Faculty Perspectives on Undergraduate Research Experiences in U.S. Research Universities: A Qualitative Thematic Analysis

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Abstract

This study explores how faculty at U.S. research universities perceive, implement, and sustain undergraduate research experiences (UREs), with particular attention to institutional structures and mentoring practices. Based on interviews with 67 faculty across diverse disciplines, five themes emerged: motivations for mentoring, definitions and value of UREs, institutional supports, mentoring practices, and impacts on faculty identity. Guided by experiential learning theory and Boyer’s model of scholarship, findings show that faculty view UREs as pedagogically meaningful yet unevenly supported by institutional policies. Disparities in funding and recognition, especially in non-STEM fields, highlight the need for more equitable systems. The study emphasizes the importance of integrating UREs into academic structures by centering faculty experiences and offers implications for inclusive, sustainable policy and practice.

Authors

• Gokce Garip, Gazi University

• Gurcu Koc, Gazi University