Llewellyn, D., & Knaphus-Soran, E. (2022, August), The Impact of S-STEM Faculty Mentoring on the Mentors  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41983

\bibitem{asee_peer_41983}
  Llewellyn, D., \& Knaphus-Soran, E. (2022, August), \emph{The Impact of S-STEM Faculty Mentoring on the Mentors}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41983

Donna Llewellyn and Emily Knaphus-Soran.  "The Impact of S-STEM Faculty Mentoring on the Mentors".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41983 Internet.  24 Apr, 2024

\bibitem{asee_peer_41983}
  Donna Llewellyn and Emily Knaphus-Soran.
  "The Impact of S-STEM Faculty Mentoring on the Mentors".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41983 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_41983
author = "Donna Llewellyn and Emily Knaphus-Soran"
title = "The Impact of S-STEM Faculty Mentoring on the Mentors"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41983}
number = {10.18260/1-2--41983}
}

TY  - CPAPER
AB  - While there is a fair amount of literature around the impact of mentoring on those being mentored, there is much less known about the impact on those who are doing the mentoring. In our S-STEM project that involves multiple universities, the engineering student scholarship recipients are assigned engineering faculty mentors for their first year in their programs. We set out to investigate if and how the act of mentoring these students changed the faculty perceptions of what it takes to succeed in an engineering academic program and beyond. We also set out to investigate the motivation for faculty to sign up to mentor our S-STEM students and to learn from that to inform other mentoring programs.
Our S-STEM targets low income, under-represented, and academically talented engineering students who are not ready for college calculus classes upon admission to the university. Traditionally, many engineering faculty would not expect students who start their academic programs with less high school math preparation to succeed. However, this S-STEM and its predecessor programs have shown that these students can thrive given the right environment and support. Therefore, our hypothesis was that the faculty would have the opportunity to change their initial perceptions of what it takes to succeed, and perhaps extend these new insights to their other mentoring experiences.
Our methods included annual focus groups and/or surveys over the past four years, with a one-year hiatus for COVID related reasons last year. As we come to the end of our S-STEM project, we will report on what we have learned and what questions remain.

AU  - Donna Llewellyn
AU  - Emily Knaphus-Soran
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The Impact of S-STEM Faculty Mentoring on the Mentors
UR  - https://peer.asee.org/41983
DO  - 10.18260/1-2--41983
ER  -