MARC U STAR Program Assessment, 2011
by Joanne Chesley, Ed.D, WSSU Center for Excellence in Teaching and Learning
Overview
The Minority Access to Research Careers/ Undergraduate Student Training in Undergraduate Research
(MARC U* STAR) program at WSSU established the following primary goals:
1. increasing minority participation in biomedical and behavioral research
2. admission into PhD or MD/PhD programs which support biomedical and behavioral sciences
This narrative will summarize selected findings regarding the program’s success. The following clusters
of indicators, consistent with the goals of the initiative, guided this program assessment:
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Number of MARC/Pre-MARC applications, acceptances, continuance
Number of minority student enrollments in PhD programs, and those completing
Participation in research with mentors
Role and quality of mentoring
Mentors’ assessment of participants’ growth
MARC participant assessment of program and mentoring
Quantity and quality of mentor and faculty research
Primary Findings
1. The program has enrolled students from a wide range of science disciplines. These include
Biology, Chemistry, Math, Psychology, Clinical Lab Science, Molecular Biology, and Exercise
Science. On one hand, the program is to be commended for the diverse academic
representation. On the other hand, however, it appears that selected disciplines may be more
linked to achieving success with program goals, particularly the goal to assist students in the
establishment of an undergraduate research agenda (directed by a program mentor) and the
goal to increase enrollment in Ph.D programs in Biomedical Research or Behavioral Sciences.
2. The program has successfully attracted the number of students desired during most years. This
number represents 3 levels , student who are officially MARC scholars, those who are accepted
and next in line for open slots (Pre-MARC) and those who are not accepted as scholars but who
are invited to be affiliates.
3. Of the students who are accepted into, and who matriculate through the program, about 25%
go on to enroll in a PhD program. The remaining 75 % make other choices such as enrolling in
Dental School, teaching Math, or enrolling in Pharmacy School.
4. Of the students accepted for full participation (MARC and pre-MARC), the number who remain
in the program decreased (20%) due to circumstances such as transportation problems or noncompliance with program standards.
5. The strength of initiatives such as this lies largely in the commitment of the faculty. Data reveals
that MARC and pre-Marc students view their mentors as very committed to the success of the
program participants. Students’ laboratory research experiences as well as scholarly
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presentations at regional and national meetings serve as evidence of a supportive mentoring
relationships. It appears that in any given year approximately 35% of the MARC and pre-MARC
participants engage in research presentations with their faculty mentors. This 35% reflects some
new presenters each year. The number of program participants who have begun to publish
their research (solely or collaboratively) is 23 (or 77% of MARC, PreMARC and affiliates).
6. The number of students eligible for completion of the PhD degree in Bio Medical Research or
Behavioral Sciences appears to be 4, at the time of this report (students who reportedly entered
grad school in 2007and should finish Spring 2011).
7. Student self-reported data suggests very strongly that the program has been extremely
instrumental in helping students to:
a. gain research techniques experience
b. have a space to do research
c. have expert leadership for their research interests
d. gain confidence and assertiveness in presenting research
e. take advice without becoming overly sensitive
f. learn to work independently
g. learn to work collaboratively
h. understand more about expectations of graduate programs
i. think more logically
8. While the number of mentor evaluations appears to be small, several mentor evaluations
suggest that MARC students are highly motivated and have demonstrated productivity and
growth. It appears, from the aggregated mentors ‘ comments that those students who spent 4-5
hours per week working with their mentors, were given even more ‘glowing’ comments,
reflecting greater persistence and hard work observed by the mentor.
Discussion
It appears that the majority of mentors in the program are grounded in the natural sciences versus the
behavioral and exercise sciences. This may contribute to greater enrollments from these areas and to
more sustained participation from these students. Attention should be given to recruiting more faculty
from the latter areas to serve as recruiters and mentors. This may lead to stronger bonds with students
in those disciplines, and more MARC participants from those areas.
More emphasis should be placed on helping students to understand Biomedical Research careers and
those in the Behavioral Sciences. Quite possibly, a Psychology student or an Exercise Science student
does not really understand the nature of work in these areas. Additionally, many students at WSSU are
first generation college-goers. There is no one at home to endorse a large decision such as going away
for the summer to do research in another state or country. There may be no one who understands what
Bio Medical researchers do, thus they cannot hold a significant conversation with the student to show
real support. Consideration should be given to developing in students, a strong sense of efficacy around
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their desires to do this kind of work. This may lead to greater retention in the program, and greater
success in acceptances to Bio Medical PhD programs.
The recruitment process for MARC might benefit from seeking advice from the WSSU Business School,
which might be able to design attractive and informative marketing tools for the program. Currently, an
email goes to the students from the Provost’s office, faculty talk with students via their classes, and
bulletin board announcements are posted.
While some MARC students have moved on to graduate programs of other types, and many non-MARC
students have benefitted from MARC indirectly, increasing the number of MARC PhD finishers should be
a primary focus for the grant in the next cycle. Grant investigators and associated faculty, should reflect
on ways to : 1) strengthen the connections with MARC students, 2) strengthen connections with the
‘receiving’ universities (where students enroll in doctoral program), 3) ensure regular contact with the
MARC students throughout their PhD studies.
With regard to early termination from the program, the investigators should take a look at program
policies and consider if these are in line with the information disseminated during recruitment periods,
and if that information is consistent with that used in the actual participant selection process.
Additionally, consideration should be given to the way these expectations are clarified with students.
Approximately 5 departments are represented among the 12 WSSU faculty who are involved in this
grant. A larger number of faculty mentors may be needed to provide increased student support.
Students who spend 4-5 hours with a mentor appear to have realized more from the MARC experience.
This time primarily is to be spent in the lab. Some of the time, however, for some students, may best be
spent working with a faculty member on lab reporting, publications, preparing for a conference
presentation, and learning more about the field through one on one discussion. Additional faculty
mentors may make this more possible.
Summary
The MARC U*STAR program has successfully increased the research skills of approx 35 students over the
last 5 years. These students have gained confidence and many have moved on to graduate schools to
pursue graduate degrees. Benefits of the program are seen not only in those enrolled, but in other
WSSU science majors as well. Mentors, both WSSU and those from area campuses and industries, are
regarded with excellence by the students in the program and are to be commended on the work they
have done.
While numbers may not be as high as desired, efforts to meet program goals have been effected in
earnest and have certainly led to success for those students who remained committed.
Grant investigators and associates should pay particular attention to the discussion in this report in an
effort to improve upon the good work already begun. Maintenance of program details throughout each
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program year is suggested, in an effort to conduct yearly, internal, formative assessments that provide
necessary information for continual program improvements.
In conclusion, this assessment heartily recommends that the MARC program be renewed for another 5
year cycle, with the intent of growing the program in ways suggested by the findings and
recommendations made herein.
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