Faculty as mentors in undergraduate research, scholarship, and creative work: Motivating and inhibiting factors

Vicki L. Baker; Meghan J. Pifer; Laura G. Lunsford; Jane Greer; Dijana Ihas

doi:10.1080/13611267.2015.1126164

Faculty as mentors in undergraduate research, scholarship, and creative work: Motivating and inhibiting factors

Vicki L. Baker, Meghan J. Pifer, Laura G. Lunsford, Jane Greer, Dijana Ihas

Research output: Contribution to journal › Article › peer-review

35 Scopus citations

Abstract

In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice.

Original language	English (US)
Pages (from-to)	394-410
Number of pages	17
Journal	Mentoring and Tutoring: Partnership in Learning
Volume	23
Issue number	5
DOIs	https://doi.org/10.1080/13611267.2015.1126164
State	Published - Jan 1 2015

Keywords

Faculty
Qualitative methods
Undergraduate research

ASJC Scopus subject areas

Education

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10.1080/13611267.2015.1126164

Cite this

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abstract = "In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members{\textquoteright} engagement in mentoring undergraduate research. We offer implications for research and practice.",

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AU - Ihas, Dijana

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Faculty as mentors in undergraduate research, scholarship, and creative work: Motivating and inhibiting factors

Abstract

Keywords

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