| Abstract Scope |
Higher education is facing a mental health crisis and there is a need to better understand faculty well-being. Therefore, we are focused on determining if there are practices undertaken by faculty that could increase their engagement, increase their job satisfaction, and decrease their burnout. In this talk, we will present our initial findings of how engaging students in undergraduate research experiences impacts faculty. Undergraduate research is already considered a high-impact practice for students and overlaps with multiple factors important to job satisfaction and identity, such as being recognized as an expert, having quality relationships with students, and engaging in work that is important to themselves. We first surveyed engineering faculty across various institution types. From this sample of survey participants, we recruited faculty to participate in a follow-up interview. Faculty described their experiences facilitating undergraduate research, perceptions of practices that are high-impact for faculty, and general job satisfaction and engagement.
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