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

Shannon N. Davis; Rebecca M. Jones; Duhita Mahatmya; Pamela W. Garner

doi:10.3389/feduc.2020.00114

Frontiers in Education (Jul 2020)

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

Shannon N. Davis,
Rebecca M. Jones,
Duhita Mahatmya,
Pamela W. Garner

Affiliations

Shannon N. Davis: Department of Sociology, George Mason University, Fairfax, VA, United States
Rebecca M. Jones: Department of Chemistry and Biochemistry and STEM Accelerator, George Mason University, Fairfax, VA, United States
Duhita Mahatmya: College of Education, University of Iowa, Iowa City, IA, United States
Pamela W. Garner: School of Integrative Studies, George Mason University, Fairfax, VA, United States

DOI: https://doi.org/10.3389/feduc.2020.00114
Journal volume & issue: Vol. 5

Abstract

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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.

Published in Frontiers in Education

ISSN: 2504-284X (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Education: Education (General)
Website: http://journal.frontiersin.org/journal/education

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