Cifuentes-Urtubey, F., & Baldaguez Medina, P. A., & Lorenzo, J. E., & Mamaril, N. (2023, June), Peer Mentorship in a Virtual University Setting: A Hispanic Perspective on How Mentorship Broadens Participation in Advanced Degrees   Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43871

\bibitem{asee_peer_43871}
  Cifuentes-Urtubey, F., \& Baldaguez Medina, P. A., \& Lorenzo, J. E., \& Mamaril, N. (2023, June), \emph{Peer Mentorship in a Virtual University Setting: A Hispanic Perspective on How Mentorship Broadens Participation in Advanced Degrees }
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43871

Federico Cifuentes-Urtubey, Paola A. Baldaguez Medina, Julie E. Lorenzo, and Natasha Mamaril.  "Peer Mentorship in a Virtual University Setting: A Hispanic Perspective on How Mentorship Broadens Participation in Advanced Degrees ".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43871 Internet.  07 May, 2024

\bibitem{asee_peer_43871}
  Federico Cifuentes-Urtubey, Paola A. Baldaguez Medina, Julie E. Lorenzo, and Natasha Mamaril.
  "Peer Mentorship in a Virtual University Setting: A Hispanic Perspective on How Mentorship Broadens Participation in Advanced Degrees ".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43871 Internet.  07 May, 2024

@INPROCEEDINGS{asee_peer_43871
author = "Federico Cifuentes-Urtubey, Paola A. Baldaguez Medina, Julie E. Lorenzo, and Natasha Mamaril"
title = "Peer Mentorship in a Virtual University Setting: A Hispanic Perspective on How Mentorship Broadens Participation in Advanced Degrees "
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43871}
number = {10.18260/1-2--43871}
}

TY  - CPAPER
AB  - Mentorship is crucial in providing a platform for academic and leadership development and success among underrepresented groups in STEM. Studies on mentoring students from underrepresented groups in STEM demonstrate the characteristics of strong peer relationships, superior communication skills, and favorable academic and career development factors toward starting careers in engineering at undergraduate and advanced degree levels. Despite knowing these factors in academic and professional success from interactions with professors and academic advisors, we posit that having graduate students promote the pursuit of advanced degrees to undergraduate students can support underrepresented populations to pursue graduate-level degrees and start their careers at more advanced levels. We extend these insights by analyzing factors that enable successful mentoring towards increasing Hispanic representation in graduate school with a hybrid mentorship program. 

To foster belonging in engineering, our program brings together graduate students and undergraduates that identify as Hispanic or Latin American. We hosted workshops to enhance mentoring participation with topics such as the importance of mentoring, leadership skills development, and career pathway expectations. Social events were also included to build community among participants, and we invited speakers who identified as Hispanic or Latin American and held a graduate degree. Participants were also given the flexibility to meet on their own virtually or in person.   

During the program's first iteration, we recruited 12 graduate student mentors to pair with 12 undergraduate students from various departments in the Grainger College of Engineering at the University of Illinois. The program enabled 50% of our graduate student participants in the first cohort to obtain their first experience being a mentor. By the end of the first iteration, 91% of the graduate mentors indicated an interest in skills to perform better, as mentors were given the necessary tools to help their mentees through the process. None of the undergraduates from the first cohort were eligible to apply to graduate school as they were not graduating yet. However, two of the three senior undergraduates in an ongoing second cohort have applied to graduate programs or fellowships. Based on preliminary data, our program highlights how representation, guidance, and monitoring are crucial components for successfully boosting students' interest in graduate school participation. 
AU  - Federico Cifuentes-Urtubey
AU  - Paola A. Baldaguez Medina
AU  - Julie E. Lorenzo
AU  - Natasha Mamaril
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Peer Mentorship in a Virtual University Setting: A Hispanic Perspective on How Mentorship Broadens Participation in Advanced Degrees 
UR  - https://peer.asee.org/43871
DO  - 10.18260/1-2--43871
ER  -