Undergraduate Research and Creativity Awards (URCA)

Students are paid up to a $1,500 stipend for a given funding period (summer I, summer II, fall semester, and spring semester). Applicants may request a maximum of $3,000 for each student per academic year. The application has to specify the actual requested amount for each of the funding periods, with justification of any amount in excess of $500 per period.

The mentor should provide reasons for giving the student money in addition to the benefits (specified earlier in the application) students receive when working on the project.

One such reason may be that the project is very time demanding; if so, provide a justification for the hours the student is expected to work. Another reason may be that the student would otherwise take a higher paying job.

Keep in mind that some benefits (such as a training in XYZ technique that is very important for student’s future career) are probably worth much more than the little bit of extra money the URSCO can provide in excess of $500 that the student could get for the period if the project is funded.

The stipend will be paid to the student and it is up to the student to decide what to do with the money.

It is okay to receive course credit and the URSCO URCA award for the same project, but no student should be paid for the same work twice.

Absolutely.

The URSCO URCA program can also support post-Baccalaureate degree seeking students who are enrolled at UNCG.

The only requirement is that the faculty mentor is confident and comfortable working with the student.

Yes

No, a student may be enrolled part time.

Up to two students. This can be accomplished in one of three ways:

1. Extensive training in XYZ technique not typically covered during classes but important for student’s future
2. One application for one student will be funded; OR
3. Two unique proposals, one with each student, will be funded; OR
4. One proposal that supports two different students will be funded.

In the last case, the faculty mentor should clearly distinguish the unique role each student will play in the project, as well as the skill development and benefits each will receive.

No strict limit will be enforced. However, be reasonable and do not submit too many. The selection process is not a lottery and submitting an avalanche of proposals does not increase your chances of being funded. Keep in mind that you should provide different benefits for different projects or students.

Yes. However it is important to clearly delineate the role the student will play in the overall project as well as the benefits for the student and mentor.

Any member of the UNCG faculty can request support for an UNCG undergraduate. Individuals who are on post-doctoral assignments are also eligible to apply. If the mentor is not in a tenure-track line, a letter from their supervisor is required to address how the student will complete the project if the mentor should leave UNCG prior to its completion.

• Summer Proposals: midnight, second Sunday of February
• Fall/Spring Proposals: midnight, second Sunday of April
  • Watch for additional requests for proposals.
  • Check these dates at the top of this page

No

Read the proposal instructions on how to submit an URSCO URCA award proposal.

The following are examples of URCA proposals selected for funding in Summer 2014.

Please make sure your proposal has sections A-G. (See instructions for applications for more details)

• Example 1 – Nadja Cech, Chemistry & Biochemistry (PDF)
• Example 2 – Peter Delaney, Psychology (PDF)
• Example 3 – Charles Egeland, Anthropology (PDF)

Six Tips for URCA Writers ~ by a reviewer

1. Make sure you addressed all of the questions! You would be surprised how often the goals are not specified and a lit review is presented (only), or how often people skip the budget justification. You should also proudly list your department(s) on the cover page.
2. Projects should produce products that enhance faculty output. The projects are funded out of indirect costs. Therefore, you should be clear about what research, scholarly, or creative products will be produced. Projects that enhance teaching but produce no output are unlikely to be scored as highly as projects that produce outcomes.
3. Think carefully about what the student gains. Be clear about what skills or knowledge the student gains, as well as any networking, personal growth, or other benefits. Some of the best proposals explain exactly what skills the student gains. The worst proposals just have students doing clerical work or other activities that do not obviously enhance their learning or marketability. The student should be involved in conceptual components of the research, not just carrying out tasks for the faculty member’s research. The greater the student role, the more impressive the project. If you plan to present it, publish it, or perform it, suggest some places that might happen.
4. Justify your expenses carefully. The budget justification is strongest when there are research expenses that should be covered. For example, paying participants, buying necessary equipment or materials, and accessing materials that are behind a paywall are all expenses that couldn’t be met in another way. If the project is going to pay a student, make sure you explain (1) why this is beyond what could be done using a standard honors thesis or independent study course in terms of hours needed; or (2) that the student will be doing this instead of outside work, or has notable financial need. Keep in mind that in many departments, taking a 3-credit independent study (9 hours of work per week) is quite normal without any funding.
5. Explain why we should care about this work. The project should be important and innovative, where possible. Innovation can come in the form of using new methods, integrating different approaches, or in terms of creativity. If the method is relatively new and being applied by your group, say that in the goals section. If we can’t understand why what you’re doing is new, it’s going to be hard to justify funding it. Remember that the reviewers are often not in your field, so they will mostly take your word for it that this is important in your field — but you have to explain it to them.
6. Trade on past success or need, if you have them. If you have had successes in undergraduate research or creative accomplishment, list some of them. If you are new faculty seeking to get your work going or the work can’t be done without the funding, say that, especially if there is little funding available in your area.