SPUR (2022) 5 (3): https://doi.org/10.18833/spur/5/3/10
More Articles in this Issue
Impact of Undergraduate Research Training Programs: An Illustrative Example of Finding a Comparison Group and Evaluating Academic and Graduate School Outcomes‐ Kaitlyn Stormes, Nicole A. Streicker, Graham K. Bowers, Perla Ayala, Guido G. Urizar Jr.
SPUR (2022) 5 (3): https://doi.org/10.18833/spur/5/3/8 Abstract:
In this study, researchers at a large, urban, comprehensive minority-serving institution used propensity score matching to identify a unique comparison group to study academic and graduate school outcomes in students served by the National Institutes of Health–funded Building Infrastructure Leading to Diversity (BUILD) Initiative. Acknowledging that students’ self-selection biases may confound findings, the use of propensity methods to match students served with those who were not (but were otherwise eligible) provides a valuable tool for evaluators and practitioners to combat this challenge and better evaluate their effectiveness and impact on students’ success. This study’s findings indicate that BUILD participants had higher academic and graduate school success with regard to cumulative GPA, units attempted and completed, graduation status, and application and admission to graduate programs.
Institution-Wide Analysis of Academic Outcomes Associated with Participation in UGR: Comparison of Different Research Modalities at a Hispanic-Serving Institution‐ Samantha Jude Battaglia, Lourdes E. Echegoyen, Laura A. Diaz-Martinez
SPUR (2022) 5 (3): https://doi.org/10.18833/spur/5/3/9 Abstract:
Most studies on the benefits of participation in undergraduate research (UGR) use data from student participants in undergraduate research programs (URPs), which offer a limited number of positions. In reality, however, the majority of UGR students participate in undergraduate research not in programs (URNPs). The authors conducted an institution-wide study at a Hispanic serving institution to examine the relationship between academic success and participation in these two UGR modalities. Although there were some differences between URPs and URNPs, participation in research at this institution was largely equitable and inclusive, with UGR demographics that reflected those of the institution, and it was positively associated with increased benefits along multiple academic metrics, regardless of UGR modality. Importantly, these increases were observed for both first time in college and transfer students.