Retaining Dietetic Undergraduate Students with Diverse Backgrounds through a Mentoring Program in the Estudiante Dietético Project

PurposeIn this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).Design/methodology/approachUsing a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.FindingsFindings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.Research limitations/implicationsGiven the intimate size of the program, the sample population was limited.Practical implicationsTo benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.Originality/valueThis work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

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Comparing Mentor and Mentee Perspectives in a Research-Based Undergraduate Mentoring Program

Volume 5: Education and Globalization; General Topics ◽

10.1115/imece2012-87723 ◽

2012 ◽

Author(s):

Janet Y. Tsai ◽

Daria Kotys-Schwartz ◽

Beverly Louie ◽

Virginia Ferguson ◽

Alyssa Berg

Keyword(s):

Graduate Students ◽

Undergraduate Students ◽

Undergraduate Research ◽

Retention Rate ◽

Mentoring Relationships ◽

Mentoring Program ◽

Research Experience ◽

Engineering Research ◽

Reflective Questions ◽

Undergraduate Mentoring

At the University of Colorado Boulder (CU), a research-based undergraduate mentoring program is now in its second year of implementation. The program, Your Own Undergraduate Research Experience (YOU’RE@CU) has three main goals: improve the retention rate of diverse groups in undergraduate engineering, build undergraduate interest in engineering research, and prepare graduate students to take on leadership roles in either academia or industry-based research careers. In YOU’RE@CU, undergraduate students are paired with a graduate mentor and work in the graduate student’s lab several hours a week. Undergraduate mentees enroll in a one-credit seminar course focusing on research and graduate school opportunities, and are assessed via pre- and post-surveys to gauge their excitement and interest in engineering. The undergraduates also respond to biweekly qualitative reflective questions while participating in the program. Graduate mentors complete several reflective questions about their experiences and are required to complete pre- and post-assessments. Adopting a person-centered, case study approach, this paper focuses on two telling examples of research-based mentoring relationships in the YOU’RE@CU program. Given identical mentor training through YOU’RE@CU, two graduate students start the Spring 2012 semester by meeting with their mentees to launch a research project. By examining application, pre-survey, reflective questions, and post-survey responses from these four participants, the differences in the trajectory of the two paired mentoring relationships can be clearly seen over the course of one semester. This close examination of two disparate mentoring relationships is instructive in understanding the subtle details that create either a positive learning environment or an uncomfortable lab situation for young engineers, and assists program administrators in making improvements in subsequent years.

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Numerical Linear Algebra

10.20850/9781312329850 ◽

2017 ◽

Author(s):

William Layton ◽

Myron Sussman

Keyword(s):

Linear Algebra ◽

Undergraduate Students ◽

Eigenvalue Problems ◽

Matrix Theory ◽

Direct Methods ◽

Numerical Linear Algebra ◽

Good Choice ◽

Computational Mathematics ◽

Diverse Backgrounds ◽

Sparse Systems

This textbook was designed for senior undergraduates in mathematics, engineering and the sciences with diverse backgrounds and goals. It presents modern tools from numerical linear algebra with supporting theory along with examples and exercises, both theoretical and computational with MATLAB. The major topics of numerical linear algebra covered are direct methods for solving linear systems, iterative methods for large and sparse systems (including the conjugate gradient method) and eigenvalue problems. Basic linear algebra (of the type taken in the engineering curriculum) is assumed. Further matrix theory is developed in a self-contained way when needed to expalin why methods work and how they might fail. This book is intended for a one term course for undergraduate students in applied and computational mathematics, the sciences, engineering, computer science, financial mathematics and actuarial science. It is also a good choice for a beginning graduate level course for students who will use the numerical methods to solve problems in their own areas.

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Establishing a Process Utilizing Community Leaders as Mentors to Undergraduate Students

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol4.iss11.6 ◽

2016 ◽

Vol 4 (11) ◽

pp. 51-67

Author(s):

Mitchell Adrian

Keyword(s):

Undergraduate Students ◽

Business Students ◽

Community Support ◽

Community Relations ◽

Mentoring Program ◽

Program Impact ◽

Educational Processes ◽

Career Opportunities ◽

The University ◽

Undergraduate Business Students

Mentoring has long been a method for passing experience from one generation to the next. This report outlines the creation, development, and application of a mentoring program linking undergraduate business students with community professionals. The goal of the program is to enhance career opportunities of students and to garner community support for the university. In addition, with the increased need from accrediting bodies to show impact of the educational processes, mentoring may be a useful tool for assessment of program impact as well as a tool for enhancing alumni and community relations and financial support.

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How Undergraduate Students Identify and Utilize Informal Mentors

NACADA Journal ◽

10.12930/0271-9517-20.2.31 ◽

2000 ◽

Vol 20 (2) ◽

pp. 31-37 ◽

Cited By ~ 2

Author(s):

Margaret Cain McCarthy ◽

Terri L. Mangione

Keyword(s):

Undergraduate Students ◽

Academic Advising ◽

Student Population ◽

Faculty Members ◽

Business Community ◽

Mentoring Program ◽

Business Majors ◽

Broad Definition ◽

Definition Of ◽

Formal Mentoring Program

After receiving a broad definition of mentoring, students were asked to indicate whether they had mentors and the types of assistance the mentor provided. In the absence of a formal mentoring program and with a decentralized and loosely structured academic advising program, one half of the undergraduate business majors sampled identified faculty members, administrators, parents, friends, relatives, and members of the business community as mentors. We examined the role and identity of informal mentors from an undergraduate perspective and explored the composition and needs of the unmentored student population as well. Implications for practice are discussed.

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Fostering Undergraduate Research Through Collaboration With Local Engineering Companies

Volume 7: Engineering Education and Professional Development ◽

10.1115/imece2007-41894 ◽

2007 ◽

Author(s):

Alexandra Schonning ◽

Daniel Cox

Keyword(s):

Undergraduate Students ◽

Undergraduate Research ◽

Impact Resistance ◽

Engineering Industry ◽

Mentoring Program ◽

Research Project ◽

Test Fixture ◽

Test Configuration ◽

Engineering Research ◽

Pull Out

This paper discusses the importance of introducing the undergraduate engineering student to research; it provides examples on how research has been integrated with the curriculum, and how the local engineering industry provides engineering research projects for the students. One research project includes the development of a test fixture to be used in determining the pull-out strength of screws in a biomaterials substrate. Another example presented is the development of a test configuration for determining the under water impact resistance of acoustic windows. Furthermore, a research project will be presented on the creation, testing and analysis of bone cement specimens. Through these projects students learn valuable skills such as performing literature review of a technical topic, developing a statement of work, establishing a research plan, learning appropriate software and hardware tools, carefully documenting their work, analyzing results, writing papers, and presenting their work at conferences. This paper provides details on how these skills are developed through the students’ research experiences and how they will benefit the students upon graduation. In order to expose a large number of undergraduate students to research it is helpful to develop some form of a mentoring program where students learn from each other. The paper describes how this mentoring program is organized and provides details of how the students interact with their peers, the faculty members and representatives from the local industry.

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Graduates Linked With Undergraduates in Engineering (GLUE): A Case Study

Volume 7: Engineering Education and Professional Development ◽

10.1115/imece2007-44005 ◽

2007 ◽

Author(s):

Dinesh Rabindran ◽

Tricia S. Berry

Keyword(s):

Undergraduate Students ◽

Mechanical Engineering ◽

Undergraduate Research ◽

Gear Train ◽

Mentoring Program ◽

Spring Semester ◽

University Of Texas ◽

Single Output ◽

College Of Engineering

This paper presents a case study from the Graduates Linked with Undergraduates in Engineering (GLUE) Program in the College of Engineering at The University of Texas at Austin. This student mentoring program, offered in the spring semester every year, pairs undergraduate students (mentees) with graduate researchers (mentors) to foster undergraduate research. The benefits from the GLUE program are two-fold. While the undergraduate mentees get a feel for research, the participating graduate students can enhance their research mentoring skills. In this article we present a GLUE case study in the area of Robotics. The mentee in this case was a sophomore in Mechanical Engineering and the mentor (the first author) was a senior doctoral student in Mechanical Engineering. The project involved the design and development of a Dual Input Single Output (DISO) epicyclic gear train to enhance the performance of a robot joint. The system was completely designed and tested using MSC.ADAMS. While describing the project, the paper will demonstrate the improvement in research skills of the mentee using three different sets of criteria from the literature.

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A-45 Closing the Gap in the Neuropsychology Pipeline Via Mentorship Focusing on African American Students

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acab062.63 ◽

2021 ◽

Vol 36 (6) ◽

pp. 1086-1086

Author(s):

Anny Reyes ◽

Willie F McBride ◽

Kendra Anderson ◽

Valencia Montgomery ◽

Courtney Ray

Keyword(s):

Doctoral Students ◽

Geographical Location ◽

Mentoring Program ◽

Underrepresented Minority ◽

Mentorship Program ◽

Diverse Backgrounds ◽

Mentorship Programs ◽

Level Of Training ◽

Core Mission ◽

Post Baccalaureate

Abstract Objective A core mission of the Society for Black Neuropsychology (SBN) is to increase the representation of neuropsychologists, students, and scholars from diverse backgrounds. As such, SBN developed a 12-month mentoring program for trainees at all levels. The SBN Mentorship Program includes four components: mentoring where mentees are paired with a mentor based on interest and needs; professional development webinars; application materials resources; virtual social hours. Methods First, a call for mentors and mentees was distributed via SBN’s and related listservs and social media. Second, pairings were based on mentee training level, clinical/research interest, needs (e.g., applying to doctoral programs, cultural competency, securing funding), and additional preferences (e.g., matched on the same racial/ethnic background, sex/gender, geographical location). Surveys will be distributed at 6-months and upon completion of the mentorship program to evaluate pairings, webinars, and overall impact of the program. Results A total of 60 mentors from diverse backgrounds and different levels of training enrolled. Thirty-five underrepresented minority (URM) trainees were matched with mentors based on their level of training, interest, and needs. The mentee cohort comprised of undergraduate/post-baccalaureate (30%), masters (5%), and doctoral students (60%), and post-doctoral fellows (5%). The cohort was approximately 77% female and all mentees identified as an URM in academia (URM: 85.7% Black, 14.3% Latinx). Conclusion Mentorship programs represent a vital but often overlooked component of trainee success. Mentorship programs sponsored by organizations such as SBN can help increase the number of URM students in neuropsychology and provide the mentorship needed to navigate barriers URM students often encounter in academia.

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THE ANALYSTS OF RELIGIOSITY AND EMOTIONAL INTELLIGENCE TOWARDS ATTITUDE IN EDUCATION DURING COVID-19 PANDEMIC

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.642019 ◽

2021 ◽

Vol 6 (42) ◽

pp. 238-247

Author(s):

Mohd Nazrul Azizi ◽

Zahari Ishak ◽

Firdaus Hilmi

Keyword(s):

Undergraduate Students ◽

Relative Weight ◽

Holistic Approach ◽

Spiritual Needs ◽

Social And Emotional ◽

Diverse Backgrounds ◽

Weight Analysis ◽

Context Data ◽

To Receive ◽

Relative Weight Analysis

The holistic approach to education – that addresses students’ learning, social and emotional, and spiritual needs – is crucial, especially in times of crisis. University closures related to the current COVID-19 pandemic mean that students from diverse backgrounds who are more at risk of increased vulnerability are less likely to receive the support and extra services they need, and the gap between students that experience additional barriers and that do not might widen. The current study investigates the influence of religiosity and Emotional Intelligent on the attitude towards leadership in education during pandemic covid-19 in the Malaysian context. Data were collected from undergraduate students who constitute future leaders. Results from the regression analysis particularly the relative weight analysis revealed that leadership practices demonstrated significant incremental variance with attitude towards leadership beyond self-leadership. The implications of the findings for research and practice are discussed.

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Big Brother Mentoring in the Let's Teach for Hungary Program

Central European Journal of Educational Research ◽

10.37441/cejer/2021/3/3/10158 ◽

2021 ◽

Vol 3 (3) ◽

pp. 114-141

Author(s):

Katalin Godó

Keyword(s):

Undergraduate Students ◽

Peer Mentoring ◽

Mentoring Program ◽

Online Mentoring ◽

Structured Interviews ◽

School Students ◽

Successful Operation ◽

Advantages And Disadvantages ◽

Big Brother ◽

Older Youth

The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder & Ittel, 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study, we focus on cross-age peer mentoring (Miller, 2002; Sipe, 2005), where older youth mentor younger youth. One example of this in Hungary is the Let's Teach for Hungary (LTHMP) mentoring program, where undergraduate students mentor primary school students. In our research, we studied mentors at the University of Debrecen who had completed at least two semester-long cycles in the program. We were curious about how the COVID-19 pandemic period affected mentoring, so we examined the transition of a mentoring program based on a personal meeting to online mentoring, and its pivotal points, advantages, and disadvantages. As a method, we used qualitative interview analysis, during which we worked with semi-structured interviews, recorded in the spring of 2020 and 2021 – during the global pandemic situation – with a total of 50 mentors. The content analysis of the interview texts was performed based on the codes formulated based on the theory, and the emic codes emerged in the interviews (Creswell, 2012). Our results show that mentors can be grouped into different types based on their attitudes towards online mentoring. Overall, the digital transition has been a big challenge. The biggest problem was the lack of equipment. The issue of age has been also an important factor in terms of the sense of digital comfort. We noticed the phenomenon of Big Brother Mentoring and the importance of chameleon mentors. Our research, which can fill a gap, highlights both the challenges and benefits of online mentoring. In addition, we can also contribute to the effective and successful operation of the Let's Teach for Hungary Mentoring Program.

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