ABSTRACT In this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices.

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谁指导本科生研究人员？四年制大学教师参与度分析

摘要在本研究中，我们调查了在四年的西班牙裔公立研究型大学中指导本科生研究人员的教师的概况。调查了六个变量：种族，性别，年龄，任职状态，教学评估和研究生产率。数据来自机构数据库。调查结果显示，终身教职指导本科生研究人员的比例更高，而少数UR教职指导人员所占比例与机构比例一致。此外，与STEM机构（INST）代表人数较少的教师相比，科学，技术，工程和数学（STEM）本科生研究（UR）人数较少的少数民族教师导师的百分比更高。为了提高研究效率，UR的教师指导经费包括28。在抽样期间，所有外部赠款奖励的0％和所有外部资金的36.0％。研究发现，INST和UR教师的大部分资金来自STEM学科。这些发现为描述UR教师导师简介的潜在预测因素提供了证据，并可以被视为确定未来教育政策和实践的重要信息。