Research Evaluation and Assessment Services, The University of Texas at El Paso, El Paso, Texas, United States of America.
Campus Office of Undergraduate Research Initiatives, The University of Texas at El Paso, El Paso, Texas, United States of America.
PLoS One. 2024 Oct 31;19(10):e0289386. doi: 10.1371/journal.pone.0289386. eCollection 2024.
Engaging in undergraduate research experiences is known to have broad and positive impacts on college students. Despite the benefits, achieving faculty buy-in and support can be challenging even when faculty have strong research funding. In order to understand how to better support undergraduate research programs, we applied quantitative models to explore how the impact of research funding is mediated by faculty beliefs about undergraduate research mentoring in STEM disciplines. The results indicate that faculty characteristics and beliefs about the benefits and barriers of mentoring undergraduate students in research impact the number of students mentored even when accounting for research funding levels of the individual faculty. Practical recommendations are presented based on the models from this research project in order to provide insight into how centers or units on a campus may work with faculty to support and encourage mentoring of undergraduates in research in the biomedical sciences.
参与本科生科研经历被认为对大学生有广泛而积极的影响。尽管有这些好处，但即使教师有雄厚的研究资金，获得教师的认可和支持也可能具有挑战性。为了了解如何更好地支持本科生研究项目，我们应用定量模型来探讨研究资金的影响如何通过教师对 STEM 学科本科生研究指导的信念来调节。结果表明，即使考虑到个别教师的研究资金水平，教师的特征和对指导本科生研究的益处和障碍的信念也会影响指导的学生人数。根据这个研究项目的模型提出了实际建议，以便深入了解校园内的中心或单位如何与教师合作，支持和鼓励在生物医学科学领域对本科生的研究指导。
