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Faculty-mentored undergraduate research: A qualitative examination of its influence on student engagement and academic achievement / Nichols, Michael L.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Nichols, Michael L., author.
- Language:
- English
- Subjects (All):
- Higher education.
- Higher Education Management--Penn dissertations.
- Penn dissertations--Higher Education Management.
- Local Subjects:
- Higher education.
- Higher Education Management--Penn dissertations.
- Penn dissertations--Higher Education Management.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (145 pages)
- Contained In:
- Dissertation Abstracts International 78-03A(E).
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2016.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- 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.
- Notes:
- Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
- Advisors: Larry Moneta; Committee members: Mary-Linda Armacost; Mary Hinton; Larry Moneta.
- Department: Higher Education Management.
- Ed.D. University of Pennsylvania 2016.
- Local Notes:
- School code: 0175
- ISBN:
- 9781369135398
- Access Restriction:
- Restricted for use by site license.
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