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

Producción científica: Article › revisión exhaustiva

38 Citas (Scopus)

Resumen

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.

Idioma original	English
Páginas (desde-hasta)	394-410
Número de páginas	17
Publicación	Mentoring and Tutoring: Partnership in Learning
Volumen	23
N.º	5
DOI	https://doi.org/10.1080/13611267.2015.1126164
Estado	Published - ene 1 2015

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Publisher Copyright:
© 2015 Taylor & Francis.

ASJC Scopus subject areas

Education

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10.1080/13611267.2015.1126164

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

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