Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
Mentoring of college students by faculty has been generally understood to create benefits for mentees as well as mentors. How to improve mentoring relationships and activities has not been sufficiently investigated from the perspective of college student recipients. The literature describes some results and lessons learned from scholarships linked to mentoring programs such as the National Science Foundation’s (NSF’s) S-STEM. In this article, student survey results are reported for S-STEM scholarship/mentoring programs in the College of Engineering from 2014-2017. Through analyzing the surveys of student recipients of faculty mentored scholarships, themes emerged about student preferences in faculty mentoring practices when linked to scholarships. Consensus and non-consensus student preferences are presented, as well as discourse about the value of retaining or removing unpopular features of the program or delivering those features in ways that students prefer. Scholarship recipients ranked the following as the most beneficial aspects of the program: gaining financial assistance, receiving faculty mentoring, becoming involved in campus clubs and organizations, and making industry contacts.
Burckhard, S. R., & Kant, J. M., & Arpan, F., & Abraham, R. P., & Michna, G. J. (2018, June), Student Preferences in Mentoring Practices and Program Features in an S-STEM Scholarship/Mentoring Program Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31015
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