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High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology
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 loa...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8970511/ https://www.ncbi.nlm.nih.gov/pubmed/35358216 http://dx.doi.org/10.1371/journal.pone.0265074 |
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author | Giuliano, Traci A. Kimbell, Isham E. Olson, Emily S. Howell, Jennifer L. |
author_facet | Giuliano, Traci A. Kimbell, Isham E. Olson, Emily S. Howell, Jennifer L. |
author_sort | Giuliano, Traci A. |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8970511 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-89705112022-04-01 High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology Giuliano, Traci A. Kimbell, Isham E. Olson, Emily S. Howell, Jennifer L. PLoS One Research Article 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. Public Library of Science 2022-03-31 /pmc/articles/PMC8970511/ /pubmed/35358216 http://dx.doi.org/10.1371/journal.pone.0265074 Text en © 2022 Giuliano et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Giuliano, Traci A. Kimbell, Isham E. Olson, Emily S. Howell, Jennifer L. High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology |
title | High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology |
title_full | High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology |
title_fullStr | High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology |
title_full_unstemmed | High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology |
title_short | High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology |
title_sort | high impact: examining predictors of faculty-undergraduate coauthored publication and presentation in psychology |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8970511/ https://www.ncbi.nlm.nih.gov/pubmed/35358216 http://dx.doi.org/10.1371/journal.pone.0265074 |
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