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Curriculum for an eMentorship Program

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Tagged Division

Pre-College Engineering Education Division

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/p.26626

Permanent URL

https://peer.asee.org/26626

Download Count

94

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Paper Authors

biography

Cameron Denson North Carolina State University

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Cameron Denson is an assistant professor of Technology and Engineering Design Education (TDE) in the Dept. of Science, Technology, Engineering and Mathematics (STEM) Education at N.C. State University.

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biography

Matthew D. Lammi North Carolina State University

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Assistant Professor of STEM Education

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Abstract

Curriculum for an eMentorship Program (Evaluation)

Abstract

The eMentoship program was an eight-week program that provided a virtual mentoring experience for underrepresented students living in rural North Carolina. The eMentorship program utilized an innovative approach to teaching and mentoring by employing a “flipped” model of instruction. Graduate students served as eMentors for 18 underrepresented youth living in rural areas of North Carolina. Students engaged and interacted with their eMentors weekly using a variety of communication technology including Google chat, text message, phone conversations and email. The eMentors committed to provide their protégés at least one hour of synchronous advising per week.

In addition to providing a mentorship experience, the eMentorship program uniquely offered an innovative curriculum for the teaching of three-dimensional (3-D) modeling skills. Participating schools were provided with laptops that contained the latest 3-D modeling software. The eMentors provided instructional material in the form of video-recorded tutorials of instruction that the students would view and follow along. To provide necessary scaffolding for such an experience, student participants met bi-weekly with the project’s principal investigator to reinforce concepts learned throughout the week. Students were presented with the challenge of designing an original phone case using the modeling software. Student groups who were able to complete the challenge were able to have their original phone case printed out using rapid prototyping machines. Results from exit interviews conducted with the student participants indicate that the mentoring experience was of value to the student participants and was able to enhance their learning experience. Further development will include extending the mentoring experience and building upon the existing curriculum in an effort to effect change in student behavior.

Denson, C., & Lammi, M. D. (2016, June), Curriculum for an eMentorship Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26626

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