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Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications

Little attention has been paid to understanding faculty–student productivity via undergraduate research from the faculty member’s perspective. This study examines predictors of faculty–student publications resulting from mentored undergraduate research, including measures of faculty–student collabor...

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Detalles Bibliográficos
Autores principales: Morales, Danielle X., Grineski, Sara E., Collins, Timothy W.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5589422/
https://www.ncbi.nlm.nih.gov/pubmed/28747352
http://dx.doi.org/10.1187/cbe.16-11-0326
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author Morales, Danielle X.
Grineski, Sara E.
Collins, Timothy W.
author_facet Morales, Danielle X.
Grineski, Sara E.
Collins, Timothy W.
author_sort Morales, Danielle X.
collection PubMed
description Little attention has been paid to understanding faculty–student productivity via undergraduate research from the faculty member’s perspective. This study examines predictors of faculty–student publications resulting from mentored undergraduate research, including measures of faculty–student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research.
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spelling pubmed-55894222017-09-14 Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications Morales, Danielle X. Grineski, Sara E. Collins, Timothy W. CBE Life Sci Educ Article Little attention has been paid to understanding faculty–student productivity via undergraduate research from the faculty member’s perspective. This study examines predictors of faculty–student publications resulting from mentored undergraduate research, including measures of faculty–student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research. American Society for Cell Biology 2017 /pmc/articles/PMC5589422/ /pubmed/28747352 http://dx.doi.org/10.1187/cbe.16-11-0326 Text en © 2017 D. X. Morales et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.
spellingShingle Article
Morales, Danielle X.
Grineski, Sara E.
Collins, Timothy W.
Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications
title Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications
title_full Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications
title_fullStr Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications
title_full_unstemmed Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications
title_short Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications
title_sort increasing research productivity in undergraduate research experiences: exploring predictors of collaborative faculty–student publications
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5589422/
https://www.ncbi.nlm.nih.gov/pubmed/28747352
http://dx.doi.org/10.1187/cbe.16-11-0326
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