Journal article
Encouraging or Obstructing? Assessing Factors That Impact Faculty Engagement in Undergraduate Research Mentoring
Frontiers in education (Lausanne), Vol.5, 114
07/17/2020
DOI: 10.3389/feduc.2020.00114
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.
Details
- Title: Subtitle
- Encouraging or Obstructing? Assessing Factors That Impact Faculty Engagement in Undergraduate Research Mentoring
- Creators
- Shannon N. Davis - George Mason UniversityRebecca M. Jones - George Mason UniversityDuhita Mahatmya - University of IowaPamela W. Garner - George Mason University
- Resource Type
- Journal article
- Publication Details
- Frontiers in education (Lausanne), Vol.5, 114
- Publisher
- Frontiers Media Sa
- DOI
- 10.3389/feduc.2020.00114
- ISSN
- 2504-284X
- eISSN
- 2504-284X
- Number of pages
- 8
- Language
- English
- Date published
- 07/17/2020
- Academic Unit
- Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984765188602771
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