engineering, Social Sciences, and Women in Science. The groups meet every other week for one and a half hours in the evening. Students share their research experiences, participate in research skills workshops, and discuss critical issues such as gender and race in research, emerging research areas and trends, and research ethics (confidentiality, censorship, animal rights, the use and abuse of research findings, etc.).

Meetings are tailored to fit students’ needs and interests. Here, students can interact with other students who have similar interests and can share their research experiences. The groups provide a forum for student networking and sharing research and career ideas. Peer advisors encourage the students to form study groups for common courses, such as chemistry and calculus, and to get to know one another.

Faculty, graduate students, and other professionals speak to the groups, keeping students abreast of issues in their field, advising them on ways to prepare for graduate or professional schools, giving their impressions of different career settings, and discussing the role of research in both academic and non-academic settings.

Skill-building workshops focus on improving interviewing skills, managing time, writing a resume, making the most out of campus resources, and pursuing summer research jobs and internships. This coming year we will offer research skills workshops–on such issues as time management, abstract-writing, and library research–on alternate Wednesday evenings for students who would benefit from attending.

Following is a sample syllabus for the research peer groups.

Term Projects–Students are required to complete end-of-term projects. By the end of Fall Term, students are required to write a research abstract about their project to gain abstract writing skills and to clarify the student's understanding of the project. During Winter Term, students are advised to write a research paper, give an oral presentation at the annual UROP Spring Research Symposium, or prepare a poster presentation for the Symposium. Students discuss their project with their faculty research who reviews the work and evaluates the final product.

UROP Journal–Students are required to keep a research journal to chronicle and reflect upon their research experience. This important part of the UROP experience gives students a chance to think about the research experience and any concerns or issues arising from it, and/or the University in general. The journals also provide a forum for the student and their peer advisor to communicate. Students are also asked to read and comment on research-related articles for their journals. Topics are recommended to the peer advisors, generated by peer advisors, and sometimes generated by the students themselves.

This booklet is given to all UROP faculty research sponsors and includes topics such as Program Requirements and Responsibilities, Getting the Most Out of Your Research Partnership, The Year in UROP, UROP Staff Roles, and sample forms. The handbook is revised each academic year.

Faculty members provide page-long descriptions of their research projects for this book. The 1998-99 book included more than 500 research projects in the humanities, engineering, and the natural, biomedical, physical, and social sciences. At the beginning of the academic year, students review this book to select five or six projects of interest and set up interviews with prospective faculty researchers. (See Section VIII, Sample Forms.)

Developed by former UROP students, the handbook answers the question, "What is UROP?" and includes:

• information about how to find a project, how to interview (e.g., what faculty sponsors look for, do's and don'ts, tips for being a good listener, questions to ask during an interview, etc.)
• registering for UROP
• communication tips for talking with faculty (e.g., how to talk to faculty, how to address a faculty advisor, when is a good time to talk to your professor, etc.)
• skills and resource sheets (e.g., how to use the World Wide Web, oral presentations/public speaking/poster presentations, library skills, etc.)
• sample forms (e.g., project information sheets, employment forms, etc.)

UROP provides opportunities for students to present their research in a public setting to help students develop oral and poster presentation skills and to showcase the program to donors and the campus community. Three symposia are held every year: the first two are smaller events in which five or six students are selected to present research that is related to the theme of the symposia, and the annual Spring Research Symposium can include 20 oral and 300 poster presentations.

• The Martin Luther King, Jr., (MLK) Symposium, held during the campus' week-long celebration of Dr. King's life, highlights community-based research focusing on diverse populations. Student presenters and community leaders share the stage for this event.
• The Gender-Based Research Symposium, held in honor of Women's History Month, looks at gender-based research across the disciplines. Typically, a researcher gives a short keynote address on gender-based research and 3-4 student/faculty research teams present their projects.
• The Spring Research Symposium provides a forum for 16-20 students from different disciplines to give oral presentations and for as many students as would like to prepare poster presentations. This program-wide event includes the faculty, donors, administrators and usually two keynote addresses, one by a faculty researcher and the other by an outside speaker. Students are asked to submit abstracts to present at this large symposium, and a committee selects the oral presenters. Workshops on oral and poster presentations are held prior to the symposium to help students learn how to give professional presentations.

Academic Credit–Students can earn 1-4 academic credits through University Course 280 in the College of Literature, Science, and the Arts or independent study credit through other schools and colleges. Students are required to work 3-hours/week/credit hour taken; participate in research peer group meetings; keep a journal; and complete a final paper, poster, or oral presentation.

Work-Study Position–Students can apply their work-study award to a UROP research experience that has been instrumental in the program serving a diverse student population. Students whose financial aid package includes a work-study stipend typically work 10-15 hours per week based on the amount of work-study funds awarded and the specific requirements of the research placement. UROP students who receive work-study aid are also required to participate in the bi-weekly research peer group meetings, keep a journal, and meet with peer advisors.

Supplemental Funding for Undergraduate Research–While faculty do not participate in UROP in order to receive funding, faculty sponsors can apply for a small amount of supplementary funding if their student researchers need special materials. The average award is $300 per student, for which the faculty member will need to submit an itemized list of expenses along with a Supplementary Research Funding Application (see Section VIII, Sample Forms). Not all faculty request these funds.

The faculty/student research partnership is UROP's centerpiece. Unlike many undergraduate research programs, UROP students provide actual research assistance with ongoing faculty research projects. From conducting bioassays to bibliographic searches, performing animal surgery, computer programming, web page development, sampling and running field experiments to participating in computer assisted choreography or researching a new art exhibit, student involvement in research is as varied as the university itself.

Researchers request at least one and as many as five student researchers for every project. At the beginning of the academic year, students select five or six projects of interest and set up interviews with prospective faculty mentors. Faculty then review student resumes, interview students, and select the students to work on their particular project. This interview process gives students exposure to several faculty members and their research projects and helps students gain a better understanding of the projects. It also helps students to develop communication and assertiveness skills that will be invaluable in college and later on in their careers.

Research projects are available in most departments within the University of Michigan's liberal arts college (Psychology, Political Science, English, History of Art, and Economics, among others), as well as in the professional schools such as Medicine, Law, Social Work, Business, Engineering, and Natural Resources and the Environment.

Following is a sample of the more than 450 research projects available to students in the 1997-98 academic year. The department sponsor is listed in parentheses after each research project title.

UROP has a small full-time permanent staff and relies heavily on its student temporary staff to monitor and track research partnerships and to conduct programming. When the program first started, with 14 student/faculty research partnerships and over the course of the next few years, the staff consisted solely of a part-time program coordinator. As the program has expanded and increased in complexity, the staff has slowly grown. Positions are listed below, along with primary job responsibilities.

• oversees the program and its day-to-day operations
• oversees selection and training of students, faculty, and staff
• responsible for fundraising activities including grant-writing and administration of grants
• deals with crisis management and problem-solving
• serves as a liaison with faculty, other university departments, outside agencies, and organizations
• conducts strategic planning for the growth and expansion of the program

• performs administrative activities for UROP, specifically work-study students' paperwork, timesheets, electronic overrides, and supplementary funding requests from faculty
• assists in coordinating receptions and other UROP events
• maintains calendar for the peer advisors
• responds to inquiries received from faculty, staff, students, outside agencies, and the public
• coordinates program mailings to students and faculty

• acts as a resource person for program assistants and peer advisors
• coordinates outreach and UROP alumni activities
• produces all program materials, such as brochures, handbooks, and newsletters
• acts as a liaison between UROP and other campus organizations and offices
• serves as UROP's computer consultant and coordinator
• assists with staff computer training
• maintains all program's databases and develops interactive databases
• Maintains student database for current and former UROP students.

• administer sponsored corporate and foundation fellowship programs including student recruitment, budget management, special programming associated with fellowship programs
• provides liaison with other University programs for recruitment and coordination

• coordinates all UROP research activities
• conducts evaluation/research activities
• designs program evaluation instruments
• codes and analyzes data
• supervises work-study students

• assist students in finding and interviewing for projects
• provide academic advising and counseling, including concentrations, course selections, and study skills
• assist students with problems related to their research
• act as liaison between faculty advisors and students
• plan and conduct research peer group meetings
• serve as an information resource for students

* These positions are currently funded by external funds received from federal and foundation grants. The number of these positions and the fraction is dependent upon external funds.

The peer-advising component of UROP is one of the unique features of the program, and the use of temporary student staff has been critical to the program’s success in retaining students and ensuring successful research partnerships. Prior to the creation of the full-time staff positions described above, peer advisors were responsible for much of the program’s administration and programming. UROP has now expanded to over 800 students, and the peer advisors play a critical role in communicating with all the students and in ensuring successful activities. Peer advisors can eloquently and personally describe the benefits of the program to incoming students and can also share the dos and don’ts of working in the research environment. Students are often more willing to speak to peers about problems and concerns, and well-trained peer advisors can effectively handle a range of research and student related problems.

Peer advisors are selected from a pool of junior and senior UROP alumni with an emphasis on hiring a diverse group of advisors in terms of race, ethnicity, gender, and academic interests.

Selection is a two-step process based on group interviews, during which applicants participate in two group activities to observe their team, leadership, and interpersonal skills. The activities are simulations of the kinds of projects peer advisors would be required to carry out, such as planning enrollment workshops and research group meetings with other peer advisors. Students who successfully complete the group interviews are interviewed individually by a selection committee of permanent staff and peer advisors. The interviewers further explore students’ interpersonal skills and creativity through questions about typical counseling situations, program planning experience and ideas, ability to facilitate group meetings, and sensitivity toward issues of race, class, gender, and sexual orientation.

An extensive one-week training program is held the week prior to the beginning of Fall Term. The training includes program planning activities (how to plan a successful meeting, conducting computer and library workshops, putting together a syllabus for your group) intergroup relations training, and learning the do’s and don’ts of peer advising (e.g., how peer advising differs from being a friend). During the academic year, in-service training sessions take place during biweekly staff meetings, which are held alternate Wednesday evenings from the peer group meetings. Topics include academic advising, abstract writing, time management, and facilitating discussions.

Peer advising benefits the students in the program and provides leadership development for the peer advisors. Peer advisors gain excellent skills in program planning facilitation, counseling, and intergroup relations. They also become campus experts; many enter leadership positions and learn important information for their own career paths.

The trend toward attrition in American colleges is not new. Data from the American College Testing Program show that the first-year attrition rate of all students in four-year public universities has remained largely unchanged over the last decade or more. In 1983, for example, this rate was 29.1%; in 1992, it was 28.3% (Tinto, 1993). In 1993, 2.4 million students entered college. Of those, it was determined that approximately 1.1 million would leave and never receive a degree (Tinto, 1993). The other end of the undergraduate timescale is equally distressing. In 1983, the graduation rate at the same institutions was 52.6%, while in 1992 it declined to 46.7%.

The phenomenon of college attrition is even more pronounced among certain underrepresented minority groups. Hispanic Americans graduate at a rate of only 35%, and African Americans graduate at a rate of only 45% (Brower 1992), far below the rates for white students, which is roughly 75% (Tinto, 1993).

For many years, retention efforts could be classified into two categories:

• the notion that students who do not remain in school through graduation are the ones who were underprepared for college work when they entered. (Remedial college classes were often the result.)
• the idea that there is an inherent structural inadequacy in meeting the needs of students so that they can remain in college through graduation. [Programs that take this perspective have typically concentrated on financial aid, academic counseling, and personal support (Kulik et al., 1983).]

A more recent approach to attrition concentrates on the interaction of the student with the social structure and includes issues such as the extent to which students are integrated into the fabric of the institution. The emphasis is on the impact of the college structure, resources, and programs on student learning and development (Volkwein and Carbone, 1994). Solutions attempt to create communities and groups that change the situational/institutional climate while simultaneously involving students in skill- and interest-building activities. (Examples include living-learning programs that provide students with a home-base in the larger college environment and mentoring programs in which students or faculty act as expert guides and models in the college environment.)

Lack of integration, or isolation of the student within the institution, has been identified as an important factor in contributing to student departure. The effects of weak student-with-student and student-with-faculty contact have been cited repeatedly as causes of student withdrawal from college (Terenzini and Pascarella, 1997; Pascarella and Terenzini, 1977, 1991). In fact, Pascarella and Terenzini (1979) cite the absence of sufficient interaction with other members of the college community as the single leading predictor of college attrition.

Integration appears to be even more important for the retention of underrepresented minority students at largely majority institutions. For African American students, for example, the amount of faculty contact is found to affect both retention (Braddock, 1981) and academic performance (Nettles, Thoeny, and Gosman, 1986). Furthermore, the role of faculty contact for African American students has been found to be more critical at predominantly White universities than at historically Black colleges (Braddock, 1981; Fleming, 1984).

Student-faculty research partnerships are another way in which to counter the attrition trend by responding to a variety of presumed causes of attrition. Such partnerships bridge the academic and student services domains while at the same time respond to the institutional context. UROP builds directly on one of the key academic missions of a large, public Research I university and, by design, weaves students into its academic mission early in their careers.

It is important that programs such as UROP be formally evaluated. The benefits are:

• to objectively see how the program can be improved
• to share tangible benefits with university administrators as budget priorities are determined
• to garner funding from the appropriate programs, foundations, and individuals.

UROP pursued funding in order to determine if the program met its mission to improve the retention and academic performance of all students and especially students of color. In 1997, the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE) awarded UROP funding that provided for an in-depth, five-year evaluation, the results of which have been instrumental in gaining even greater campus support for UROP and funding from additional sources. One of the notable strengths of the UROP evaluation is the use of a control group of students who applied for UROP but could not be accommodated.

The FIPSE evaluation has four components:

• to evaluate the effect of the program on student performance, from retention to graduation
• to assess UROP’s effect on the attitudes of students toward their intellectual capability, college work, academic potential, etc.
• to measure the effect of student-faculty research partnerships on the faculty who are involved, assessing any changes in faculty’s perceptions of students
• to determine how well the mechanics of the program operate, looking for changes in operation that may improve service to students and faculty.

Two facts about differences in retention rates govern the analyses. First, recognizing that the retention rates of minority and majority students differ at predominantly White institutions, the retention of these two groups is reported separately. Second, retention rates among different groups of underrepresented minorities differ from one another (Brower, 1992; Tinto, 1993) so data is reported separately for African Americans and Hispanic American students, the only two minority groups that were included in the sample in any substantial number.

When UROP participants are compared to non-participants, African-American students demonstrate a significant positive effect of participation on retention. Underrepresented minority participants in UROP (from academic years 1989-90 to 1993-94) have an attrition rate of 11.4% compared to 23.5% for non-participants. White students in UROP (from 1992-93 to 1993-94) have an attrition rate of 3.2% versus 9.8% for non-participants. There is, however, the possibility that UROP participants were more motivated in the first place to pursue career-enhancing activities than non-participants. The remaining analyses, therefore, compared UROP students to their matched control groups.

Our analysis of data so far has concentrated on academic outcomes, especially retention, academic performance, and course selection patterns. Our findings include:

• A comparison of attrition rates between UROP students and underrepresented students university-wide reveals that UROP students had an attrition rate 32% lower than underrepresented students in general (13.6% vs. 20.0%).
• African-American students in UROP show an attrition rate 51% lower than those in the respective control group (9.2% versus 18.6%).
• Attrition for White and Asian students in UROP with low grade point averages was 0% versus 12% for students in the White and Asian control groups.
• Participation in UROP resulted in grade point averages some 6% higher (2.73 versus 2.58 for all students).
• African-American students in UROP show a 7% grade point average difference (2.69 versus 2.51).
• UROP seems to be having a positive effect on students’ self-esteem, coping strategies, learning behaviors, and expectations about academic performance, especially for African American students in the program.
• Underrepresented students in UROP feel more supported by the University than students in the control group.

In addition to the quantitative evaluation we have conducted, we are also looking at qualitative data from focus groups, year-end evaluations, faculty comments about the program and student learning, and quotes and comments from student journals and one-on-one meetings with peer advisors. We are in particular interested in finding out why the program is having a positive effect on retention and academic achievement. Based on focus group discussions and other more qualitative information, we believe the program affects student learning outcomes and academic behavior in the following ways:

• academic course work is made relevant
• students develop critical thinking and problem-solving skills through research
• students learn the value of team work through research
• research helps students learn to work independently
• positive relationships with faculty help students relate and interact more with faculty in their classes and seek out help from faculty and others
• program activities help students develop effective communication skills including public speaking and writing

It is more difficult to evaluate the effects of UROP on the faculty. For example, one can’t create a control group for faculty. However, using a pre-and post-test design, the faculty evaluation shows marked changes in faculty attitudes and perceptions about affirmative action, the barriers and obstacles facing students of color and women in the sciences, and the importance of engaging diverse students in research. Our evaluation examined faculty attitudes about:

• multiculturalism
• racial climate on campus
• barriers and obstacles facing diverse students
• teaching and research
• research assistance
• student growth and developments.

The evaluation shows that the most often-cited benefits to the campus climate of UROP student-faculty research partnerships are:

• appreciation for diversity in research teams
• knowledge of the obstacles and barriers faced by diverse students
• surprise that undergraduates can contribute to research and a willingness to include undergraduates in research activities
• positive feelings about Affirmative Action
• appreciation of the talents diverse students bring to research
• increased experience in mentoring diverse students and seeking out diverse students to work with

The actual budget for running an undergraduate research program will vary from campus to campus and depend upon the program’s size and administrative structure. The following, however, are the principal costs associated with running a program and the primary budget categories:

• staff salaries which will vary based on the size of the program and the staff
• student stipends if the program is offered for academic credit and pay (At UROP, we have been able to use work-study funds to support students with financial need.)
• supplementary research funds to cover the costs of chemicals and laboratory supplies, photocopying, and purchases of small pieces of equipment such as tape recorders
• printing and mailing costs for recruitment, student and faculty handbooks, newsletters
• research symposia
• operating costs (telephone, equipment, supplies, etc.).

Initial and sustained funding to establish and maintain an undergraduate research program, of course, is critical to a program’s success. There are many funding models at various institutions around the country, including use of indirect costs to support undergraduate participation in research. The Undergraduate Research Opportunities program received pilot funding from several on-campus offices, including the Office of the Vice President for Research, Office of Academic and Multicultural Affairs, and the Office of the Vice President for Student Affairs. This pilot funding was important in leveraging external funds from foundations and government agencies at both the state and federal level. External funds were critically important in facilitating the growth and expansion of the program and in leveraging institutional support following completion of the grant period.

At the University of Michigan, we have found great interest among alumni in supporting either an individual student annually or a small group of students in specific fields and disciplines. The University recently completed a large capitol campaign, and UROP was included as a specific funding goal. Most campuses will find that alumni are excited about undergraduate research and its tangible benefits to students. The first step would be to meet with your campus development staff to determine if they know of alumni or corporate sponsors and to see if they would be willing to work with you to raise funds.

Since the program’s creation, significant fundraising efforts have been undertaken.

Outside funding sources include:

• Coca-Cola Foundation
• Dupont
• Motorola
• Howard Hughes Medical Institute (in support of biomedical and allied health science placements and summer research programs)
• W.K. Kellogg Foundation (in support of summer research opportunities for juniors and seniors interested in biomedical research and community-based research)
• National Science Foundation Recognition Award for Integration of Research and Education (in support of program evaluation, program development for other universities)
• National Science Foundation (in support of undergraduate women and students of color pursuing careers in the sciences)
• State of Michigan’s Office of Equity (in support of minority student participation in UROP) provided five years of support.*
• U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE) (in support of the program evaluation)
• University of Michigan’s Capital Campaign (in support of the establishment of a $3- million endowment for UROP from individuals and corporations)
• University of Michigan’s Office of the Provost
• Individual private donors
• Alumni

*First grant received.

Today, two-thirds of the programs operating funds come from University of Michigan through the Provost’s Office and the Dean’s Office in the College of Literature, Science, and the Arts.

Other institutions fund undergraduate research through a variety of mechanisms including research grants, the use of indirect costs from research grants, foundation support, and alumni support. (In addition, there are several foundations which fund undergraduate research at primarily undergraduate institutions.

For an excellent resource, see the How to Get Started in Research booklet by the Council on Undergraduate Research. To order, call (704) 251-6006, fax (704) 251-6002, click here for an order form in PDF format, or e-mail CUR@UNCA.edu. Ask for the "How to" booklet. There is a slight charge.

Even though your institution may be very different from the University of Michigan, UROP provides lessons that are applicable at other institutions. To create your own successful undergraduate research program, you will need:

• a clear mission which matches institutional goals
• strong administrative and faculty support, including recognition within the institution’s reward structure
• financial support to establish the pilot and to sustain the program. (The Development Office should be your best friend.)
• staff support to ensure that the student/faculty partnerships are working and that you start with success and good public relations
• built-in formal evaluation of the program’s effectiveness in meeting established goals. (Results of this evaluation can be key to continued internal and external financial support and administrative support.)
• flexibility to adapt the program as you learn new things or encounter difficulties
• good public relations to help publicize the program on the campus and via community media through student presentations, both formal and informal.

The booklet How to Get Started in Research" by the Council on Undergraduate Research offers a wealth of information about scientific research at primarily undergraduate colleges and universities. The booklet has sections on planning, student selection, research presentations, and sources of funding. It can be obtained for a small fee from: Council on Undergraduate Research, 734 15th Street, N.W., Suite 550, Washington, D.C. 20005; phone (202) 783-4810; fax (202) 783-4811; e-mail: CUR@CUR.org. Click here for an order form in PDF format.

You do not have to be a Research I university to have a successful undergraduate research program. The key is to develop a program that matches your own campus resources and educational mission. Many small liberal arts colleges and community colleges can support undergraduate research programs either on their own campuses or in partnership with other institutions. These programs do not need to be restricted to the sciences or only reserved for laboratory-based or pure research programs. For example, at Brown University, students conduct course-related research in which student researchers help faculty identify materials on race and ethnicity, for example, to infuse in existing courses in humanities and the social sciences. Furman University and Ohio State University both have successful humanities research programs. Carnegie Mellon has a relatively new research program that spans the academic disciplines and is based on student-initiated projects. There are also new initiatives nationwide to add a research component to existing courses that will further integrate research and teaching.

Following is a brief listing of programs and contact information for other colleges and universities. Information is accurate as of date of publication.

• Research existing programs across the country.
• Talk with program directors at colleges similar to yours. Find out what has worked for them, what needs to be improved, what pitfalls to watch out for.
• Formulate a program plan, making sure that the goals of your program meet the needs of students and are in sync with your college’s mission.
• Obtain internal college support for your program (e.g., from high-ranking administrators, your management, academic counselors, directors of academic programs, directors of offices for women and/or underrepresented minorities, and others with a vested interest in improving retention and graduation rates).
• Obtain support from a few faculty members who will be willing to be part of the pilot program. First, talk with faculty members who have had a track record of working with undergraduates successfully.
• Make a proposal, using available resources and noting what could be done with enhanced resources.
• Once you obtain support and resources, maintain the momentum. Make sure you deliver what you promised.
• Seek outside funding from educational organizations and foundations.
• Make sure to evaluate the benefits of your program from the very beginning.
• Start small. Choose a workable pilot project. (UROP started with only 14 students.)
• Publicize your successes. In particular, invite the program’s supporters to attend poster presentations, symposia, etc., so they can see the benefits of undergraduate research first hand.
• Be flexible.

As mentioned earlier, few funders will be interested in supporting what you are already doing without adding new program components. The following new directions were in part a result of seeking external funds and also based on emerging ideas, needs, campus initiatives, etc.

The UROP In-Residence Program is a new living-learning program implemented in Fall 1996 as part of a larger university initiative to expand living- learning programs for students. The program has 120 first-year students and combines UROP’s strengths with successful program components from other living-learning programs (e.g., study groups and enrichment activities specifically designed for students living together). Program components include:

• UROP research partnerships
• UROP sections of chemistry and math
• Introduction to Research, a one-credit course
• reserved spaces in first-year seminars (such as Intergroup Relations, Mind and Brain, and Introductory English Composition)
• community service opportunities including an Alternative Spring Break project
• visiting researchers
• Chemistry, Calculus, and Spanish study groups
• talks by UROP faculty researchers conducting research on eating disorders, alcohol abuse, and other student-related topics
• social events.

With funding from the Kellogg Foundation and other sponsors, UROP is offering summer research opportunities for juniors and seniors interested in biomedical research and community-based research. These summer research opportunities are offered to both UROP alumni and students who have not had a research opportunity. Based on tentative results from our UROP evaluation, it is critically important to engage at-risk students throughout their academic careers in order to encourage these students to attend graduate and professional school. As part of the Kellogg initiative, workshops on graduate and professional school selection, application procedures, and preparation will be offered concurrently with research opportunities.

Funding from the Kellogg Foundation will also support the expansion of community-based research (CBR) opportunities for students in UROP. Students will be placed with community-based organizations in the Detroit, Ann Arbor, Flint, and Ypsilanti communities. Community-based research directly benefits a community by providing information about other programs or by evaluating existing programs and services. Projects have included the following:

• An exploratory survey of health attitudes among Filipino American women in Washtenaw County. The participating student was involved in locating Filipino American women in the area, arranging meetings with members of this group, holding focus groups to discuss health concerns, using the information gathered to create a questionnaire, and administering the survey.
• Research into transportation issues of individuals affected by the Welfare to Work mandate. The participating student created a survey and contacted people in six areas (both urban and rural) to identify transportation needs of those on welfare. An additional outcome was the development of an associated tool kit for non-profit organizations.
• A community garden project that focused on nutrition, community empowerment, and economic well-being in a Detroit neighborhood.

In 1998, the Provost’s Office funded the development of a Junior/Senior UROP Program. This funding will enable UROP to:

• provide a pipeline for students who would like to continue conducting research with their UROP faculty sponsor
• provide support for students who cannot financially afford the time to conduct research for honors theses
• provide travel/funds for students to present their research at national meetings or to collect research data
• provide a first research opportunity for students interested in developing research skills for graduate school and learning more about a discipline.