Board 111: A Systematic Review of Instruments Used to Evaluate the Effectiveness of the Entering Mentoring Curriculum
- Conference
- Location
-
Baltimore , Maryland
- Publication Date
-
June 25, 2023
- Start Date
-
June 25, 2023
- End Date
-
June 28, 2023
- Conference Session
- Tagged Division
-
Faculty Development Division (FDD)
- Page Count
-
21
- DOI
-
10.18260/1-2--42403
- Permanent URL
-
https://peer.asee.org/42403
- Download Count
-
186
Paper Authors
Ha Pho University of Massachusetts Lowell
Ha Pho is the Program Director for the Public Health Informatics and Technology (PHIT) Workforce Development program at the University of Massachusetts Lowell (UMass Lowell). In this role, she oversees a $3.2 million federal-funded program aimed at creating and training undergraduate and graduate students in PHIT. In research, Ha is an integral member of the team, responsible for designing and implementing AMPP, a mentorship training for faculty advisors and Ph.D. student advisees at UMass Lowell.
Previously, Ha worked for eight years as the Program Manager of DifferenceMaker, a campus-wide student entrepreneurship initiative at UMass Lowell. There, she co-created and managed the Mentor program. Ha is also an adjunct faculty member at the Manning School of Business at UMass Lowell.
Prior to joining UMass Lowell, Ha spent ten years working for The World Bank in Vietnam. In this role, she assisted small and medium enterprises in raising financial capital and acquiring technical consulting services. Ha also managed projects focused on capacity building for industry clusters.
Ha holds a B.A. in English from Vietnam National University, an MBA from UMass Lowell, and is a certified Project Management Professional (PMP). She is currently pursuing a Ph.D. in Research and Program Evaluation at the School of Education, UMass Lowell.
Yanfen Li
University of Massachusetts Lowell
orcid.org/0000-0002-9465-7147
Dr. Yanfen Li is an Assistant Professor in Biomedical Engineering at the University of Massachusetts Lowell. She received her Ph.D. in Bioengineering from the University of Illinois at Urbana Champaign in 2018. Dr. Li has extensive experience in engineering education focusing on recruitment and retention of underrepresented and under resourced students and engineering pedagogy. Her work spans the areas of curriculum instruction and design, program design and evaluation, and the first-year college experience.
Hsien-Yuan Hsu
University of Massachusetts Lowell
orcid.org/0000-0003-2155-2093
Dr. Hsien-Yuan Hsu is an Assistant Professor in Research and Evaluation in the College of Education at the University of Massachusetts Lowell. Dr. Hsu received his PhD in Educational Psychology from Texas A&M University and has a background of statistics
Abstract
Effective mentorship has been linked to improving research skills and productivity, reducing the risk of anxiety and depression, and maintaining students' academic persistence in STEM fields. Recognizing the enormous effect of mentoring on students’ academic careers and confidence, many universities and research institutions provide training programs to faculty to enhance their mentoring skills and knowledge and strengthen mentoring relationships. Many existing mentor programs for faculty adopt the evidence-based Entering Mentoring training curriculum, originally developed by a team of researchers and practitioners at the University of Wisconsin Madison for research faculty in STEM disciplines [1]. From the program evaluation perspective, measuring a training program's results and determining whether intended outcomes are achieved (i.e., the outcome evaluation) can tell whether a program achieves its goals. The results of the evaluation further inform program organizers of needed improvements. Therefore, having good knowledge of these assessment tools and their appropriate usage is essential to planning and evaluating mentoring programs. After the Entering Mentoring training curriculum was launched, various assessment tools and approaches have been utilized by different training program evaluations. This study systematically and thoroughly reviews the extant empirical studies in STEM fields (including intervention and program evaluation studies) that used the Entering Mentoring training curriculum since it was first introduced (2005 to 2023). The goal is to examine: (1) what outcome variables have been assessed to indicate the effectiveness of the Entering Mentoring training curriculum, and (2) what measurement instruments have been used to quantify the outcome variables? Finally, a further discussion is provided, particularly on selecting the appropriate tool based on research goals and resources. The findings of this study not only offer timely insight into research trends on the evaluation of the Entering Mentoring training curriculum in STEM fields but also guide professionals of mentoring training evaluation in identifying important outcome variables and selecting appropriate instrument tools.
[1] J. Handelsman, C. Pfund, S. Miller Lauffer, and C. Maidl Pribbenow, "Entering mentoring: A seminar to train a new generation of scientists," 2011.
Pho, H., & Li, Y., & Hsu, H. (2023, June), Board 111: A Systematic Review of Instruments Used to Evaluate the Effectiveness of the Entering Mentoring Curriculum Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42403
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: © 2023 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