Paretti, M. C., & Lutz, B. D. (2014, June), Student Perceptions of Project Mentoring:  What Practices and Behaviors Matter?  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23055

\bibitem{asee_peer_23055}
  Paretti, M. C., \& Lutz, B. D. (2014, June), \emph{Student Perceptions of Project Mentoring:  What Practices and Behaviors Matter?}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23055

Marie C. Paretti and Benjamin David Lutz.  "Student Perceptions of Project Mentoring:  What Practices and Behaviors Matter?".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/23055 Internet.  16 Apr, 2024

\bibitem{asee_peer_23055}
  Marie C. Paretti and Benjamin David Lutz.
  "Student Perceptions of Project Mentoring:  What Practices and Behaviors Matter?".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/23055 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_23055
author = "Marie C. Paretti and Benjamin David Lutz"
title = "Student Perceptions of Project Mentoring:  What Practices and Behaviors Matter?"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23055}
number = {10.18260/1-2--23055}
}

TY  - CPAPER
AB  -                       Student Perceptions of Project Mentoring:                        What Practices and Behaviors Matter?While significant work in recent years has begun exploring the structure and teaching practicesof project-based courses and design environments [e.g., 1, 2-6], less work has been done toexplore how students experience these practices. Data from studies that examine faculty beliefssuggest that faculty are intentional and passionate about their work in mentoring design teams,making choices to explicitly foster specific skills and promote students professionaldevelopment. But what do students experience? How do they perceive and respond to teachingand learning in project-based environments?To address this question, this paper presents initial findings from case studies conducted atmultiple universities. Each case includes observations of classroom practices, interviews withfaculty, and interviews or focus groups with students. Observation data was collected viadetailed field notes, while interview and focus group data was audio-recorded, transcribed, andcoded using qualitative analytic techniques [7, 8]. For each case, the observation data was usedto help guide the interviews and focus groups, which followed a semi-structured protocol.The paper presents findings from four cases studies, including both within-case and cross-caseanalysis. Preliminary analysis suggests that while students identify many of the same practicesfaculty describe (including coaching, role modeling, being pushed to explain plans anddecisions), they also tend to place more emphasis on the rapport they are able to develop withtheir mentors and the encouragement and affirmation they receive, but may be less aware of theways in which faculty mentors seek to protect students from both project failures and learningfailures. The findings thus provide rich insights into how student experience teaching andlearning in design environments, what they value about those experiences, and, perhaps mostimportantly, what dimensions of mentoring are more and less visible as meaningful supports.By better understanding students’ experiences and perceptions, the findings from this study canhelp design educators better address student needs, refine their project mentoring to moreeffectively achieve core learning goals, and support students’ professional development.1.     Howe, S., Where are we now? Statistics on Capstone Courses Nationwide. Advances in       Engineering Education, 2010. 2(1): p. 1-27.2.     Howe, S. and J. Wilbarger, 2005 National Survey of Engineering Capstone Design       Courses, in American Society of Engineering Education Annual Conference and       Exposition2006: Chicago, IL. p. 21 pp.3.     Wilbarger, J. and S. Howe, Current Practices in Engineering Capstone Education:       Further Results from a 2005 Nationwide Survey, in ASEE/IEEE Frontiers in Education       Conference2006: San Diego, CA. p. T1E5-T1E10.4.     Hixson, C.A., M.C. Paretti, and J.J. Pembridge. Capstone Design Faculty Motivation:       Motivational Factors for Teaching the Capstone Design Course and Motivational       Influences on Teaching Approaches. in American Society for Engineering Education       Annual Conference and Exposition. 2012. San Antonio, TX.5.   Pembridge, J.J. and M.C. Paretti. The Current State of Capstone Design Pedagogy. in     American Society in Engineering Education Annual Conference and Exhibition. 2010.     Louisville, KY.6.   Pembridge, J.J. and M.C. Paretti. An Examination of Mentoring Functions in the     Capstone Course. in American Society in Engineering Education Annual Conference and     Exhibition. 2011. Vancouver, BC, Canada.7.   Yin, R.K., Case Study Research: Design and Methods. 3rd ed2003, Thousand Oaks: Sage     Publications.8.   Miles, M. and A. Huberman, Qualitative data analysis: An expanded sourcebook. 2nd     ed1994, Thousand Oaks, CA: Sage.
AU  - Marie C. Paretti
AU  - Benjamin David Lutz
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Student Perceptions of Project Mentoring:  What Practices and Behaviors Matter?
UR  - https://peer.asee.org/23055
DO  - 10.18260/1-2--23055
ER  -