Emporia ESIRC

Does publishing as an undergraduate enhance professional development : perceptions of students and mentors?

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dc.contributor.author Thomas, Jennifer L.
dc.date.accessioned 2012-05-29T16:19:31Z
dc.date.available 2012-05-29T16:19:31Z
dc.date.created 2001 en_US
dc.date.issued 2012-05-29
dc.identifier.uri http://hdl.handle.net/123456789/1137
dc.description vi, 42 leaves en_US
dc.description.abstract This study evaluated student authors who had published in the Psi Chi Journal of Undergraduate Research in terms of their perception of their professional development. These students' perceptions were compared to the perceptions of students with similar characteristics who had not published. The students' mentors were also asked to comment on the professional development of their students. Participants consisted of 34 published students, 22 nonpublished students and 43 faculty advisors. Student participants completed a questionnaire, which asked about various aspects of their professional development. Faculty advisors also completed a questionnaire, which addressed how publishing influenced their students' professional development. Published students and nonpublished students reported being involved in similar professional development activities such as conducting research, presenting research, coursework, and mentor relationships. Both groups reported being involved in research-related activities more often than other types of activities. Approximately one third of the published students reported that their publishing experience greatly enhanced their professional development. Finally, faculty advisors reported that publishing helped to build important research and writings skills as well as enhanced students' graduate school applications. en_US
dc.language.iso en_US en_US
dc.subject Publishers and publishing. en_US
dc.title Does publishing as an undergraduate enhance professional development : perceptions of students and mentors? en_US
dc.type Thesis en_US
dc.college the teachers college en_US
dc.advisor Stephen F. Davis en_US
dc.department psychology en_US

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