Board 119: Exploring Factors and Support for Effective Faculty Mentoring of Undergraduate Students in Engineering

Sarah Baka; Cory Brozina

Download Paper | Permalink

Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Faculty Development Division (FDD) Poster Session
Tagged Division: Faculty Development Division (FDD)
Permanent URL: https://peer.asee.org/46675

Request a correction

Paper Authors

biography

Sarah Baka Youngstown State University

visit author page

Sarah Baka is a graduate research assistant pursuing a degree in Industrial & Systems Engineering at Youngstown State University. She completed her B.E. in Industrial & Systems Engineering also at Youngstown State University. She is interested in studying data analytics and researching engineering education.

visit author page

biography

Cory Brozina Youngstown State University orcid.org/0000-0001-7461-8282

visit author page

Dr. Cory Brozina is an associate professor and the Director of First-Year Engineering at Youngstown State University. He completed his B.S. and M.S. in Industrial & Systems Engineering from Virginia Tech, and his PhD is in Engineering Education, also from Virginia Tech.

visit author page

Download Paper | Permalink

Abstract

This full research paper explores the role of faculty mentors in supporting student mentees. Faculty mentors of undergraduate students have the ability to make an academic, professional, and/or personal impact on their students. For example, mentors may provide assistance with course planning, share career goal feedback, offer life advice, etc. The benefits of these relationships may prove to be especially valuable in competitive fields such as engineering.

While students stand to gain much in mentor/mentee relationships, these interactions can be mutually beneficial, producing positive effects for mentors. Despite the importance of faculty mentoring undergraduate students, there is a gap in understanding what enables faculty mentors to feel effective in their roles. The majority of studies focus on student-related outcomes and do not delve into the mentors’ side of the relationship. Addressing this gap can serve to enhance the quality of student education by providing insight into mentoring relationships.

This paper will utilize Zachary’s model for effective mentoring to understand the foundation of effective mentoring. This model provides a framework for understanding mentor-mentee interactions by describing the seven elements of an effective relationship: reciprocity, learning, relationship, partnership, collaboration, mutually defined goals, and development. Mentors in academia are put in the position to orchestrate student growth through these areas by lending their guidance and expertise.

In order to better understand the faculty mentor experience within one-on-one and small-group faculty-to-student mentoring relationships in the undergraduate setting, this qualitative project will study a cohort of engineering faculty mentors of undergraduate engineering students at a mid-sized research university in the Midwest. Two research questions will be examined: a. What are the factors that enable faculty mentors of undergraduate engineering students to feel effective in their role? b. How can engineering faculty be supported to enhance their mentoring interactions?

The primary focus of this study will be to fill a critical gap in the understanding of faculty mentoring of undergraduate students by investigating the factors that enable faculty mentors to feel effective and proposing strategies for their support.

Citation
Format

Baka, S., & Brozina, C. (2024, June), Board 119: Exploring Factors and Support for Effective Faculty Mentoring of Undergraduate Students in Engineering Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46675

TY  - CPAPER
AB  - This full research paper explores the role of faculty mentors in supporting student mentees. Faculty mentors of undergraduate students have the ability to make an academic, professional, and/or personal impact on their students. For example, mentors may provide assistance with course planning, share career goal feedback, offer life advice, etc. The benefits of these relationships may prove to be especially valuable in competitive fields such as engineering. 

While students stand to gain much in mentor/mentee relationships, these interactions can be mutually beneficial, producing positive effects for mentors. Despite the importance of faculty mentoring undergraduate students, there is a gap in understanding what enables faculty mentors to feel effective in their roles. The majority of studies focus on student-related outcomes and do not delve into the mentors’ side of the relationship. Addressing this gap can serve to enhance the quality of student education by providing insight into mentoring relationships.

This paper will utilize Zachary’s model for effective mentoring to understand the foundation of effective mentoring. This model provides a framework for understanding mentor-mentee interactions by describing the seven elements of an effective relationship: reciprocity, learning, relationship, partnership, collaboration, mutually defined goals, and development. Mentors in academia are put in the position to orchestrate student growth through these areas by lending their guidance and expertise.

In order to better understand the faculty mentor experience within one-on-one and small-group faculty-to-student mentoring relationships in the undergraduate setting, this qualitative project will study a cohort of engineering faculty mentors of undergraduate engineering students at a mid-sized research university in the Midwest. Two research questions will be examined: 
a.	What are the factors that enable faculty mentors of undergraduate engineering students to feel effective in their role?
b.	How can engineering faculty be supported to enhance their mentoring interactions?

The primary focus of this study will be to fill a critical gap in the understanding of faculty mentoring of undergraduate students by investigating the factors that enable faculty mentors to feel effective and proposing strategies for their support. 

AU  - Sarah Baka
AU  - Cory Brozina
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 119: Exploring Factors and Support for Effective Faculty Mentoring of Undergraduate Students in Engineering
UR  - https://peer.asee.org/46675
ER  -