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Mentoring Workshops To Support Women Research Students In Science And Engineering

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Women in Engineering: New Research

Page Count

11

Page Numbers

8.848.1 - 8.848.11

Permanent URL

https://peer.asee.org/12185

Download Count

16

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Paper Authors

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Urmila Ghia

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Rebecca German

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Lisa Hogeland

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Brian Kinkle

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Carla Purdy

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2692

Mentoring Workshops to Support Women Research Students in Science and Engineering

C. Purdy, Electrical & Computer Engineering & Computer Science (Carla.Purdy@uc.edu) Rebecca German, Biological Sciences (Rebecca.German@uc.edu) Urmila Ghia, Mechanical, Industrial, and Nuclear Engineering (Urmila.Ghia@uc.edu) Lisa Hogeland, Center for Women's Studies (Lisa.Hogeland@uc.edu) Brian Kinkle, Biological Sciences (Brian.Kinkle@uc.edu) University of Cincinnati

Abstract Although there are currently many mentoring programs available for women in science and engineering, few of these programs directly address the mentor-mentee relationship between a student and her advisor. However, this relationship is a crucial factor for research success and degree completion. In this paper we describe a Mentoring Workshop program developed at the University of Cincinnati which concentrates on improving the mentoring aspects of this important relationship. The Workshops are based on mentoring materials developed by WEPAN (Women in Engineering Programs and Advocates Network) and have been used to improve mentor-mentee skills for women graduate students and their advisors, as well as for students in the University's Research Experiences for Women Undergraduates summer program. Workshop facilitators are drawn from faculty members of the University's Women in Science and Engineering (WISE) Committee. The Workshops make effective use of the valuable resource of faculty time contributed by the facilitators, and also expose the women participants to women faculty who have succeeded in science and engineering and who might provide additional mentoring in the future. The Workshop format allows for interaction and discussion among the entire group, as well as among smaller subgroups, and thus facilitates interchanges of perceptions about mentoring and reinforcement of good mentoring practices for all attendees. Workshop evaluations indicate that both faculty and student participants are enthusiastic about this program.

1. Introduction

Mentoring relationships have the potential to help women engineering students master specific skills (e.g., giving talks, writing proposals, writing dissertations / theses, managing one’s career, supervising and mentoring students, running a lab); explore career choices; obtain a different perspective on research problems; and learn how to cope with stress, manage time, and meet family and work responsibilities. A mentor can also be a role model to encourage the student to complete her degree, and can provide valuable information on how to establish oneself professionally. Because of the unique research advisor / student relationship and the isolation in a

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Ghia, U., & German, R., & Hogeland, L., & Kinkle, B., & Purdy, C. (2003, June), Mentoring Workshops To Support Women Research Students In Science And Engineering Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12185

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