Student Mentors Research Articles

Give and gain: Black engineering students as near‐peer mentors

AbstractBackgroundEngineering‐oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success.PurposePredicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand how undergraduate student mentors approached and experienced their work with a 6‐day overnight, NSF‐sponsored youth engineering camp (YEC). This study was guided by the question: How did YEC camp counselors approach and experience their roles as mentors?Design/MethodsWe conducted an exploratory qualitative study of four Black undergraduate engineering students' experiences with and approaches to near‐peer mentorship in the YEC program. Data consisted of transcripts from two post‐program interviews and one written reflection from each participant. We analyzed data through abductive coding and the funds of knowledge framework.ResultsThrough subsequent interpretation of code categories, we found YEC mentors: (1) engaged in altruistic motivations as YEC mentors, (2) leveraged previous experiences to guide their approaches to mentorship, and (3) engaged in self‐directed learning and development.ConclusionsThis study highlights the knowledge and strategies that YEC mentors drew upon in their roles, and how they sought and achieved various personal, academic, and professional benefits. Insights from this study illustrate how near‐peer mentors can support their and others' engineering aspirations.

Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach

Effective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age = 32.36 years; standard deviation = 8.20). Items in both questionnaires had adequate discrimination indexes and principal component analysis supported the unifactorial structure of each questionnaire, with adequate percentages of explained variance (47.5% and 60%, respectively). Reliability was good or excellent: α = 0.71 and α = 0.94. In the research self-efficacy questionnaire, there was a significant interaction between gender and year of doctoral studies. Men had higher scores in the first, second and third years of their doctoral studies than women, but this ranking was reversed for the fourth and fifth years. In the mentoring/supervision questionnaire, PhD students in their first year had a higher score than those in the third, fourth and fifth years, and students in the second year had a higher score than those in the fifth year. Understanding students’ perception of their research self-efficacy and the mentoring process is of great importance given the relationship between the mentoring process and students’ academic performance and personal well-being.

Using social exchange and equity theory to explore postgraduate student mentoring initiatives and academic faculty participation

PurposeStudent welfare and wellbeing is crucial to successful postgraduate study, regardless of the global location in which the study is taking place, making it an international issue. This study sought to add to the conversations occurring globally on this topic, focusing particularly on exploring academic faculty participation in higher education postgraduate taught (PGT) student mentoring initiatives.Design/methodology/approachBy applying two theories, social exchange theory (SET) and equity theory (ET), faculty participation in postgraduate mentoring was explored and examined. A qualitative methodology, comprising 19 semi-structured interviews with faculty participating as mentors, was conducted. Data was analysed using template analysis, with SET and ET used to create thematic templates.FindingsThe application of SET and ET enabled faculty participation to be understood in terms of the perceived equity, costs and rewards of mentoring. Costs can be significant, sometimes outweighing the benefits, thus endangering the viability and sustainability of the PGT mentoring initiative. Analysis suggested two distinct types of “mentor mindsets” exist, which influence the perception of investments, equity, costs and rewards.Originality/valueAs higher education institutions face increasing pressure to support student welfare, it is imperative that personalised support is put under scrutiny so management practices can be established that support and encourage academic faculty participation in these support initiatives. This paper recommends how institutions can allay the costs of mentoring by considering mentor recruitment, selection, training and other supportive measures.

The impact of online learning on students learning motivation

The current Covid-19 pandemic forces the learning process to be carried out online or long distance to impact every factor that supports smooth learning, one of which is student learning motivation. Thus, this study aims to determine the impact of online learning on vocational school students' learning motivation. The method used in this study is a qualitative descriptive research method. The research approach used is a literature study by collecting data from the results of research that has been done previously that discusses the variables related to this research. The study indicates that several factors cause a decrease in student learning motivation, including the need for more learning facilities to support student learning activities, including electronic devices and inadequate Internet networks. Boredom is also another factor that reduces students' learning motivation. In addition, changing the method of delivering learning materials to giving individual assignments is a burden for students. The role of the teacher as a motivator and mentor for students in learning could be more optimal, which also causes a decrease in student learning motivation. Parents who are busy and need more time to pay attention to their children's learning conditions also reduce students' learning motivation.

Mentorship and Scientific Writing

Mentorship and Scientific Writing

Mentorship and Scientific Writing

Mentorship and Scientific Writing

Studio-centred coursework as a model for hybridized design education

Studio coursework that focuses on real-world problems and stakeholder collaboration is an integral component of interdisciplinary design education. In the wake of the COVID-19 pandemic and increased interest in flexible models of content delivery, we conceptualize the studio course as central to interdisciplinary undergraduate education. Leveraging the pandemic as an opportunity, we argue that changes to studio coursework have created new modalities for design education. By focusing on adaptive, iterative studio coursework during each year of the undergraduate degree, we allow for hybridization of undergraduate design coursework. We present an example of the studio-centred model in action at a large polytechnic university in the United States. Our results may be beneficial to educators and practitioners interested in anchoring undergraduate curricula within interdisciplinary studio work, and for ensuring that interdisciplinary studios are able to respond to the twenty-first-century life skills essential for producing competitive graduates on the global market. We present studio-centred coursework as a model for hybridizing design education. We emphasize collaboration and discovery as key skills to develop in undergraduates. We develop this model through: (1) collaborating with industry partners to determine problem spaces and mentor students; (2) building interdisciplinary teams of students and faculty and (3) hybridizing lecture-based disciplinary coursework. We anchor our results with three years of programme assessment data. By integrating faculty, students and industry partners within the studio-centred model, this study demonstrates how hybridized design-led education can equip students for interdisciplinary collaboration as they progress towards their career goals. Furthermore, we provide discussion on how these competencies are evaluated by stakeholders as desirable skills. Students’ overall positive responses to the studio-centred coursework are captured in our quantitative data. Stakeholder responses come via focus groups held once per semester. Using studio coursework to centre design curricula allows for increased hybridization of the curriculum, as students use studio courses and capstones to apply knowledge, develop projects and attain professional mentorship. Emphasis on societal impact guides students to emphasize the broader impacts of their designs. Using quantitative and qualitative data, we provide a model that integrates research and education in undergrad curricula using a studio-centred model.

Dave Green as a mentor

In addition to his influence on the field through his science, Dave Green also had a direct impact through his role as a mentor for many students, post docs, and visitors to his labs. In this talk, I will discuss Dave’s history as a mentor, and reflect on experiences as the last post doc to come to the lab.

Honorary Lifetime Membership Award: Ellen D. Ketterson.

Honorary Lifetime Membership Award: Ellen D. Ketterson.

Fostering Future Professionals: A Review of the IEEE EMBS Student Mentoring Program

IEEE Engineering in Medicine and Biology Society (EMBS) is dedicated to fostering professional development for its student members. One of the primary ways that EMBS accomplishes this mission is through its student activities committee (SAC) student mentoring program.

Improving Medical Student Mentorship in Orthopaedic Surgery.

Owing to limited clinical clerkships and travel restrictions related to COVID-19, recent medical student mentorship in orthopaedic surgery has been impacted negatively. The purpose of this quality improvement (QI) project was to determine if medical student awareness of orthopaedics as a possible career field may be improved through a mentoring program designed and delivered by orthopaedic residents. A five-resident QI team developed four educational sessions aimed at a medical student audience. Forum topics included: (1) orthopaedics as a career, (2) fracture conference, (3) splinting workshop, and (4) residency application process. Pre- and post-forum surveys were administered to student participants to assess changes in their perceptions regarding orthopaedic surgery. Data derived from the questionnaires were analyzed with nonparametric statistical tests. Of 18 forum participants, 14 were men and 4 were women. A total of 40 survey pairs were collected, averaging 10 per session. In the all-participant encounter analysis, there were statistically significant improvements in all outcome measures including interest in, exposure to, and knowledge of orthopaedics; exposure to our training program; and ability to interact with our residents. Those undecided regarding their specialty demonstrated larger increases in post-forum responses, suggesting that the learning experience was more impactful for that subgroup. This QI initiative was a successful demonstration of orthopaedic resident mentorship of medical students, wherein perceptions of orthopaedics were influenced favorably by the educational experience. For some students with limited access to orthopaedic clerkships or formal one-on-one mentoring, forums like these may be an acceptable alternative.

Surviving COVID Isolation: A Phenomenological Study Exploring High School Teachers’ Lived Experiences in a Rural Setting

<i>In March 2020, much of the United States shifted to virtual learning with little preparation. Many people tried to adjust to the new normal of quarantine and create a sense of regularity, especially in education. To understand teachers’ experiences during this time, a phenomenological study was used to explore the sudden transition to virtual learning for two teachers at a lower socioeconomic, rural high school in the southeastern United States. Through semi-structured interviews, the teachers recounted their personal experiences during the virtual learning transition in the Spring of 2020. They shared their experiences teaching virtually and concerns over students’ academic growth, as well as physical and mental health. The teachers provided a creative artifact representing Remote Learning as a secondary data source. As interviews and artifacts were analyzed to derive meaning from their experiences, the study discovered the essence of the teachers’ experiences during the remote transition. Teachers accepted a survival mentality as they were overwhelmed with responsibilities and arduous tasks. Disappointment and sadness surfaced in the teachers as students displayed apathy towards assignments, yet they discovered happiness in increased social interactions with their students. Teachers acted as mentors for students, guiding them through the educational transition while focusing on students’ physical and mental well-being. The study’s findings can be utilized to develop high-quality, equitable remote education models by identifying assistive and inhibitive factors</i>.

A Case Study of Career Education for Youth Using Community Networks – Focusing on the Mentoring Experiences of the Founders on ‘Ggumridan-gil’

This study was conducted to explore the meaning of the community network of career education and identify development directions through the experiences of mentors who participated in the ‘Ggumridan-gil Project: One-Day Class’, which provides career education to young people. For that purpose, the researchers conducted interviews with seven Stores founders who had previously participated in the project, and the following study findings were obtained in four major areas based on the gathered interviews. First, in most cases, the study participants participated with ‘sympathy for the purpose and intention of the program’, ‘a sense of their own calling’, and ‘expectation for community revitalization’. Secondly, the participants played the roles of ‘class experts’, ‘career leaders’, and ‘emotional supporters’ during the programs. It is said that through this, ‘the happiness of giving and sharing’ was obtained, and the participants themselves had an ‘opportunity to grow and change together’. For the continuous development of the program, a unit of meaning was derived that 'a systematic foundation for the program', 'appropriate use of college student mentors', and 'efforts to expand the participation of teaching-learning members' are necessary. To promote this project and improve the direction, first of all, the purpose and intention of the project will be recognized positively by many people and it will be necessary to make efforts to strengthen them more firmly. Second, various efforts will be needed to improve the quality of the program. First, it is necessary to establish a more systematic basis for the program operation so that the purpose of the Ggumridan-gil project can be effectively achieved. Finally, efforts to expand the participation of various subjects will be needed to revitalize the project.

Navigating pathways for careers in human-animal interaction: A guide for advisors and mentors

Abstract This article is intended to help academic faculty and advisors mentor students who are interested in entering the field of human-animal interaction. Even though the field has grown significantly in the last several decades, there is still much confusion over how to obtain a degree that will lead to a career in human-animal interaction. The interdisciplinary nature of the field poses both advantages and disadvantages and can sometimes be overwhelming for students who are interested in pursuing a career path in human-animal interaction. The vignette at the end of the article provides examples of how to advise students pursuing an interest in the field and how to help them identify their unique interests. This article can be useful for higher education faculty, advisors, mentors, and students.

Social justice mentorship amidst a pandemic

ABSTRACT The pandemic’s rapid impact on higher education and ensuing move to remote learning introduced sudden and unexpected challenges for students and faculty. With the instantaneous switch to distance learning, doctoral student mentors and their mentees had to adapt not only to the lifestyle stresses of the virus, but also to new modes of communication, unfamiliar technology and time and space differences. Through this collaborative autoethnographic study, a group of doctoral students and faculty who engage in social justice research explore mentorship during a pandemic with a particular focus on how experiences with marginalization affect mentoring dynamics. Findings highlight the relational characteristics of mentorship, the adaptive processes specific to sociopolitical, institutional, and personal impacts, and supports toward continued commitment to social justice research.

Building a Model for Integrative Computational Social Science Research

Universities are increasingly interested in providing courses that equip students with data science skills and engage experiential learning, particularly in the social sciences. However, these courses can be costly to implement and time-consuming for instructors to develop. This article describes an integrative learning model for teaching computational social science skills to undergraduate students. There are three elements to the model: content delivery through collaborative learning, skill development in an applied lab setting, and student mentorship. I apply this model to an experiential course where undergraduate students learn to create and conduct a national public opinion poll. The model addresses the need for university classes that equip undergraduate students with computational social science skills, and provides a pathway for training student researchers as teaching assistants for future courses. This model builds the research capacity of faculty, graduate assistants, and undergraduates, invests in data science by providing an infrastructure for the collection of large scale data over time, and integrates experiences inside and outside of the classroom. This model is replicable at other institutions and will be of benefit to programs seeking to implement best practices and maximize learning effectiveness through research integration.

Diversity, Equity, and Inclusion: Advancing Curricular Development and Recruitment.

Currently, the increasing diversity of our society is poorly reflected in the urology workforce. In this review, we sought to address this disparity by highlighting key components involved in forming an academic urology department and training program that is focused on diversity, equity, and inclusion (DEI) as well as recruitment and retention of underrepresented in medicine (URiM) trainees and faculty. We identified obstacles and provided approaches to enhance the ability of a department in creating a DEI-based curriculum and recruitment strategy with a key focus on understanding and addressing unconscious biases and microaggressions in the workplace. Substantive changes in the level of diversity within the urologic community can be made through the organization of a structured approach to increasing DEI. It starts with a commitment from each department to form achievable goals surrounding early mentorship of URiM students and trainees, an inclusive curriculum that is rooted in DEI, and targeted benchmarks for recruitment and retention of diverse staff.

The Prominent Roles of Undergraduate Mentors in an Online Near-Peer Mentoring Model

This study exemplifies a STEM-based online near-peer mentoring approach, incorporating 56 students (high and middle school mentees) and 16 secondary undergraduates (UG) mentors. The various constructive roles of UG mentors in motivating student mentees have been investigated by examining the mentoring relationship shared among them. The qualitative and quantitative analysis of the student’s daily feedback, mentors’ feedback, and UG mentors-mentees transcripts has illustrated that consistent asynchronous appreciation, encouragement, and support (academic technical) was responsible for the success of the model. The finding also demonstrated a decline in the amount of motivation requirement of the mentees in the successive weeks of the courses, indicating the attainment of self-sufficiency. Furthermore, comparative analysis revealed a greater amount of motivation requirement and enhanced bonding between the middle school mentees and UG mentors, compared with high school mentees and UG mentors. Therefore, unlike many studies depicting the model’s success, our article is an aid in understanding the underlying process, contributing to the success. Thus, this educational approach is an aid in motivating and augmenting students’ engagement during online STEM education, which is crucial for cultivating and retaining STEM interests among the young generation of the nation.

Improving the Social Connectivity in Engineering Educational Networks and Implications

Introduction: It is theorized that improving the connectivity in engineering educational networks by strengthening the student–student and instructor–student relationships enhances the spread of knowledge, and results in an improved objectively assessed educational outcomes. Objectives: In this study, a structured semester-long educational experiment is conducted to strengthen connectivity and social relationships among engineering students in three undergraduate courses. Methods: Students are divided into mentoring groups, each associated with a homework assignment. The assignment is then solved for the mentor students, whereby nonmentor (mentee) students should discuss with at least one mentor student. The students then report their friendship level with each classmate on a scale from 0 to 4 with each submitted homework. Furthermore, the mentor students report the number of interactions with nonmentor students and the duration of each interaction. Results: The collected data points are analyzed using social network analysis tools, where an impressive improvement in the number and quality of relationships is achieved. Compared to the beginning of the semester, where an assortative mixing based on local features was dominant, the number of friendship through network-wide connections between students has increased by a factor of 20. Conclusion: Engaging the students in social learning environment improves the quantity and quality of student–student and student–instructor relationships, which facilitates the spread of knowledge and tackles social problems, such as isolation.

Penerapan Algoritma C4.5 Untuk Rekomendasi Mentor Santri Baru

The acceptance of new students is something that is routinely carried out by pesantren every year. The very large number of students and the limited number of teaching staff which can have an impact on the ineffectiveness of the activities of the educational process in the pesantren environment. This is common and has been predicted to always occur at every new student admission. The pesantren has also taken steps to anticipate this phenomenon that usually occurs every year, namely by selecting mentors for new students. In the selection of mentors for new students, the pesantren chose seniors who had been studying at the pesantren for a long time. By choosing an accurate mentor, the mentor function can be more effective. These results were tested for accuracy using the confusion matrix formula with an accuracy of 87.5%.