Agency, Learning, Uncertainty, and Culture: Examining the Impacts of Being a Peer Mentor in Engineering

Conference: 2023 ASEE PNW Section Conference
Location: Gonzaga University, Spokane, Washington
Publication Date: April 6, 2023
Start Date: April 6, 2023
End Date: April 7, 2023
DOI: 10.18260/1-2--44763
Permanent URL: https://peer.asee.org/44763

Paper Authors

Abstract

Abstract Reviewed Presentation Funded through the National Science Foundation Research initiation in Engineering Formation (REIF) program, ABC university has created a peer mentoring program focused on supporting students socially within an academic makerspace. The purpose of the program is to increase sense of belonging in undergraduate engineering students by engaging them in non-technical work in the department makerspace. Providing students with the opportunity to engage socially in a traditional technical setting can encourage the development of non-technocentric mindsets and behaviors, which may help makerspaces become more welcoming and inclusive. A team of undergraduate students were hired as peer mentors to support the development and implementation of a series social engagement activities in an small academic makerspace. These social engagement activities included events, projects, discussions, and workshops that placed a strong emphasis on inclusion and supporting the social and emotional development of students. Using qualitative analysis, this paper examines the experiences of the peer mentors during their first year of employment. Data includes a series of 4 journal entries and 4 interviews conducted between the Spring of 2021 and Spring of 2022. Two researchers analyzed the data through a series of coding and analytical memos. The coding process involved identifying a priori codes in line with the literature as well as emergent codes. After coding, the research team used analytical memos as a starting place to identify and refine emergent themes. The results of this study provide insight into the experience of the peer mentors during their first year of employment. The peer mentors all experienced agency due to being a mentor and described it as a positive attribute of the job. Commitment to the work, the makerspace, and the students they supported was something all four mentors found motivating and important. They all found learning to be part of being a mentor and experienced personal growth over the course of the year. All four students experienced uncertainty in the role and sometimes struggled with knowing the path forward. Interestingly, the mentors experienced both learning and uncertainty differently across gender lines which was attributed to how the mentors experienced and described the culture of engineering. This study may help us to understand how students’ stereotypes about the culture of engineering influence their experience as mentors. Additionally, future research can implement a refined and focused lens on the culture of these academic makerspaces and how these peer mentors and students support (or ignore) the culture of engineering within academic makerspaces

Citation
Format

(2023, April), Agency, Learning, Uncertainty, and Culture: Examining the Impacts of Being a Peer Mentor in Engineering Paper presented at 2023 ASEE PNW Section Conference, Gonzaga University, Spokane, Washington. 10.18260/1-2--44763

TY - CPAPER
AB - Abstract Reviewed Presentation
Funded through the National Science Foundation Research initiation in Engineering Formation (REIF) program, ABC university has created a peer mentoring program focused on supporting students socially within an academic makerspace. The purpose of the program is to increase sense of belonging in undergraduate engineering students by engaging them in non-technical work in the department makerspace. Providing students with the opportunity to engage socially in a traditional technical setting can encourage the development of non-technocentric mindsets and behaviors, which may help makerspaces become more welcoming and inclusive.
A team of undergraduate students were hired as peer mentors to support the development and implementation of a series social engagement activities in an small academic makerspace. These social engagement activities included events, projects, discussions, and workshops that placed a strong emphasis on inclusion and supporting the social and emotional development of students. Using qualitative analysis, this paper examines the experiences of the peer mentors during their first year of employment. Data includes a series of 4 journal entries and 4 interviews conducted between the Spring of 2021 and Spring of 2022. Two researchers analyzed the data through a series of coding and analytical memos. The coding process involved identifying a priori codes in line with the literature as well as emergent codes. After coding, the research team used analytical memos as a starting place to identify and refine emergent themes.
The results of this study provide insight into the experience of the peer mentors during their first year of employment. The peer mentors all experienced agency due to being a mentor and described it as a positive attribute of the job. Commitment to the work, the makerspace, and the students they supported was something all four mentors found motivating and important. They all found learning to be part of being a mentor and experienced personal growth over the course of the year. All four students experienced uncertainty in the role and sometimes struggled with knowing the path forward. Interestingly, the mentors experienced both learning and uncertainty differently across gender lines which was attributed to how the mentors experienced and described the culture of engineering. This study may help us to understand how students’ stereotypes about the culture of engineering influence their experience as mentors. Additionally, future research can implement a refined and focused lens on the culture of these academic makerspaces and how these peer mentors and students support (or ignore) the culture of engineering within academic makerspaces

CY - Gonzaga University, Spokane, Washington
DA - 2023/04/06
PB - ASEE Conferences
TI - Agency, Learning, Uncertainty, and Culture: Examining the Impacts of Being a Peer Mentor in Engineering
UR - https://peer.asee.org/44763
DO - 10.18260/1-2--44763
ER -