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1.
Eagan MK Sharkness J Hurtado S Mosqueda CM Chang MJ 《Research in higher education》2011,52(2):151-177
Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs,
few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research
projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging
undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey,
we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics
(STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory
relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive
government funding for their research are more likely to involve undergraduates in their research project(s). In addition,
faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in
research. Implications for advancing undergraduate research opportunities are discussed. 相似文献
2.
ABSTRACTWhile previous literature documents the importance of sense of belonging for a positive educational experience, much of this research is focused on students early in their college careers and incorporates a single measure of sense of belonging. In contrast, the current study sought to explore whether senior students’ faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance as one aspect of sense of belonging. This study utilizes data from 8939 seniors in the 2014 administration of the National Survey of Student Engagement to explore these relationships. Results suggest that increased student–faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics (first-generation, age, gender, race/ethnicity), college experiences (enrollment type, online learning, STEM major, college grades, living situation, Greek affiliation), and institutional characteristics (control type, minority-serving institution, selectivity, Carnegie type) also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources for improving student engagement with faculty. 相似文献
3.
Christine Winberg Hanelie Adendorff Vivienne Bozalek Honjiswa Conana Nicola Pallitt Karin Wolff 《Teaching in Higher Education》2013,18(8):930-947
ABSTRACTEnrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach. 相似文献
4.
Michael R. Cavanaugh Rebecca Pfeffer Janice Ahmad 《Journal of Criminal Justice Education》2016,27(3):324-339
High-impact educational practices are increasingly being recognized as powerful teaching strategies that can positively impact both student and faculty experiences in the classroom. Student persistence in college is correlated to campus integration, and one way this can be successfully facilitated is through student–faculty research partnerships. This paper documents the process of one faculty research team integrating four undergraduate students into an ongoing research project, for which students received course credit. There were many benefits of this collaboration to both student and faculty participants, but there were also many opportunities to better streamline the project and to potentially create an institutional template for replication of this process so that other faculty members can learn from this experience and more easily successfully integrate students into their own research. 相似文献
5.
Donna Chamely-Wiik Brian T. Cooney Michael A. DeDonno 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):78-97
ABSTRACTIn this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices. 相似文献
6.
Catherine Mobley Catherine E. Brawner 《Community College Journal of Research & Practice》2013,37(5):353-369
ABSTRACTCommunity colleges have long been recognized as pivotal institutions for broadening educational opportunity for a variety of marginalized populations, including first-generation students. These institutions are also an important starting point for students desiring to eventually earn a bachelor’s degree in a science, technology, engineering, or mathematics discipline. Our qualitative study explores the experiences of 15 first-generation community college transfer students majoring in engineering. We use the theory of community cultural wealth and the concepts of experiential capital and transfer student capital as lenses for analyzing and interpreting our semistructured interview data and for formulating recommendations to improve the transfer experiences and educational outcomes of this population. This sample of students enacted several types of community cultural wealth and experiential capital when navigating the engineering transfer pathway and in their engineering studies. They were less likely to enact the elements of transfer student capital, however. Instead, our results indicate that the participants attribute their successful transitions to their self-motivation and initiative associated with community cultural wealth and experiential capital, rather than institutional interventions associated with transfer student capital. We conclude with recommendations for strengthening institutional programs directed at first-generation engineering transfer students. 相似文献
7.
Although recent research suggests that congruence between students and their academic environment is critical for successful
student outcomes, little research has been done on student college major choice. Using Holland’s theory of careers, we analyze
college major choice using a multinomial logit model. We use the CIRP Freshman Survey and institutional data for three cohorts
of first-year students at a selective liberal arts college to study the factors that affect college major choice, both at
entry and at graduation. 相似文献
8.
Undergraduate research is widely perceived as a “high-impact practice” that promotes students’ learning, cognition, career planning, and educational attainment. With some exceptions, the existing evidence largely provides support for these beliefs. However, these studies typically examine research experiences that occur later in the undergraduate years, whereas engaging in undergraduate research during the first year is becoming increasingly common. First-year experiences may yield different outcomes than later experiences for a variety of reasons; in addition, previous studies often do not account sufficiently for self-selection into undergraduate research, which may be especially problematic for cross-sectional studies that occur in the junior or senior year. Therefore, this study examines the potential impact of first-year undergraduate research using propensity score analyses within a large, multi-institutional, longitudinal dataset. Research participation is significantly and positively related to first-year university satisfaction and fourth-year undergraduate GPA, but it is unrelated to satisfaction and grades in other years as well as graduate degree intentions, retention at the same institution, and 4-year graduation. Conditional analyses indicate that these effects are largely consistent across student demographics, pre-university achievement, and institutional selectivity. 相似文献
9.
10.
Undergraduate political attitudes: An examination of peer,faculty, and social influences 总被引：1，自引：0，他引：1
Eric L. Dey 《Research in higher education》1996,37(5):535-554
A socialization perspective is used to examine the processes through which undergraduate student political attitudes are influenced by peers, faculty, and social trends. Using the model of undergraduate socialization provided by Weidman (1989) as a framework, I examine how the normative contexts of college campuses and students' interactions with peers and faculty serve to influence the political orientations of students, net of precollege and college characteristics. Based on longitudinal data from the Cooperative Institutional Research Program, the results indicate that student orientations change in ways quite similar to trends observed more generally, and that peer and faculty normative contexts tend to have a positive influence of equal magnitude on political orientations of students.An earlier version of this paper was presented at the 1995 meeting of the American Educational Research Association, San Francisco, CA. 相似文献
11.
An urgent need to broaden diversity and support the preparation of students and faculty members along proactive pathways to research and success can be facilitated by targeted faculty development and formalization of policies built on institutional commitment, engagement, and accountability. Involvement of the faculty in building institutional diversity will recognize equity-building initiatives as valid forms of faculty scholarship and as one way to address the growing public problem of educational disparities in the STEM fields. We propose systemic, institutional transformation centered on a foundation of faculty engagement, empowerment, and reward that reflects intentionality and accountability for developing diverse institutional communities. 相似文献
12.
In this qualitative study we address two primary research questions: What are the experiences of women faculty of color (WFOC) who departed the tenure track at predominantly White, research universities? Using the modified lens of the newcomer adjustment framework, what socialization factors may have contributed to the WFOCs’ departure? Through a longitudinal, in-depth examination of three WFOC who left their university prior to earning tenure, themes of gendered and racialized tokenization and isolation, a need for a more intrusive style of mentoring, and poor institutional fit were identified. Implications for future research on faculty members’ social identity and promising practices for faculty development are shared. 相似文献
13.
Danielle X. Morales Sara E. Grineski Timothy W. Collins 《Research in higher education》2017,58(5):520-544
Undergraduate research experiences are a “high impact” educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research training programs, even as the number of programs has grown, requiring increasing numbers of faculty mentors. To address this, we introduce a conceptual model for understanding faculty motivation to mentor and test it by using empirical data to identify factors that enable and constrain faculty engagement in an undergraduate research program. Using cross-sectional survey data collected in 2013, we employed generalized linear modeling to analyze data from 536 faculty across 13 research institutions to examine how expected costs/benefits, dispositional factors, situational factors, previous experience, and demographic factors predicted faculty motivation to mentor. Results show that faculty who placed greater value on the opportunity to increase diversity in the academy through mentorship of underrepresented minorities were more likely to be interested in serving as mentors. Faculty who agreed more strongly that mentoring undergraduate students was time consuming and their institution’s reward structures were at odds with mentoring, or who had more constrained access to undergraduate students were less likely to be interested in serving as mentors. Mid-career faculty were more likely than late-career faculty to be interested in serving as mentors. Findings have implications for improving undergraduate research experiences, since the success of training programs hinges on engaging highly motivated faculty members as mentors. 相似文献
14.
Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues. 相似文献
15.
Utilizing data from the 2009 College Senior Survey, this study measured and compared social agency and civic awareness among undergraduate students enrolled at four types of institutions: Baptist, CCCU, Catholic, and nonsectarian. Comparisons were made through paired-sample t-tests and ANOVA analyses. A series of separate multiple regressions were conducted to compare the patterns and predictors of civic development across institutional types. The results indicated that, despite the many features religious colleges share in common, student outcomes varied significantly between institutional types. Furthermore, student characteristics and college experiences contributed to students’ civic development to varying degrees depending on the type of religious institution students attended. 相似文献
16.
This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in student learning outcomes assessment. Prior research documented the need for more community college faculty involvement with assessment at the program and institutional levels (Grunwald & Peterson, 2003; Kinzie, 2010; Nunley, Bers, & Manning, 2011); however, little research had been published about faculty experiences with assessment at these levels. This study adds to the body of literature about community college faculty participation with assessment by sharing the perspectives of faculty members who had participated with either program or institutional assessment on their campus. One-hour semi-structured interviews with nine participants at three different 2-year institutions recognized for their assessment processes provided the data for the study. The size of this study was limited to nine participants so that an in-depth exploration of each participant’s experience with assessment could be conducted. The shared experiences of the participants in this study revealed that faculty involvement with assessment beyond the course level was primarily influenced by faculty perception of assessment being valued as a tool for institutional improvement. Three indicators of the value placed on assessment by these institutions were that they: (a) allocated resources (time and training) for assessment, (b) clearly articulated the goals of assessment at their institution, and (c) demonstrated how assessment results were used in institutional decision-making. This study also revealed that faculty members’ prior experience working with assessment and individual skills or abilities also influenced decisions to become involved with assessment. 相似文献
17.
Shannon N. Davis Pamela W. Garner Rebecca M. Jones Duhita Mahatmya 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):176-188
ABSTRACT Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century. 相似文献
18.
Undergraduate Student Socialization and Learning in an Online Professional Curriculum 总被引：1，自引：0，他引：1
Using data collected from a qualitative case study of an online baccalaureate nursing program, we examined the influence of
online degree programs on undergraduate student socialization and learning. We considered how components of socialization—knowledge
acquisition, investment, and involvement—are influenced by the online context. The findings suggest the importance of considering
non-academic influences in regards to nontraditional student experiences. The theoretical intersection of online learning
and undergraduate student development offers new and significant areas of research, specifically related to the pedagogical
role of faculty and the impact of social engagement. Implications for future research and practice are offered.
Karri A. Holley received her Ph.D. from the University of Southern California. She is Assistant Professor at the University of Alabama. Her
research interests include graduate/professional education, interdisciplinary curricula, and qualitative inquiry.
Barrett J. Taylor is a Ph.D. student at the University of Georgia. His research focuses on religious colleges and universities. 相似文献
19.
Ruth J. Palmer Andrea N. Hunt Michael Neal Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426
Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences. 相似文献
20.
Self-determination theory (SDT) is a broad framework for understanding factors that facilitate or undermine intrinsic motivation, autonomous extrinsic motivation, and psychological wellness, all issues of direct relevance to educational settings. We review research from SDT showing that both intrinsic motivation and well-internalized (and thus autonomous) forms of extrinsic motivation predict an array of positive outcomes across varied educational levels and cultural contexts and are enhanced by supports for students’ basic psychological needs for autonomy, competence, and relatedness. Findings also show a dynamic link between teacher and student motivation, as teachers are themselves impacted and constrained by controlling mandates, institutional pressures, and leadership styles. Ironically, despite substantial evidence for the importance of psychological need satisfactions in learning contexts, many current educational policies and practices around the globe remain anchored in traditional motivational models that fail to support students’ and teachers’ needs, a knowledge versus policy gap we should aspire to close. 相似文献