As part of an NSF IUSE/PFE:RED grant, the Clemson University Glenn Department of Civil Engineering instituted a peer mentoring program, called CE-MENT to attract and support students through a key transition point in the curriculum between general engineering and entry into the major. The program name has a dual meaning, as cement is defined as a binding agent or something serving to unite firmly. As freshmen, underrepresented minorities and females are supported by the Programs for Educational Enrichment and Retention (PEER) and Women in Science and Engineering (WISE). However, these programs do not carry forward as students leave the common first year in General Engineering and move into their respective majors. Through the involvement of junior and senior engineering students as peer mentors for incoming sophomore students in the engineering department, the mentoring program provides valuable one-on-one guidance and contributes positively to the engineering community.
The peer mentoring program was formulated to foster interaction role modeling and
interdependencies among students. Studies show that such interactions and interdependencies foster students' positive perceptions of their future selves in the profession. The peer mentoring program provides the opportunity to create motivational preferences for collaboration, and to foster personal motivation for academic achievement. Specifically, the program sought to determine: the change in students' attitudes toward peer mentoring activities during their years of engineering study (from mentee to mentor); how participating in peer mentoring affects students' satisfaction with program experiences (i.e., transition, belonging, and academic success); and their intent to remain in the program.
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The efficacy of a STEM mid-career women faculty's advancement E-mentoring training.
Abstract
The mixed method examination of a pilot of a virtual peer mentoring program for the advancement of women faculty is described. Evidence from the semi-structured interviews and surveys demonstrated that the peer mentoring experience had a direct impact on the mentor and mentees’ s efficacy related to their career progress, promotion, and mentoring competencies. Sense of belonging in the STEM community also improved. The study results will be presented and discussed as well as the development of the program.
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- Award ID(s):
- 2017452
- PAR ID:
- 10426151
- Date Published:
- Journal Name:
- Paper and symposia abstracts AERA annual meeting
- ISSN:
- 0084-6341
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Karunakaran, S. S. ; Higgins, A. (Ed.)Peer mentoring programs are one approach to improving the pedagogical development of mathematical sciences graduate students. This paper describes the peer mentoring experiences at three institutions that have implemented a multi-faceted GTA professional development program. Data was collected from surveys and focus groups conducted with graduate teaching assistants at each institution regarding mentees’ ratings of their mentors, mentors’ ratings of their impact on mentees, mentors’ impressions of the benefits and challenges of peer mentoring, and mentees and mentors’ ratings of program components related to support from mentors, their TA coach, program staff, and other graduate students. Most GTAs found value in participating in the peer mentoring program. While the mentees found their mentors to be significant to their own success and effectiveness, the mentors did not rate themselves as high as the mentees rated them with respect to their own significance in impacting the effectiveness of their mentee.more » « less
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null (Ed.)Purpose The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM. Design/methodology/approach Using a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions. Findings The experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies. Originality/value Findings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support.more » « less
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Though mentoring is associated with faculty productivity, career success, and satisfaction, barriers to effective mentoring such as time and resources persist. At UNC-Chapel Hill, mentoring climate surveys revealed uneven access to mentoring, with majority of faculty securing mentors on their own. Targeting Equity in Access to Mentoring (TEAM) ADVANCE (NSF Award#1760187) launched a facilitated peer mentoring circles program in fall 2019 to provide support for early career faculty in itsmultilevel intervention. TEAM ADVANCE Peer Mentoring Circles provide a semi-structured, facilitated peer mentoring model. Open to all early career faculty, each circle supports up to 6 mentees, facilitated by 2 senior faculty. A goals/values survey enabled formation of groups that include tenure-track and fixed-term faculty from a variety of disciplines. Circles meet monthly. Facilitators debrief between circles meetings. A concurrent professional development workshop series provides resources and topics for circle discussions. Circles also address individual and shared goals. A total of 168 faculty participated in the program over 3 academic years. Qualitative analysis of focus group data and open-ended responses on mentoring climate surveys from program participants revealed themes of safe spaces for conversations, access to senior faculty, access to career development resources, and networking with peers/similar social identities. Mentoring Climate Survey data from all faculty respondents indicated an increase in satisfaction with peer mentoring from fall 2019 to spring 2020, statistically significant for women (p < 0.05). The TEAM ADVANCE Peer Mentoring Circles program shows promise and scalability in supporting early career faculty across a wide range of social identities. Senior mentor-facilitators were appreciated. The semi-structured approach with access to workshops/content on professional development topics (e.g., negotiation, promotion/tenure, annual reviews) provides a base for Circles conversations to unfold to directly support peer mentees. The has been delivered in-person and virtually. Administrative support is the primary cost.more » « less
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