Improving the level of success of students from low socioeconomic backgrounds in science, technology, engineering, and mathematics (STEM) disciplines has been a prevailing concern for higher education institutions for many years. To address this challenge, a pilot initiative has been implemented with engineering students at the University of Puerto Rico Mayaguez, a recognized Hispanic-serving institution. Over the past four years, the Program for Engineering Access, Retention, and LIATS Success (PEARLS) has brought in an innovative intervention model that combines elements from socio-cognitive career theories and departure studies to impact students' success. PEARLS has established a comprehensive range of tools and services, including mentorship, professional readiness training, research opportunities, scholarships, and peer mentor activities. These efforts have led to impressive outcomes, including a significant increase in retention and persistence rates, increased graduation rates having quad-fold those observed in the general student population, and an impressive record of engagements in industry, research, and leadership experiences. This paper discusses the program structure and outcomes from five perspectives that include background experiences, the structure of provided services, the results of their execution, the elements of knowledge derived from its application, and the challenges experienced throughout its implementation.
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Triangulated Mentorship of Engineering Students - Leveraging Peer Mentoring and Vertical Integration.
The benefits of mentorship are widely acknowledged in the literature, specifically for students from under-represented groups in technical fields of study. The authors propose a triangulation methodology for mentorship that can be adopted in engineering programmes by leveraging peer mentorship and vertical integration in a project-based learning environment. Results from a pilot programme are presented to comprehend the effectiveness of the proposed methodology. Results are evaluated quantitatively by evaluating student performance and student responses. Qualitative results are evaluated through data collected from student interviews. Results indicate that the mentorship programme outlined in this article has been highly beneficial to the cohort observed in this study. In addition to academic achievements, it is observed that students in the programme engaged in undergraduate research and actively participated in engineering student clubs since they understood the benefits of such participation for their future pursuits. Students in the pilot programme strongly acknowledge the benefits of triangulated mentorship.
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- Award ID(s):
- 1355872
- NSF-PAR ID:
- 10097711
- Date Published:
- Journal Name:
- Global journal of engineering education
- Volume:
- 21
- Issue:
- 1
- ISSN:
- 1328-3154
- Page Range / eLocation ID:
- 14-23
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Background Engineering‐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.
Purpose Predicated 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/Methods We 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.
Results Through 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.
Conclusions This 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.
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