Abstract
As agreeably conveyed by expert accounts, educational theory, primary literature, program data, and other credible sources, students benefit in countless ways from research experiences. While effort-reward imbalances are often ascribed to mentor-mentee relationships, student research also provides faculty with many benefits; however, these outcomes are often overlooked and comparatively undervalued. The purpose of this article is to highlight why student research matters to faculty. The article describes how mentoring student research can cultivate intellectual growth from cognitive responsibility, professional impact through productivity, and fulfillment in reciprocated mentorship. In serving its purpose, this article may guide faculty investment in student research experiences to return more outcomes for all parties involved.
Recommended Citation
Snow, Ethan
(2026)
"Why Student Research Matters: A Faculty’s Perspective,"
The Journal of Integrative Physiology: Vol. 2:
Iss.
1, Article 6.
Available at:
https://digitalcommons.alma.edu/jip/vol2/iss1/6