Understanding the Nuances of Peer Mentoring in Different Project Based Learning Settings

Richard Eugene Vallejo; Huihui Qi; Owen Terry Crocker

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Conference: 2025 ASEE PSW Conference
Location: California Polytechnic University, California
Publication Date: April 10, 2025
Start Date: April 10, 2025
End Date: April 12, 2025
Page Count: 18
DOI: 10.18260/1-2--55197
Permanent URL: https://peer.asee.org/55197
Download Count: 4

Paper Authors

biography

Richard Eugene Vallejo Jr University of California, San Diego

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Richard Vallejo is a fourth-year undergraduate student at UC San Diego majoring in Mechanical Engineering, completing his degree in June 2025. He works under Dr. Huihui Qi in the Engineering Pedagogy and Design Lab at UCSD, where he assists with concept generation and manufacturing for inquiry-based learning activity models and demonstrations. He performs quantitative and qualitative analysis on student survey responses to contribute to the development and implementation of innovative pedagogical techniques. In addition, Richard is an instructional assistant for MAE 3 Introduction to Mechanical Design at UCSD, leading a lab section in learning CAD and manufacturing methods, technical report and presentation techniques, as well as team and project management in a group robotics project. Richard will be completing an internship with the Naval Research Enterprise Internship Program in the Summer 2025 before beginning his master's degree in Mechanical Engineering with UCSD's BS/MS program in the Fall. Afterwards, he wishes to pursue a career in robotics and engineering education.

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Huihui Qi University of California, San Diego

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Dr.Huihui Qi is an Associate Teaching Professor in the department of Mechanical and Aerospace Engineering, at the University of California San Diego.

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Owen Terry Crocker University of California, San Diego

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Owen is a third year undergraduate at UC San Diego, majoring in Mechanical Engineering with a minor in Physics. Owen worked on literature review, data analysis, and writing the manuscript. Owen is also an instructional assistant, having taught in "Introduction to Engineering Graphics and Design" and "Statics and Introduction to Dynamics" courses. They are also a team lead in Human Powered Submarine at UCSD, leading the design and construction of the submarine's hull. Owen plans to continue their study in a graduate Mechanical Engineering program at UCSD and hopes to pursue a career focusing on Engineering or Physics Education related fields.

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Abstract

This study conducted at the University of California San Diego seeks to further contribute to the literature on the effect of the peer mentoring experience on the mentors themselves in various project based learning (PBL) settings. Peer mentoring occurs when an individual with proficiency in a specific field provides support for another individual similar in age or experience level. In particular, peer mentoring in PBL provides an excellent opportunity for student mentees to gain valuable insights from peer mentors with experience working on long term projects. In these roles, peer mentors often directly interact with mentees to provide tailored assistance in the development of both technical and interpersonal skills. Previous research has explored the effectiveness of peer mentoring programs in traditional PBL engineering courses, highlighting a dual role in supporting both the student mentors and mentees’ academic and professional growth. Peer mentoring in PBL engineering courses allows mentors to reinforce their knowledge and teach others with additional faculty support. However, there exists a gap in the literature on peer mentoring programs in student-led environments such as student engineering organizations. In PBL student organizations, mentors are able to develop an additional level of autonomy and self-motivation through their management and teaching of peers due to a lack of faculty involvement.

In this study we seek to explore the effect of the peer mentoring experience on the mentors themselves and compare the outcomes for the peer mentors in traditional PBL engineering courses versus PBL engineering student organizations. Specifically, we pose the following research questions:

R1: How do the benefits and challenges for student peer mentors in engineering PBL courses compare to those for peer mentors working in engineering PBL student organizations? R2: How does the peer mentoring experience influence a student peer mentor’s career aspirations in engineering or academia? R3: How does the difference in program structures (e.g. faculty-supervision, formal training, etc) in engineering PBL courses and student organizations affect peer mentoring outcomes?

By answering these questions, educators, administrators, and leaders of student organizations can implement or improve peer mentoring programs in order to better serve the mentors involved. To accomplish this, we are investigating peer mentoring performed by students across several engineering PBL courses and student organizations at the University of California San Diego. Student peer mentors with experience in either or both settings were asked to respond to a voluntary online survey assessing their role.

Respondents were asked to contextualize their mentoring experience in either a PBL engineering course, student organization, or both, by describing primary responsibilities, time in their role, and structures such as faculty involvement and formal training. Likert scale and open ended response questions were analyzed to understand respondents mentoring experiences. Questions were tailored to address mentor outcomes in their skills and professional development, challenges, interpersonal and mental health impact, and career aspirations. Responses indicate that, while student peer mentors face additional challenges in stress, self confidence, and balancing their commitments, they benefit from a setting in which they are empowered to use their proficiency in a field to educate their peers and further bolster their career aspirations in academia, engineering, or management.

Citation
Format

Vallejo, R. E., & Qi, H., & Crocker, O. T. (2025, April), Understanding the Nuances of Peer Mentoring in Different Project Based Learning Settings Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55197

TY  - CPAPER
AB  - This study conducted at the University of California San Diego seeks to further contribute to the literature on the effect of the peer mentoring experience on the mentors themselves in various project based learning (PBL) settings. Peer mentoring occurs when an individual with proficiency in a specific field provides support for another individual similar in age or experience level. In particular, peer mentoring in PBL provides an excellent opportunity for student mentees to gain valuable insights from peer mentors with experience working on long term projects. In these roles, peer mentors often directly interact with mentees to provide tailored assistance in the development of both technical and interpersonal skills. Previous research has explored the effectiveness of peer mentoring programs in traditional PBL engineering courses, highlighting a dual role in supporting both the student mentors and mentees’ academic and professional growth. Peer mentoring in PBL engineering courses allows mentors to reinforce their knowledge and teach others with additional faculty support. However, there exists a gap in the literature on peer mentoring programs in student-led environments such as student engineering organizations. In PBL student organizations, mentors are able to develop an additional level of autonomy and self-motivation through their management and teaching of peers due to a lack of faculty involvement.

In this study we seek to explore the effect of the peer mentoring experience on the mentors themselves and compare the outcomes for the peer mentors in traditional PBL engineering courses versus PBL engineering student organizations. Specifically, we pose the following research questions:

R1: How do the benefits and challenges for student peer mentors in engineering PBL courses compare to those for peer mentors working in engineering PBL student organizations?
R2: How does the peer mentoring experience influence a student peer mentor’s career aspirations in engineering or academia?
R3: How does the difference in program structures (e.g. faculty-supervision, formal training, etc) in engineering PBL courses and student organizations affect peer mentoring outcomes?

By answering these questions, educators, administrators, and leaders of student organizations can implement or improve peer mentoring programs in order to better serve the mentors involved. To accomplish this, we are investigating peer mentoring performed by students across several engineering PBL courses and student organizations at the University of California San Diego. Student peer mentors with experience in either or both settings were asked to respond to a voluntary online survey assessing their role.

Respondents were asked to contextualize their mentoring experience in either a PBL engineering course, student organization, or both, by describing primary responsibilities, time in their role, and structures such as faculty involvement and formal training. Likert scale and open ended response questions were analyzed to understand respondents mentoring experiences. Questions were tailored to address mentor outcomes in their skills and professional development, challenges, interpersonal and mental health impact, and career aspirations. Responses indicate that, while student peer mentors face additional challenges in stress, self confidence, and balancing their commitments, they benefit from a setting in which they are empowered to use their proficiency in a field to educate their peers and further bolster their career aspirations in academia, engineering, or management. 
AU  - Richard Eugene Vallejo Jr
AU  - Huihui Qi
AU  - Owen Terry Crocker
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - Understanding the Nuances of Peer Mentoring in Different Project Based Learning Settings
UR  - https://peer.asee.org/55197
DO  - 10.18260/1-2--55197
ER  -