Search results for: Ihas Dijana

The purpose of this study was to examine faculty engagement in mentoring practices related to the training of undergraduate student researchers. Furthermore, the authors examine the perceived sources of support and barriers to such engagement. The findings reveal three primary supports and challenges. Faculty participants noted internal funds/compensation, student support, and other professional support as instrumental in influencing their decisions to engage as mentors in undergraduate research, scholarship, and creative work (URSCW). Conversely, time, inflexibility surrounding compensation, and lack of recognition were the primary challenges noted.