Recent CSULB BUILD Publications on Undergraduate Research Training and Student Perceptions

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By Nicole Streicker

Read about two recent publications authored from CSULB BUILD, with summaries from the authors. 

Impact of Undergraduate Research Training Programs: An Illustrative Example of Finding a Comparison Group and Evaluating Academic and Graduate School Outcomes.

Stormes, K.N., Streicker, N.A., Bowers, G.K., Ayala, P., & Urizar, G.G. (2022)

“Our research study uses propensity score matching and descriptive statistics to systematically identify a comparison group and then investigate student-success outcomes,” said author Kaitlyn Stormes, Doctoral Student in the Higher Education and Organizational Change program at the University of California, Los Angeles. 

“Specifically, we compare BUILD and non-BUILD participants across a variety of academic and graduate school outcomes—with particular attention to examining outcomes for underrepresented minority students. Importantly, our findings demonstrate (a) the importance of identifying of a comparison group when studying program outcomes; (b) the salience of BUILD participation across outcomes being studied; and (c) the ability to demystify concerns regarding a delay in students' time-to-degree due to their research involvement.”

Student perceptions of undergraduate research-infused courses

Taing, A., Nguyen-Rodriguez, S., Rayyes, N., Marayong, P., & Buonora, P. (2022). 

“Traditional efforts to engage students in research early in their undergraduate academic careers have focused on formal research training programs or course-based research training, which commonly serve small student populations and are narrow in scope,” said author Allan Taing, PhD, who is a lecturer in the CSULB College of Education.

“To broaden access to research, BUILD developed a collection of research-infused general education courses. Based on three years of student survey data on personal development gains and research and technical skills, findings from this study indicate that these courses have the potential to equitably engage students, regardless of race/ethnicity and participation in formal research training. 

“Research-infused courses could potentially serve as a pathway for higher education institutions to institutionalize opportunities for a broad range of diverse students to be exposed to research.”

Visit the CSULB BUILD Products Page for the full list of BUILD created products and access to download PDFs of published articles. 

The Diversity Program Consortium Coordination and Evaluation Center at UCLA is supported by Office of the Director of the National Institutes of Health / National Institutes of General Medical Sciences under award number U54GM119024.
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