Article
Perspectives on Undergraduate Research Mentorship_ A Comparative Analysis Between Online and Traditional Faculty.pdf
Online Journal of Distance Learning Administration
(2020)
Abstract
With an increase in distance faculty, it is important to understand how faculty perceptions of
undergraduate research mentorship differ between distance and traditional faculty. Perceptions were
examined in a medium sized, not-for-profit university with both residential and distance faculty.
Residential faculty were more likely to mentor or were very interested in undergraduate research, but
overall interest in mentorship was similar across campuses. Faculty status or career experience was not
correlated to interest or engagement in research mentorship. Traditional faculty were more likely to
report time commitment as a significant barrier than distance faculty. Other barriers and benefits were
aligned between campuses, with top benefits, barriers, and motivators being student-focused as opposed
to faculty or institution-focused. The majority of faculty surveyed hold undergraduate research as an
integral component of higher education. Recommendations for future include the exploration of online
student motivation and preparedness to engage in research as well as the mindset (fixed versus growth)
of faculty regarding student motivation and preparedness.
Keywords
- high-impact practice,
- online education,
- undergraduate research
Disciplines
Publication Date
2020
Citation Information
Emily K. Faulconer, Zack Dixion, John C. Griffith and Laura Faulconer. "Perspectives on Undergraduate Research Mentorship_ A Comparative Analysis Between Online and Traditional Faculty.pdf" Online Journal of Distance Learning Administration Vol. 23 Iss. 2 (2020) Available at: http://works.bepress.com/john_griffith/43/
Creative Commons license
This work is licensed under a Creative Commons CC_BY International License.