Perspectives on Undergraduate Research Mentorship: A Comparative Analysis between Online and Traditional Faculty.
Perspectives on Undergraduate Research Mentorship: A Comparative Analysis between Online and Traditional Faculty.
复制标题
本科生研究指导的视角：在线和传统教师之间的比较分析。
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Laura S. Faulconer
中科院分区：
文献类型：
--
作者：
E. Faulconer;Zachary Dixon;J. Griffith;Laura S. Faulconer
随着远程教师的增加，重要的是要了解教师的本科研究导师的看法不同的距离和传统的教师。在一个中等规模的，不以营利为目的的大学与住宅和远程教师的看法进行了检查。住校教师更有可能指导或对本科生研究非常感兴趣，但对指导的总体兴趣在各个校园都是相似的。教师身份或职业经验与研究导师的兴趣或参与度无关。传统的教师更有可能报告时间承诺比远程教师的一个重大障碍。其他的障碍和好处是一致的校园之间，与顶级的好处，障碍和激励因素是以学生为中心，而不是以教师或机构为中心。大多数接受调查的教师将本科研究作为高等教育的一个组成部分。未来的建议包括探索在线学生的动机和准备从事研究以及教师的心态（固定与增长）关于学生的动机和准备。
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.