Influences on Faculty Willingness to Mentor Undergraduate Students from Another University as Part of an Interinstitutional Research Training Program

Autor/inn/en	Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.
Titel	Influences on Faculty Willingness to Mentor Undergraduate Students from Another University as Part of an Interinstitutional Research Training Program
Quelle	In: CBE - Life Sciences Education, 15 (2016) 3, Artikel 35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-01-0039
Schlagwörter	Influences; College Faculty; Teacher Attitudes; Mentors; Undergraduate Students; Intercollegiate Cooperation; Trainees; Student Research; Incentives; Predictor Variables; Disproportionate Representation; Economically Disadvantaged; Hispanic American Students; Research Universities; Cost Effectiveness; Training; Student Recruitment; Surveys; Likert Scales; Statistical Analysis; Arizona; New Mexico; Texas (El Paso) + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Fakultät; Lehrerverhalten; Hochschulkooperation; Auszubildender; Weibliche Auszubildende; Studentenforschung; Anreiz; Prädiktor; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Forschungseinrichtung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Ausbildung; Survey; Umfrage; Befragung; Likert-Skala; Statistische Analyse
Abstract	In 2014, the National Institutes of Health invested $31 million in 10 primary institutions across the United States through the Building Undergraduate Infrastructure Leading to Diversity (BUILD) program; one requirement of BUILD is sending undergraduate trainees from those primary institutions to partner institutions for research experiences. Mechanisms like BUILD are designed to broaden research opportunities for students, especially those from underrepresented backgrounds. However, to our knowledge, no studies have examined faculty willingness to mentor undergraduates from other institutions through structured training programs. Survey data from 536 faculty members at 13 institutions were collected in Fall 2013 and analyzed using multiple statistical techniques. Results show that faculty who valued the opportunity to increase diversity in the academy and those who believed that mentoring undergraduates benefited their own research expressed greater willingness to serve as research mentors to visiting undergraduates, and faculty who perceived that they did not have the ability to accommodate additional students expressed less willingness to do so. Most respondents viewed student and faculty incentives as motivating factors in their willingness to mentor, but their perspectives on different types of incentives varied based on faculty career stage, discipline, and research funding status. Results have important implications for designing multi-institutional undergraduate research training programs. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01