Previous research, using quantitative measures such as participant surveys, have produced a wealth of information about the design, implementation, and perceived benefits of STEM– science, technology, engineering, and mathematics focused faculty-mentored undergraduate research. However, in order to gain a deeper understanding of the perceived benefits associated with faculty-mentored undergraduate research, an in-depth exploration of faculty-mentored participants’ experiences and perceptions is essential. Using qualitative data derived from interviews with faculty-mentored undergraduate research participants from across various academic majors and disciplines, this study explores how and in what ways undergraduate students at a public comprehensive academic institution believe that their faculty-mentored undergraduate research experience influences student engagement and academic achievement. The results of this study revealed students from across various academic majors and disciplines generally believe participation in faculty-mentored undergraduate research positively influences student engagement, as well as influences academic achievement by improving test-taking and study skills, and by enhancing individual motivation and persistence. Though the degree of influence varies according to the mentors’ availability, level of interaction, and students’ preconceptions of faculty-mentored undergraduate research.
|Commitee:||Armacost, Mary-Linda, Hinton, Mary, Moneta, Larry|
|School:||University of Pennsylvania|
|Department:||Higher Education Management|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
|Keywords:||Faculty mentorship, Student acadmic achievement, Student engagement, Undergraduate research|
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