This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings indicate that mentors and mentees enter into these relationships because they believe they can either provide or receive important academic knowledge and resources during the mentoring process.

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Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented populations has aided her in the design and integration of educational and physiological technologies to research 'best practices' for student professional development and training. In addition, she is developing methodologies around hidden curriculum, academic emotions and physiology, and engineering makerspaces.

A systematic study of the mathematical competence of all first-year engineering undergraduates at Plymouth Polytechnic is described. Fundamental and widespread deficiencies are identified in such topics as handling inequalities, the algebraic manipulation of indices, and factorization of quadratics. In attempting to remedy a situation which appears to be deteriorating year by year, a selfinstructional remedial course has been designed. Evidence is cited that the course has been generally well received by the first group of students, and that it has contributed to the alleviation of some deficiencies. Other institutions are invited to participate in the further monitoring of student competence and the development of remedial material.

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