![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Increased sustainable access to undergraduate research opportunities, particularly for historically underrepresented populations, involves transforming departmental and institutional cultures, which is time-consuming and expensive. Competing university interests and tightening budgets necessitate finding effective and affordable ways to implement this transformation. The purpose of this study was to understand the benefits and limits of a microgrant as a feasible means of change. Overall, the findings suggested that microgrants can be effective catalysts for change in certain conditions, especially if internal resources are available to complement the funding and if the microgrant continues on a desired trajectory. This research will inform future initiatives that aim to expand access to undergraduate research experiences.
Additional information
Notes on contributors
Rebecca Friesen
Rebecca Friesen ([email protected]) is a research scientist, and Adriana Cimetta is an associate research professor, both in the Department of Educational Psychology at the University of Arizona in Tucson, Arizona.
Adriana Cimetta
Rebecca Friesen ([email protected]) is a research scientist, and Adriana Cimetta is an associate research professor, both in the Department of Educational Psychology at the University of Arizona in Tucson, Arizona.