Effective mentoring strategies to support underrepresented students during a virtual summer research experience for engineering education undergraduates
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 20 September 2024
Abstract
Purpose
In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.
Design/methodology/approach
This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.
Findings
The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.
Research limitations/implications
The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.
Practical implications
The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.
Originality/value
This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.
Keywords
Acknowledgements
The authors gratefully acknowledge the National Science Foundation for funding this work (No. 2050899). Any opinions, findings, conclusions, or recommendations expressed here are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors also gratefully acknowledge the REU participants for their thoughtful reflections and participation and interviews, the contributions made by Alison Bowers to organize and edit this manuscript and the IJMCE reviewers and editorial team in helping to enhance our manuscript.
Citation
Volpe, E.S., Simmons, D.R., Mondisa, J.-L. and Rojas, S. (2024), "Effective mentoring strategies to support underrepresented students during a virtual summer research experience for engineering education undergraduates", International Journal of Mentoring and Coaching in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJMCE-09-2023-0089
Publisher
:Emerald Publishing Limited
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