BOARD # 387: Learning the Ropes Together: A Collaborative Autoethnographic Study of an Unconventional RIEF Mentoring Model

Jennifer S. Brown; Landon Todd Smith; Kristina Kennedy; Fred Richard Beyette; Julie P Martin

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: NSF Grantees Poster Session II
Tagged Topic: NSF Grantees Poster Session
Page Count: 6
Permanent URL: https://peer.asee.org/55760

Paper Authors

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Jennifer S. Brown University of Georgia orcid.org/0000-0002-3712-8089

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Dr. Jennifer Brown earned her PhD in Engineering and Science Education (2023) and her M.S. in Mechanical Engineering (2020) from Clemson University. She is currently working as a postdoctoral scholar with the Elevate research team in the Engineering Education Transformations Institute at the University of Georgia. Her primary research foci include using asset-based frameworks in student and faculty development, graduate well-being, and mentorship of women and others with marginalized identities in STEM. Her engineering background is in advanced manufacturing and design.

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Landon Todd Smith University of Georgia orcid.org/0009-0000-2264-3726

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Kristina Kennedy The Ohio State University

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Kristina Kennedy joined The Ohio State University in 2021 as an Associate Professor in the College of Engineering and Faculty Director for the Integrated Business & Engineering Program (IBE) – a multidisciplinary, cross-college program serving both business and engineering honors students. In this role, Kennedy teaches the IBE First-Year Cornerstone and IBE Senior Capstone courses. Additionally, she oversees the program – creating meaningful experiences for students, raising funds, and forging industry partnerships for student success.

Prior to her current role, Kennedy worked as an engineer with Honda Research & Development. Her roles included test engineer, interior quality lead and most recently, project leader for the Honda Odyssey and Acura MDX. During her time with Honda, she founded the first global Business Resource Group - the Women in Engineering Network – to support, develop, and highlight the work of its members. She participated in a number of leadership programs and is featured in the “Who Makes a Honda” series.

Kristina holds a BS in Mechanical Engineering from The University of Iowa and an MBA from The Ohio State University. In her spare time, she enjoys spending time with her family (game nights, cheering for her kids’ sports teams, and puzzling), traveling, and volunteering.

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Fred Richard Beyette Jr. University of Georgia

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Fred R. Beyette Jr. has been teaching and performing research in areas related to Mixed Technology Embedded Systems since 1988. From 1988 to 1995, his efforts contributed to the work of materials, device and systems specialists at the NSF Engineering Res

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Julie P Martin University of Georgia

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Julie P. Martin is the Director of the Engineering Education Transformations Institute at University of Georgia. Julie is a Fellow of ASEE, a member of ASEE's Hall of Fame. She is the editor-in-chief of Journal of Women and Minorities in Science and Engineering, where her mission to change the culture of academic publishing to one of constructive review.

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Abstract

The NSF Research Initiation in Engineering Formation (RIEF) program has two primary aims: 1) build new knowledge around the professional formation of engineers, and 2) expand the engineering education research (EER) community by facilitating the transition of established engineering researchers into a new field of research (EER). As an established engineering scholar, one of the most difficult aspects of this transition is the significant paradigm shift that occurs as a novice in a new field. Thus, this transition can be professionally challenging to navigate, especially without sufficient mentoring support.

In this study, we adopt a collaborative autoethnographic approach to explore an unconventional mentoring model and how it impacts the RIEF mentees’ transition into conducting EER. This mentoring structure uses cognitive apprenticeship as its theoretical model and involves two RIEF recipient mentees, their single EER faculty mentor, a first-year EER graduate student, and a postdoctoral EER scholar. Uniquely, the graduate student and postdoctoral scholar occupy dual mentor-mentee positions, as they possess more qualitative educational research experience than the RIEF faculty mentees yet are still learners themselves under the guidance of the EER faculty mentor.

Through analyzing a series of written reflections and self-interviews, we investigate how our diverse group interacts to learn qualitative research methods in the context of EER. This collaborative approach allows the mentoring team to reflect on their evolving identities as EER scholars and mentors. Although the RIEF faculty mentees’ research focuses on entirely different domains in the professional formation of engineers, there are shared commonalities in their qualitative methods and analysis techniques that provide a cohesive structure for cross-disciplinary learning and support. This mentoring model not only facilitates a deeper understanding of qualitative research methods and analyses (e.g., interviewing, thematic analysis, narrative analysis) for all involved but also creates an opportunity for the graduate student and postdoctoral scholar to develop valuable mentoring skills while advancing their own research capabilities.

By studying this mentoring model, these partner RIEF projects highlight how diverse perspectives and experience levels in a mentoring team can enrich research collaborations in EER. The findings have broader implications for engineering faculty development, mentoring strategies, and a greater awareness of qualitative methodologies in traditionally quantitative disciplinary engineering fields.

Citation
Format

Brown, J. S., & Smith, L. T., & Kennedy, K., & Beyette, F. R., & Martin, J. P. (2025, June), BOARD # 387: Learning the Ropes Together: A Collaborative Autoethnographic Study of an Unconventional RIEF Mentoring Model Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55760

TY  - CPAPER
AB  - The NSF Research Initiation in Engineering Formation (RIEF) program has two primary aims: 1) build new knowledge around the professional formation of engineers, and 2) expand the engineering education research (EER) community by facilitating the transition of established engineering researchers into a new field of research (EER). As an established engineering scholar, one of the most difficult aspects of this transition is the significant paradigm shift that occurs as a novice in a new field. Thus, this transition can be professionally challenging to navigate, especially without sufficient mentoring support.

In this study, we adopt a collaborative autoethnographic approach to explore an unconventional mentoring model and how it impacts the RIEF mentees’ transition into conducting EER. This mentoring structure uses cognitive apprenticeship as its theoretical model and involves two RIEF recipient mentees, their single EER faculty mentor, a first-year EER graduate student, and a postdoctoral EER scholar. Uniquely, the graduate student and postdoctoral scholar occupy dual mentor-mentee positions, as they possess more qualitative educational research experience than the RIEF faculty mentees yet are still learners themselves under the guidance of the EER faculty mentor. 

Through analyzing a series of written reflections and self-interviews, we investigate how our diverse group interacts to learn qualitative research methods in the context of EER. This collaborative approach allows the mentoring team to reflect on their evolving identities as EER scholars and mentors. Although the RIEF faculty mentees’ research focuses on entirely different domains in the professional formation of engineers, there are shared commonalities in their qualitative methods and analysis techniques that provide a cohesive structure for cross-disciplinary learning and support. This mentoring model not only facilitates a deeper understanding of qualitative research methods and analyses (e.g., interviewing, thematic analysis, narrative analysis) for all involved but also creates an opportunity for the graduate student and postdoctoral scholar to develop valuable mentoring skills while advancing their own research capabilities.

By studying this mentoring model, these partner RIEF projects highlight how diverse perspectives and experience levels in a mentoring team can enrich research collaborations in EER. The findings have broader implications for engineering faculty development, mentoring strategies, and a greater awareness of qualitative methodologies in traditionally quantitative disciplinary engineering fields. 

AU  - Jennifer S. Brown
AU  - Landon Todd Smith
AU  - Kristina Kennedy
AU  - Fred Richard Beyette Jr.
AU  - Julie P Martin
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - BOARD # 387: Learning the Ropes Together: A Collaborative Autoethnographic Study of an Unconventional RIEF Mentoring Model
UR  - https://peer.asee.org/55760
ER  -