Supported by the National Science Foundation Award HRD 1202563 Role and Support of Faculty Mentors in an Undergraduate Research Program Rafael Bahamonde, Ph.D. Professor of Kinesiology (Biomechanics) Associate Dean School of PETM Director of Diversity Scholar Research Program IUPUI (2006-2008) Director’s Mentoring Award for Outstanding Leadership and Mentoring of Undergraduate Research, Center for Research and Learning, IUPUI 2010 Director of Faculty Outreach LSMCE Faculty Liaison Coordinator NIH IPREP
Transcript
Slide 1
Supported by the National Science Foundation Award HRD 1202563
Role and Support of Faculty Mentors in an Undergraduate Research
Program Rafael Bahamonde, Ph.D. Professor of Kinesiology
(Biomechanics) Associate Dean School of PETM Director of Diversity
Scholar Research Program IUPUI (2006-2008) Directors Mentoring
Award for Outstanding Leadership and Mentoring of Undergraduate
Research, Center for Research and Learning, IUPUI 2010 Director of
Faculty Outreach LSMCE Faculty Liaison Coordinator NIH IPREP
Slide 2
Supported by the National Science Foundation Award HRD 1202563
Outline Why mentor undergraduate students? Faculty more likely to
be mentors Why faculty become mentors? Barriers & Challenges of
mentors Tips for mentors How to involve and support faculty in
mentoring UR?
Slide 3
Supported by the National Science Foundation Award HRD 1202563
WHY MENTOR UNDERGRADUATE STUDENTS? Mentoring can be demanding and
requires a responsible approach, but at the same time it can be
enjoyable and rewarding. Undergraduate research is high impact
practice-Numerous student benefits
Slide 4
Supported by the National Science Foundation Award HRD 1202563
Faculty likely to be mentors (N=4832 STEM faculty, 194
institutions- Higher Education Research Institute)
Slide 5
Supported by the National Science Foundation Award HRD 1202563
Reasons for faculty participation Role as an educator Giving back
to the discipline Identification to future graduate students
Funding Faculty believe that undergraduate students can contribute
to a research program Opportunities for graduate students to do
mentoring
Slide 6
Supported by the National Science Foundation Award HRD 1202563
Benefits to faculty mentors Increase morale, self esteem and
satisfaction (Wilson, 2000) Effective role model and better
teachers (Hakim, 2000) Increase enthusiasm (Russell et. Al. 2007)
Development of new knowledge research projects Assistance with
projects Additional funding
Slide 7
Supported by the National Science Foundation Award HRD 1202563
Faculty Perceptions of Undergraduate Research Amy M. Buddie,
Kennesaw State University, U.S. Courtney L. Collins, Kennesaw State
University, U.S.
Slide 8
Supported by the National Science Foundation Award HRD 1202563
Tips for mentors Know thyself What are your strength and weaknesses
as mentor Accept that you are role model Select you mentee
carefully Improve you listening skills Be accessible Beware of
cloning Allow for individual differences Stay current Socialize
student to the profession Promote your mentee to other colleagues
Be directly involved teaching and training you mentee Escalate the
mentees responsibility Provide clear expectations and honest and
constructive feedback Promote time management skills Offer personal
support The Journal of Undergraduate Neuroscience Education (JUNE),
Fall 2012, 11(1):A55-A63
Slide 9
Supported by the National Science Foundation Award HRD 1202563
UNDERSTANDING CHALLENGES AND BARRIERS FACTORS THAT INFLUENCE
FACULTY DECISIONS TO BECOME MENTORS
Slide 10
Supported by the National Science Foundation Award HRD 1202563
INSTITUTIONAL DEPARTMENTAL External Barriers
Slide 11
Supported by the National Science Foundation Award HRD 1202563
Institutional & Department Barriers Lack of structured programs
or resources Smaller schools faculty has to do it all Promotion and
tenure rewards Emphasis in research productivity (grants and
publications) at the cost of teaching and mentoring Faculty
Teaching workload
Slide 12
Supported by the National Science Foundation Award HRD 1202563
Institutional & Department Barriers Perception working with
undergraduate limits research productivity (time consuming) Lack of
mentor training Limited Funding Lack of time to mentor Balance
teaching-research and service Lack of incentives Financial, course
load reduction, tenure path
Slide 13
Supported by the National Science Foundation Award HRD 1202563
Individual Barriers
Slide 14
Supported by the National Science Foundation Award HRD 1202563
Individual Barriers Lack of opportunities Large classes Graduate
classes Online classes (?) Students take a long time to declare
major Students rely on faculty to establish mentor relationships
Faculty wait for students to initiate mentoring relationships
Slide 15
Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research? By
addressing those barriers and supporting faculty mentors
Slide 16
Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research?
Slide 17
Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research? Time
and Cost Time spent mentoring undergraduate researchers must count
fairly toward faculty workload UR should be part of the promotion
and tenure process UR should be part of the faculty scholarships
goals Development of research throughout the curriculum
approach
Slide 18
Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research? Faculty
Workload Universities are restructuring traditional course loads to
deliver high impact practices such as UR, Service Learning etc.
Northern Arizona University reduced workload of psychology faculty
who were mentoring and UR increased from 60 to 94% in two years.
Using weighted course load Credit for independent research, senior
theses, honors research projects etc. Banking of UR experiences X
number of experiences = 1 course release Wayment, H. A. &
Dickson, K. L. (2008). Increasing student participation in
undergraduate research benefits students, faculty, and department.
Teaching of Psychology, 35(3),194.
Slide 19
Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research? Include
UR as part of promotion and tenure process Include UR mentoring in
guidelines Develop mentoring awards Center for UR UR can enhance
faculty productivity (Cooley et al. 2008) Cooley, E. L., Garcia, A.
L., & Hughes, J. L. (2008). Undergraduate research in
psychology at liberal arts colleges: Reflections on mutual benefits
for faculty and students. North American Journal of Psychology, 10,
463-472.
Slide 20
Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research? UR is a
high impact learning experience Convince faculty that UR is an
integral part of the of their professional development
Slide 21
Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research?
Integrate research in existing curriculum Short term research
projects Group research Full semester research projects Research
methods courses Research honor program Capstone research course
Undergraduate Research: A Path to Success
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Supported by the National Science Foundation Award HRD 1202563
How to involve Faculty in Mentoring undergraduate research?
Scaffolding research skills across the curriculum What are the
research-related skills, knowledge, and dispositions we want
graduates of a particular program to have learned? Where in the
curriculum are those objectives introduced, developed, and
mastered? What kinds of assignments allow students to learn each
objective at introductory, developmental, and mastery levels? Whats
in it for Faculty? Some Benefits of Mentoring Undergraduate
Research; Jenny Shanahan, Ph.D., Director of Undergraduate
Research, Bridgewater State University, Massachusetts
Slide 23
Supported by the National Science Foundation Award HRD
1202563