Abstract
This study evaluates faculty’s perception about research and creative activities conducted by both undergraduate and graduate students. Specifically, it examined the types of research and creative activities faculty are involved in, evaluated the time and effort involved in research and creative activities and reviewed the benefits for students and faculty engaged in research and creative activities. The findings outline some of the barriers faculty encounter in mentoring students but show that faculty members are aware of the benefits for students who engage in research and creative activities. However, they have difficulties promoting these activities due to paucity of time and resources.
Highlights
While pursuing a higher education is very important, an ever growing body of research shows that what students do while pursuing higher education is potentially important to student success, i.e. student retention and graduation rates
Since Research and Creative Activities (RCA) is reliant on faculty involvement, this study evaluates faculty members’ opinion of RCA through use of a four part survey
To evaluate the amount of time spent on RCA, we proposed the following statement: “During this 2011-2012 academic year, I plan to spend approximately __ hours per week working with research and creative activities.”
Summary
While pursuing a higher education is very important, an ever growing body of research shows that what students do while pursuing higher education is potentially important to student success, i.e. student retention and graduation rates. High-Impact Practices (HIPS) are activities being integrated into universities, with student success as the primary focus. Educational research suggests HIPS increase student retention and graduation rates, with examples of HIPS including: (1) Research and Creative Activities (RCA), (2) First-Year Seminars and Experiences, (3) Common Intellectual Experiences, (4) Learning Communities, (5) Writing-Intensive Courses, (6) Collaborative Assignments and Projects, (7) Diversity/Global Learning, (8) Service Learning, Community-Based Learning, (9) Internships and (10) Capstone Courses and Projects. The remaining of this article includes a literature review, a description of our survey and a presentation of our findings. Limitations and suggestions for future research are presented in the conclusion
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