Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Design in Engineering Education
The purpose of this study was to examine the influence of multi-layered mentoring in summer engineering programs on confidence in understanding engineering concepts. The participants in the study included high school students from over 6 different high schools in New Jersey, coupled with in-service teachers from a National Science Foundation RET (Rutgers University Research Experience for Teachers in Engineering for Green Energy Technology) site and undergraduate students from a REU (Green Energy Technology Undergraduate Program) site. The perceptions, understanding and evaluation of the program before the implementation of the multi-layered mentorship program were compared to the multi-layered program. Teachers and high school students expressed higher confidence levels in the engineering design cycle and engineering discipline in the multi-layered mentorship program. Undergraduate students who were in labs where they peer-mentored teachers expressed higher levels of confidence in their skills as researchers than undergraduate students who did not peer-mentor in-service teachers.
Cook-Chennault, K. (2018, June), Exploration of Multi-layered Mentorship Approaches in Summer Engineering Programs Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30481
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