Individual and Institutional Predictors of Faculty Mentoring Undergraduate Researchers: Findings from a Multi-Institutional Research Collaboration

Abstract

Undergraduate research is an experience that cultivates creative and intentional learners in and out of the classroom. Using unique data from an online survey of faculty members at three diverse colleges and universities, we investigate the individual and institutional factors that facilitate or inhibit faculty membersââ¬â¢ willingness to provide undergraduates with research opportunities.à We focus our analysis on individual and institutional explanations for faculty participation or non-participation as a research mentor to one or more undergraduates.à We examine the influence of demographic (e.g., gender, race, tenure status, discipline) and institutional characteristics (e.g., type of institution, perceived institutional supports) to statistically model the likelihood that faculty members had previously mentored undergraduates in independent research projects. We draw upon these findings to discuss implications for institutions desiring to increase student (and therefore faculty) undergraduate research experience.à

à