How Pre-tenure and Tenured Faculty Can Engage Undergraduates in Publishable Research

dc.contributor.author	Mendoza, Albee Therese O.
dc.contributor.author	Golden, Jeannie A.
dc.date.accessioned	2020-04-13T17:26:44Z
dc.date.available	2020-04-13T17:26:44Z
dc.date.issued	2019-02-06
dc.description.abstract	Differences in career stage may influence work stress and job satisfaction (Olsen and Crawford, 1998), which in turn can impact attitudes about recruiting, managing, and mentoring undergraduates in publishable research endeavors. Written from the perspectives of a pre-tenure faculty member (i.e., in 4th year) at a primarily teaching institution (PTI) and a tenured faculty member (i.e., in 38th year) from a large research university (RU), this paper discusses obstacles faced by professors at different career stages and institutions while working on publishable research with undergraduates as well as strategies to overcome these obstacles	en_US
dc.identifier.doi	10.3389/fpsyg.2019.00111
dc.identifier.uri	http://hdl.handle.net/10342/8129
dc.subject	career stage, pre-tenure faculty, tenured faculty, early career faculty, late career faculty, publishing, undergraduates	en_US
dc.title	How Pre-tenure and Tenured Faculty Can Engage Undergraduates in Publishable Research	en_US
dc.type	Article	en_US
ecu.journal.issue	111	en_US
ecu.journal.name	Frontiers in Psychology	en_US
ecu.journal.volume	10	en_US

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