Evaluation and Dissemination of an Undergraduate Program to Improve Retention

Purpose

To increase the retention and improve the academic performance of underrepresented students, the university developed the Undergraduate Research Opportunity Program (UROP) in 1989. UROP is based on the theory that one of the causes for the high attrit ion of minority students (six out of ten for African Americans, versus three out of ten for whites, nationwide) is lack of intellectual identification with the institution, and that personal contact with faculty--a comparative rarity for undergraduates at large research institutions--can help to achieve this identification.

UROP pairs first-year and second-year students with faculty to collaborate on original research projects. Students also participate in an intensive peer advising program and a series of workshops focusing on specific skills such as time management. In its first four years, UROP grew from fourteen students to 143. In 1994-95, about 600 students participated. Although in the beginning UROP involved only minority students, the program was eventually extended to include students from all ethnic and racial backgrounds.

In 1992 the University obtained FIPSE funds to conduct an evaluation of UROP which sought to determine its effect on student academic performance and retention to graduation, as well as on students' attitudes towards their intellectual development. It also intended to measure UROP's effect on faculty perceptions of students, and to review the general mechanics of the program.

Innovative Features

Although many universities have recognized the value of involving undergraduates in collaborative research with faculty, this is the first project grounded on the theory that this collaboration is most beneficial in the first two years of college, the time when the heaviest attrition occurs.

Students may earn academic credit by participating in UROP. The number of credits is determined by the number of hours students agree to devote to collaborative research. Students on financial aid who nevertheless find it necessary to work receive spe cial grants financed by the university.

Peer advisers, specially-trained UROP "alumni," meet regularly with their assigned students to discuss all aspects of life at the university, and make referrals as needed. In addition, peer advisers coordinate groups of students working on related projects for informal presentations and discussions. Throughout the year, UROP staff arrange workshops and other activities for participants.

UROP is also the first undergraduate research program to undergo an evaluation of the scope of that funded by FIPSE. To date, project staff have gathered retention and academic performance data on 859 students who participated in UROP, and on 837 contr ol students who did not.

All students in a cohort who apply to UROP each year are sorted into sub-groups based on ethnicity, SAT/ACT scores, and high school grades. Students within each of the sub-groups are then matched and randomly assigned to UROP or the control group for t hat year.

The retention and academic performance data for students in UROP and the control group include individual registration status, enrollment information, cumulative GPA, demographic information and entrance test scores. Retention is defined as persistence through graduation. The only academic criterion for participation in UROP is a 2.0 GPA from high school or from the first year in college.

To gauge the social and psychological changes effected by UROP, participating students and controls are administered surveys at the beginning and end of each academic year. The surveys include, among others, self-reports of self-esteem, attitudes towar d the multicultural environment on campus, and sense of identification with the university. UROP faculty are evaluated for attitude changes through a questionnaire designed to measure attitudes about race, opinions about race relations on campus, causes of student attrition, and their expectations and beliefs about UROP students.

Project Impact

By all indications to date, UROP has been a success, especially for students from underrepresented minorities. UROP students from these groups have an attrition rate about 56 percent lower than that of underrepresented students in general (10.3 percent versus 23.3 percent). When minority UROP participants are compared to matched minority controls, UROP participants have an attrition rate 35 percent lower than the controls (10.3 percent versus 15.9 percent).

There are insufficient numbers of Hispanic and Native American students in the database to measure UROP's effects on these groups specifically. However, there are sufficient numbers of African American students in the sample, and for them the effects a re clear: African American UROP participants have a 45 percent lower attrition than the matched controls (10.1 percent versus 18.4 percent).

UROP also has an effect on the retention of majority students: the attrition for white UROP students is 3.2 percent, while that for the matched controls is 6.1 percent--a 48 percent difference. However, given the small numbers of students who drop out in both groups, the difference is not statistically significant. The same applies to Asian students.

In summary, the data suggest a definite positive effect on retention rates. The effect varies according to the racial or ethnic group, but is most pronounced for African-American students.

UROP appears to be most beneficial for students who exhibit the lowest academic performance, as indicated by below median scores in high school GPA for freshmen or the first- year GPA for sophomores. Among students with relatively high GPAs, the effec ts on attrition are small: for minority students, 4.8 percent for UROP versus 7.0 percent for controls; for majority students, 3.7 percent for UROP versus 3.3 percent for controls. For students whose GPAs fall below the median, however, the effects are considerable. For minority students, the difference in attrition between UROP participants and controls is 16.9 percent versus 23.7 percent. For white participants the figure is 4.0 percent, versus 8.5 percent for controls.

The data also reveal that UROP's effects on attrition are stronger for second year students than for freshmen. The effects on freshmen are: for minority students, 11.9 percent for UROP versus 14.4 percent for controls; for whites, 5.3 percent for URO P versus 6.4 percent for controls. For second year students, however, the effects are: for minorities, 7.5 percent for UROP versus 17.9 percent for controls; for majority students, 1.6 percent for UROP versus 5.7 percent for controls.

Participation in UROP also seems to affect GPA. For minority students, UROP results in a 5 percent gain, and a 2 percent gain for majority students. As with retention, the effect on GPA is greatest for the least prepared students. Among UROP minority students, those with low GPAs improved by 6 percent, while those with relatively high GPAs improved only by 2 percent. White students with low GPAs improved by 3 percent, while those with high GPAs did not improve at all.

Results of the survey of social and psychological variables so far show that UROP students feel increased self-confidence in their skills. Nevertheless, none of the positive attitudinal changes reported by students predict the retention and academic performance effects outlined above.

Analysis of the results of the faculty survey confirms that faculty who participate in UROP gain a stronger appreciation of the value of diversity in the university and an understanding of the barriers that minority students encounter than non-participating faculty.

Lessons Learned

Since research to date has not shown why UROP causes the dramatic changes in performance and retention, project staff are now attempting to find this out by asking students to recall specific behaviors in which they engaged, such as number of conversati ons with faculty, and number of hours spent studying, working with other students, consulting advisers, and so on. In addition, UROP students and controls who have now graduated will be interviewed to determine the program's long-term effects.

Project Continuation and Recognition

UROP has been formally institutionalized--in the 94-95 academic year, it enrolled approximately 600 students, a number that grew to 800 in 1995-96. Considered one of the principal innovations in the university's revitalization of its undergraduate curr iculum, UROP is a major focus of the university's current capital campaign, which is expected to raise a 3 million dollar endowment for the project.

UROP personnel have answered numerous inquiries about the program, and have made presentations at conferences in the U.S. and Canada. Manuscripts are in preparation for submission to various journals. In 1995 the project received another Comprehensi ve Program award from FIPSE to complete the evaluation of UROP. In 1996, UROP was one of five recipients of the TIAA/CREF sponsored Theodore M. Hesburgh Award. The award criteria included: significance of program to higher education; appropriate program rationale; and successful results and impact on undergraduate teaching and student learning.

Available Information

Further information about the project may be obtained from:

John Jonides
Sandra Gregerman
College of Literature, Science, and Arts
University of Michigan
Ann Arbor, MI 48109
313-994-7157

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