How Pre-tenure and Tenured Faculty Can Engage Undergraduates in Publishable Research

Mendoza, Albee Therese O.; Golden, Jeannie A.

doi:10.3389/fpsyg.2019.00111

Cited by 5 publications

(8 citation statements)

References 9 publications

(9 reference statements)

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“…We have seen (both anecdotally and in the current sample) that many faculty at graduate-serving institutions publish regularly with undergraduates, but the mechanisms for that process are to date unclear. In our study, neither the number of graduate students (consistent with [ 14 ]) nor the level of involvement and mentoring by graduate students was related to publishing with undergraduates, despite indirect evidence [ 43 , 44 ] and theoretical arguments [ 45 , 46 ] to the contrary. Further research in this area would allow us to determine the extent to which a successful model of publishing with undergraduates at GSIs is similar to—or completely different from—the model of publishing with undergraduates at PUIs.…”

Section: Discussioncontrasting

confidence: 63%

“…Publishing and presenting with undergraduates seems heavily dependent on the faculty mentor. The fact that faculty of higher rank are more successful at publishing with undergraduates (yet are no more likely to coauthor presentations) suggests that faculty training on mentoring undergraduate research earlier in their career may be useful (see [ 46 ]). That is, it seems plausible that conference presentations are more of an endpoint for less experienced faculty (as well as for faculty at GSIs, who have graduate students that need authorships to make them competitive job candidates), whereas more experienced faculty (as well as those at PUIs, who have no graduate students competing for authorships) might use conference presentations as a steppingstone on the path to publication.…”

Section: Discussionmentioning

confidence: 99%

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High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

et al. 2022

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Despite the increasing popularity of faculty-undergraduate research, a dearth of research has investigated factors that predict the professional outcomes of these collaborations. We sought to address this gap by examining a wide range of institutional (e.g., institution type, selectivity, course load) and faculty variables (e.g., rank, years of experience, enjoyment of mentoring) potentially related to coauthored undergraduate publication and conference presentation in psychology. Negative binomial regressions were used to analyze online survey data from 244 faculty members from both graduate-serving institutions (i.e., doctoral, master’s) and primarily undergraduate institutions. The results showed that, after controlling for overall research productivity, faculty at primarily undergraduate institutions were more likely to publish journal articles with undergraduates, whereas faculty at graduate-serving institutions were more likely to coauthor conference presentations with undergraduates. Institutions with higher selectivity, more support for faculty-undergraduate research, and lower course loads produced higher numbers of undergraduate publications. Faculty characteristics were even more strongly related to undergraduate research outcomes. Specifically, publication was most likely with faculty who are of higher rank, have more years of experience, spend more time on research, foster close collaborative relationships with undergraduates, and/or perceive their students as high quality and well trained. By contrast, conference presentation was most likely with faculty who work with more undergraduate students on more projects per year and/or who enjoying mentoring undergraduates. Our findings suggest ways that institutions can facilitate undergraduate publication, which we argue is an increasingly common and achievable outcome.

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Section: Discussioncontrasting

confidence: 63%

Section: Discussionmentioning

confidence: 99%

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

et al. 2022

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“…Additionally, junior and women faculty members have been more apt to be assigned to teach larger undergraduate survey courses, resulting in higher student-support and course demands (Minello et al, 2020). Although these circumstances may be prohibitive for more junior and women faculty to actively engage in their own research processes, they seem to support those of more senior faculty members who were found to have more time for conducting research (Mendoza & Golden, 2019). This outcome may further senior faculty's ability to produce publications.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic women and their children: Parenting during COVID‐19 and the impact on scholarly productivity

et al. 2021

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Objective: We explored the experiences of academic mothers traversing the simultaneous demands of parenting and their professional roles throughout the pandemic to better understand the impact of COVID-19 on engagement in scholarship. Background: In response to reports of reduced scholarship by women across academic disciplines, the goal of this study was to understand the lived experiences of women scholars who identify as mothers. Method: Academic women, including faculty and students, completed an online survey with demographic items and open-ended questions. From the collected data, responses from participants who identified as mothers (n = 51) were analyzed using thematic analysis. Results: Analysis of the data revealed that participants' roles as parents and scholarly women were inextricably intertwined, each serving as foundational components of their identities, a reality highlighted by the exacerbating stressors associated with COVID-19. Altered childcare demands, conflicting roles, and relational changes emerged as consequences of the ongoing pandemic, which compromised participants' ability to effectively attend to different aspects of their identity and sometimes resulted in the development of negative emotions. Conclusion: Participants identified additional responsibilities due to the ongoing pandemic. Feeling pulled between their often-conflicting personal and professional identities, academic mothers cited a lack of supportive professional structures, which became more evident during COVID-19, as a barrier to their pursuit of scholarship. Implications: This study aligned with previous scholarly documentation of historical gendered bias common within academia. The potential long-term professional impact of

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“…Perrella et al (2020) describe the nature of undergraduate research as researchtutored (i.e., engaging in research discussions), research-based (i.e., undertaking research and inquiry), research-led (i.e., learning about current research in the discipline), and researchoriented (i.e., developing research skills and techniques). Undergraduate research is also recognized as an educational tool that contributes significantly to student learning (Mendoza & Golden, 2019). According to Severinsson (2015), undergraduate research supervision in nursing intensifies socialization and understanding of the disciplinary culture in nursing.…”

Section: Introductionmentioning

confidence: 99%

“A life without a supervisor is like a seed that never grows”: Students’ Experiences of Undergraduate Nursing Research Supervision

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Tuppal

et al. 2022

Nurs. Med. J. Nursing

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Background: Undergraduate research is an inquiry or investigation conducted by students who develop an original intellectual or creative contribution to the discipline. However, little is known within the Philippine context that explores undergraduate nursing research experience and supervision.Purpose: This study illustrated the students’ lived experiences of undergraduate research supervision using transcendental phenomenology.Methods: This study made use of transcendental phenomenology. Thirty students enrolled full-time in a nursing research course during the academic year (AY) 2019-2020, and AY 2020-2021 were purposively sampled. These students completed their research projects as required for the nursing research course and were supervised by a mentor. Each participant underwent an in-depth one-on-one interview, of which the responses were transcribed and analyzed based on the modified Stevick-Colaizzi-Keen method.Findings: From the thirty-nine significant statements carefully reviewed and clustered into meaning units, three themes emerged, namely (a) re-capturing tripartite challenges in doing research, (b) re-cultivating quintessential requisites in doing research, and (c) re-envisioning the future ahead. These themes provided textural and structural descriptions that intuitively integrate into the essence of the lived experience of being supervised in undergraduate research.Conclusion: Undergraduate research supervision resonates with the mutual exchange of novel ideas in a dialogical encounter, collective learning, and participatory-in-action where sciencing and caring thinking is imbued to develop critical thinking, inquisitiveness, and caring intuitiveness.

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How Pre-tenure and Tenured Faculty Can Engage Undergraduates in Publishable Research

Cited by 5 publications

References 9 publications

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

Academic women and their children: Parenting during COVID‐19 and the impact on scholarly productivity

“A life without a supervisor is like a seed that never grows”: Students’ Experiences of Undergraduate Nursing Research Supervision

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