Southern Illinois University Edwardsville's multiple techniques for assessing its Undergraduate Research and Creative Activities program seek to address both bigpicture concerns (e.g., are students learning?) and more pragmatic questions (e.g., are there barriers to participation?). The benefits and challenges of the quantitative and qualitative measures employed and the data's role in program development are discussed. Strategies include tracking faculty and student participation to determine overall interest, growth, and satisfaction and to measure demographic and academic discipline participation. Faculty and student participants also complete anonymous exit surveys regarding student learning as conceptualized within seven academic themes, as well as satisfaction with the program and program-related professional development. In addition, the rate at which student participants coauthor scholarly work that is accepted in peer-reviewed professional outlets is tracked.