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Assessing Faculty Undergraduate Research Needs: �Univariate Results 2019-2020�Neneveh Nikola, M.A. Clinical Psychology Program, Roosevelt University�Dr. Mike Maly, Dr. Laura Nussbaum-Barberena

Introduction

Findings/Implications

Research Questions

In the fall of 2019, a group of faculty and staff came together to plan a faculty needs assessment for research and creative inquiry. The goal of any needs assessment is to identify any assets a community my have and determine any concerns it faces.

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Faculty from across four RU colleges were asked a number of questions to assess needs for research and creative inquiry.

  • A substantial percentage (48%) of faculty report that they prefer students have basic research knowledge in order to work with them. Very few expected students to have advanced research knowledge. Implementing research skills into courses could assist in making research mentoring successful.
  • Faculty were asked about essential needs to make UG research mentoring successful. The top five areas include: faculty recognition in the tenure process (66%), student research supplies (60%), student research knowledge (53%), and research fellowship (53%) and travel funds (53%). A smaller percentage of faculty (39%) reported needing additional compensation for mentoring students. It seems clear that while faculty work with students further their intellectual and career interests, faculty recognize that students need funds to do this work and faculty need support and institutional recognition for this work.
  • The data clearly show that faculty see great value in UG research projects. A majority of faculty surveyed report that mentoring UG research improves their understanding of student learning needs and the types of skills that students need as well as being important to a students’ education and improving their own teaching. Thus, more investment in UG research activities and faculty development to improve mentorship seems essential.

Questions: What are faculty member’s past experiences with student research?; What are the challenges and benefits faculty perceive in working with undergraduate students on research projects?; and, What issues surround recruitment and incentives for involvement in mentoring undergraduate student research?

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Methods: Quantitative Analysis – Qualtrics survey was sent to all undergraduate faculty. A total of 60 faculty completed the survey. Descriptive Statistics of survey results are presented here.

Limitations/Future Research

The major limitation of this study is the small response rate among faculty (25%). A larger sample size is needed to make generalizations. In addition, a survey should be paired with focus groups to learn more about the varying perspective and needs across colleges.

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Future research should examine the nuances among faculty, focusing more closely on the type and quality of research experience faculty see students are receiving.

Figure 3 – Mentoring UG Research Projects have led to greater faculty understanding of…

Demographic Data

Figure 2 - Factors considered essential for faculty involvement in UG student research

Figure 1 – Faculty’s preference of research experience or skill level

Faculty responding to this survey had the following traits:

  • The majority of the faculty were male (54%), white (68%), had earned a PhD (87%), tenured Associate or Full professors (65%), and from the College of Arts & Sciences (68%). A significant percentage (40%) were first generation college students themselves.
  • A majority of the faculty (67%) reported engaging students in UG research.
  • A substantial percentage of faculty (46%) report having over 10 years of experience mentoring UG research.
  • A majority of faculty (57%) report spending only 1-2 hours a week mentoring UG research.
  • A substantial percentage of faculty (57%) report working primarily with UG students.

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