Exploration of Multi-layered Mentorship Approaches in Summer Engineering Programs
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
- Tagged Division
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Design in Engineering Education
- Page Count
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19
- DOI
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10.18260/1-2--30481
- Permanent URL
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https://peer.asee.org/30481
- Download Count
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454
Paper Authors
Kimberly Cook-Chennault
Rutgers, the State University of New Jersey
orcid.org/0000-0003-4755-947X
Kimberly Cook-Chennault is an Associate Professor in the Mechanical and Aerospace Engineering Department at Rutgers University. She holds BS and MS degrees in Mechanical Engineering from the University of Michigan and Stanford University respectively; and a PhD from the University of Michigan, Ann Arbor. Her research interests include design of integrated hybrid energy systems and investigation of the structure-property relationships in ferroelectric, dielectric and piezoelectric materials in the form of thin films and bulk composites for sensing/actuation and energy storage/harvesting applications. Dr. Cook-Chennault’s research group, the Hybrid Energy Systems and Materials Laboratory, conducts work towards understanding the fundamental mechanisms and processing parameters that allow for the control of physical material characteristics. In addition to this work, Dr. Cook-Chennault is the director of the Green Energy Undergraduate Program (GET UP) program which is funded through the National Science Foundation and the Student Learn and Achievent in Aerospace and Mechanical (SLAAM) Engineering Program.
Abstract
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. 10.18260/1-2--30481
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