SPUR (2018) 1 (4): https://doi.org/10.18833/spur/1/4/10 Abstract:
Launched in 1997, the Diversity Scholars Research Program (DSRP) is an undergraduate performance-based scholarship program that aims to attract academically talented, underrepresented minority (URM) students to the IUPUI campus. The program provides financial assistance (tuition, academic stipend, conference travel, and some housing), mentoring, professional development, and research support for up to four years. As of summer 2017, 65 percent of scholars in good standing have graduated from IUPUI. Four-year graduation rates of DSRP scholars were more than double the average graduation rates for URM students with comparable GPAs at admission. New initiatives have been implemented that include changes to the admission and selection process, additional support to first-year students, and improvement of communication between all stakeholders.
More Articles in this Issue
- ‐ Janice DeCosmo, Issue Editor
SPUR (2018) 1 (4): https://doi.org/10.18833/spur/1/4/14 - Practice‐ Noelani Puniwai-Ganoot, Sharon Ziegler-Chong, Rebecca Ostertag, and Moana Ulu Ching
SPUR (2018) 1 (4): https://doi.org/10.18833/spur/1/4/11 Abstract:The Pacific Internship Programs for Exploring Science (PIPES) link undergraduates to environmental careers and mentor the next generation of scientists, educators, and managers for Hawaiʻi and the Pacific. PIPES uses formal and informal educational frameworks to deepen a sense of kuleana (responsibility) and provide opportunities for engagement in research and conservation practices in a higher education setting. Each summer, 30 to 40 students participate in an intensive, full-time, paid internship program for 10 weeks; 580 undergraduates have completed the program to date. These immersive experiences in science, natural resource management, environmental education, and Hawaiian values help ground interns in the intent of their daily work and provide rich opportunities to develop a deep connection to field sites and organizations.
- ‐ Susan G. Mendoza and Dave A. Louis
SPUR (2018) 1 (4): https://doi.org/10.18833/spur/1/4/7 Abstract:The authors reflect on their work in designing, executing, and evaluating undergraduate research experiences (UREs) that serve students of color, first-generation students, and low-income students. They assert that additional support is needed to prepare students as their cultures and identities intersect with their disciplinary learning and the historical context of the academy. The authors discuss the meaning of scholarly voice, the influence of minoritized cultures on that voice, the integration of their scholarly voice within the discipline, elements of programmatic design that intentionally create space, and experiences that promote a reflective scholarly journey for students. By infusing these elements into the faculty repertoire when mentoring students in UREs and into the framework and culture of UREs, students will be able to actively engage in graduate education from a place of integration and resiliency
