Undergraduate research and creative scholarship is often cited as a high impact learning practice. In order to validate and maintain this particular status, regular assessment of the outcomes of undergraduate research are necessary. UROP identifies three categories of outcomes for assessment:

1. Student engagement - This category includes metrics that assess student engagement with the subject matter, faculty, peers, and the greater university community. It also measures how participation in the research activity contributed to their understanding of research and scholarship and whether it affected their interest in academic studies.
2. Gains in knowledge, skills and abilities - This category measures gains in a variety of knowledge, skills and abilities that are associated with undergraduate research and higher education at large.
3. Program satisfaction - This category measures the student experience with the programmatic elements of the undergraduate research experience, including co-curricular activities, the relationship with the faculty mentor, and the research design.

UROP Assessment Instrument

UROP has an assessment instrument available for use by UO faculty and staff that are directing undergraduate research programs or supervising undergraduate researchers. Please contact urop@uoregon.edu to gain access to the instrument.

Suggested Readings

• Council on Undergraduate Research Quarterly, Spring 2015 Issue, Volume 35, Number 3: Assessment of Undergraduate Research.
• Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience.  Journal of Higher Education, 74(2), 210-230.
• Crowe, M., & Brakke, D. (2008). Assessing the impact of undergraduate research experiences on Students: An overview of current literature.  Council on Undergraduate Research Quarterly, 28(4), 43-50. Available for download on CUR Quarterly website.
• Hunter, A-B., Weston, T. J., Laursen, S. L., & Thiry, H. (2009). URSSA: Evaluating Student Gains from Undergraduate Research in Science Education. Council on Undergraduate Research Quarterly, 29(3), 15-19. Available for download on CUR Quarterly website.
• Kuh, G. D. (2008). High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, D.C.: AAC&U.
• Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First Findings, Cell Biology Education, 3(4), 270-77.
• Lopatto, D. (2010). Science in Solution. Tucson: The Research Corporation.

Mentoring Undergraduate Research Directory