Undergraduate Research Experiences for STEM Students Successes, Challenges, and Opportunities (2017) / Chapter Skim
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6 Faculty Impact and Needs
6 Faculty Impact and Needs
Pages 147-162
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. The faculty member will typically set the goals of the experience, design the overall experimental approach, gather relevant materials to introduce students to the questions to be addressed, organize the workflow, and serve as mentor.
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A considerable amount of the extant TRN research literature has ocused on how research enhances teaching (Prince et al., 2007)
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is not a significant priority. However, as the Community College Undergraduate Research Initiative highlights, there are many community colleges that are increasingly incorporating undergraduate research into the standard curriculum.2 A very different scenario may exist for the early career scientist at a research-intensive university, where actual and perceived conflicts between teaching responsibilities and research productivity can lead to some unique tensions associated with the URE (Brownell and Tanner, 2012; Dolan and Johnson, 2010; Laursen et al., 2012)
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. IMPACTS ON FACULTY Faculty impacts must be considered within the context of the academic environment, including the type of institution, the faculty appointment and rank, the departmental culture, and the STEM discipline.
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For example, on October 9, 2015, the Purdue University Board of Trustees adopted a modification to the tenure and promotion process to include components that are very specific to faculty engagement in student mentoring and undergraduate research.3 Although involving undergraduate students in faculty research is often mentioned in tenure and promotion policies and procedures (Chapdelaine, 2012) , very few research institutions consider mentoring undergraduate researchers as a critical component of the process.
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. Productivity Another area of focus with respect to faculty impact is the effect that the URE has on faculty research productivity.
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concluded that motivation toward pedagogical change involves an interaction of faculty interests, their expectations of success, and the rewards associated with the change. Whereas there are likely to be a large number of external factors that influence the interactions of these variables, the faculty member's prior education experience, preparation and training, STEM discipline, stage of career, and type of faculty appointment are all critical elements that influence a faculty member's decision to adopt a specific pedagogical reform (Austin, 2011)
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If a lack of an incentive and reward structure is considered a primary barrier to faculty engaging with undergraduates in their research programs, then it is critical to have a clear under tanding of faculty motivations as they exist within multiple contexts. s For example, historically black colleges and universities are known to have student-centered missions and may offer students an academic environment that is more supportive and collaborative than other institution types ( Allen, 1992; Hurtado, 2003; Hurtado et al., 2009; Nelson Laird et al.,
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. The unique character of this type of institution may help explain why faculty are more likely to include undergraduates in their research program when compared to their peers at institutions serving primarily white and Hispanic student populations.
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Embedding student research may involve significant pedagogical change to an existing course or development of a novel course. Successful models for integrating the experience often require faculty training and development, which may come at an additional cost with respect to faculty time allocation (Brownell and Tanner, 2012)
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. Assessment of course-based undergraduate research experiences: A meeting report.
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Paper commissioned for the Committee on Strengthening Re search Experiences for Undergraduate STEM Students. Board on Science Education, Divi sion of Behavioral and Social Sciences and Education.
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. Faculty workload issues connected to under graduate research.
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. Geoscience Education Research Project: Student benefits and effective design of a course-based undergraduate research experi ence.
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. Faculty perspectives on developing and teaching course-based undergraduate research experiences.
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. Inquiry-based undergraduate teaching in the life sciences at large research universities: A perspective on the Boyer Commission report.
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