Document Type
Article
Publication Date
5-14-2020
Department
Mathematics, Statistics, and Computer Science
Keywords
active learning, faculty survey, high-impact teaching practices, recruitment and retention, statistics education, undergraduate statistics research
Abstract
Undergraduate research experiences (UREs), whether within the context of a mentor-mentee experience or a classroom framework, represent an excellent opportunity to expose students to the independent scholarship model. The high impact of undergraduate research has received recent attention in the context of STEM disciplines. Reflecting a 2017 survey of statistics faculty, this article examines the perceived benefits of UREs, as well as barriers to the incorporation of UREs, specifically within the field of statistics. Viewpoints of students, faculty mentors, and institutions are investigated. Further, the article offers several strategies for leveraging characteristics unique to the field of statistics to overcome barriers and thereby provide greater opportunity for undergraduate statistics students to gain research experience.
Source Publication Title
Journal of Statistics Education
Publisher
American Statistical Association
Volume
28
Issue
2
First Page
140
DOI
10.1080/10691898.2020.1756542
Recommended Citation
Nolan, J. R., McConville, K. S., Addona, V., Tintle, N. L., & Pearl, D. K. (2020). Mentoring Undergraduate Research in Statistics: Reaping the Benefits and Overcoming the Barriers. Journal of Statistics Education, 28 (2), 140. https://doi.org/10.1080/10691898.2020.1756542