New Orleans, Louisiana
February 20, 2022
February 20, 2022
July 20, 2022
Diversity and CoNECD Paper Sessions
Colleges and universities offer mentoring programs to assist students' academic and professional growth. This paper contrasts two peer mentoring strategies, one-on-one (PAIR) and network mentoring (GROUP for on-campus and GOAL for remote students), employed by an e-mentoring program developed to remain connected with students during the 2020 pandemic. The program was offered at a Purdue university that transitioned to a hybrid campus (a mixture of in-person and online classes) to address social distancing challenges. A total of 124 female engineering students were surveyed one time at the end of the mentoring cycle. Our findings suggest that participants' intrinsic motivation, sense of belonging, and perception of campus climate were not statistically different among mentoring modalities (PAIR, GROUP, and GOAL). Furthermore, a positive linear correlation was found between intrinsic motivation and sense of belonging.
Serrano Anazco, M. I., & Zurn-Birkhimer, S. (2022, February), Adapting to an unexpected hybrid campus: e-mentored femaleengineering students’ intrinsic motivation, sense of belonging, and perception of campus climate Paper presented at 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity) , New Orleans, Louisiana. https://peer.asee.org/39100
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015