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The Faculty-Student Research Banking (FSRB) System: A Course Load Model to Incentivize Faculty Participation in Undergraduate and Graduate Research

Participation in student research and creative activity (SR) is shown to have demonstrable positive effects on student retention, success, and confidence (Lopatto, 2004). Chapman University’s demographics and mission are well-suited to enhancing the quantity, quality, and range of SR across the campus, supporting personalized education and pedagogical innovation and bridging the University’s liberal arts and research agendas.

A new credit banking model entitled the Faculty-Student Research Banking (FSRD) system has been developed by the Office of Undergraduate Research and Creative Activity with feedback and support from the Faculty Senate, Senate Executive Board, and Offices of the Chancellor and Chief Operating Officer.  This system, effective Fall 2013 (pending completion of some logistical details), is designed to attribute teaching credit to the faculty practice of mentoring undergraduate and graduate students in independent scholarly research and/or creative activity. 

For more information see -

FSRB Course Load Reduction Protocol

FSRB System Details and Requirements

FSRB FAQ.

Occassionaly, OURCA will host various workshops for interested faculty. While there is nothing scheduled yet, check back for updates!

+ - Previous Training Events

Previous Training Events
OURCA hosted a series of four workshops for faculty members to develop and improve their websites. If you missed it, or would like more information, PDFs are available below for your convenience!

For PC: Wordpress 
For MAC: iWeb or iWeb Manual

+ - Extra Resources

Evaluation of NSF Support for Undergraduate Research Opportunities, from SRI International
This report details, “the demographic and academic characteristics of undergraduates who participate in UROs nationwide, why individuals (faculty as well as students) choose to participate, the characteristics and components of UROs, the effects of UROs on students’ academic and career decisions, and whether different kinds of research experiences are more effective with some types of students than with others (e.g., minorities vs. non-minorities, men vs. women).

Advice on Mentoring Students

  • Creating Time for Research, from the CUR Quarterly

  • The Mentoring Role in Undergraduate Research, from the CUR Quarterly