Encouraging or Obstructing? Assessing Factors That Impact Faculty Engagement in Undergraduate Research Mentoring.

Inhalt

Autor/Urheber	Shannon N. Davis; Rebecca M. Jones; Duhita Mahatmya; Pamela W. Garner
Institution	Frontiers Media S.A.
Titel	Encouraging or Obstructing? Assessing Factors That Impact Faculty Engagement in Undergraduate Research Mentoring.
Quelle	In: 2504-284X; doi:10.3389/feduc.2020.00114; Frontiers in Education, Vol 5 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3389/feduc.2020.00114
Schlagwörter	faculty; mentoring; faculty development; undergraduate research; higher education; Education (General)
Abstract	At colleges and universities around the world, faculty serve a critical role in supporting the well-documented practice of undergraduate research, scholarly and creative activity. Using unique data from an online survey of faculty members (n = 223) at three colleges and universities in the United States, we investigate the individual and institutional factors that facilitate or inhibit faculty members' willingness to provide undergraduate students with research opportunities. We focus our quantitative analysis on individual and institutional variables associated with faculty participation. Our work confirms prior qualitative research, indicating the significance of institutional support for faculty engagement in undergraduate research mentoring.
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