Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines

Wilson, Zakiya S.; Holmes, Lakenya; deGravelles, Karin H.; Sylvain, Monica R.; Batiste, Lisa; Johnson, M. Logan; McGuire, Saundra Yancy; Pang, Su‐Seng; Warner, Isiah M.

doi:10.1007/s10956-011-9292-5

Cited by 228 publications

(202 citation statements)

References 42 publications

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“…However, STEM programs are still in the trial-and-error stage of identifying a formula for mentoring that yields success for all students, especially those who are apart of underrepresented populations in STEM 18,21,31,45 . As a result, humanizing the student experience through the development of a Mentor Service-Learning model will provide a culturally responsive academic experience that supports their academic growth in STEM while building and strengthening students identities as members of their community.…”

Section: Theoretical Approaches To Mentoringmentioning

confidence: 99%

“…This concern persists when evaluating marginalized ethnic groups especially Black and Hispanic 29 , and women 36,39 in the College of Engineering 10,15 . As a result, there are numerous strategies developed to respond to attrition including but not limited to: first year seminar, collaborative or cooperative learning projects, service learning/projects of social importance, hands-on design projects, community service, student-faculty interaction, tutoring, summer bridge programs, mentoring, undergraduate research programs, etc 10,16,45 .…”

Section: Introductionmentioning

confidence: 99%

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Bulls-Eye Mentoring: Developing a Program Intervention in the College of Engineering

Wilson¹,

Gaines²,

Cooper³

2015 ASEE Annual Conference and Exposition Proceedings

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Section: Theoretical Approaches To Mentoringmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bulls-Eye Mentoring: Developing a Program Intervention in the College of Engineering

Wilson¹,

Gaines²,

Cooper³

2015 ASEE Annual Conference and Exposition Proceedings

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“…This is alarming as one approach to increase the number of underrepresented minorities who graduate with a STEM degree is to use hierarchical mentoring, i.e., undergraduate mentor to faculty mentor. 7 This is a vicious cycle considering that Page 26.565.2 in order to increase the number of underrepresented minorities that pursue advanced degrees, there needs to be a critical mass already in place to attract more minorities. 8,9 Interaction with faculty is vital for all undergraduate and graduate students' development.…”

Section: Introductionmentioning

confidence: 99%

“…19 Studies have also shown that the gap between male and female faculty was narrower in early career and widens significantly by 15 years after their Ph.D. 18 Underrepresented minorities, both ethnic and gender based, need to comprise at least 15% of academia before they can influence the culture and agenda. 7 The Computing Research Association for Women (CRA-W) has several mentoring programs for women in computer science pursuing an industrial position. 20 Some of the activities provide new computer scientists with opportunities to interact with senior researchers and government agency representatives.…”

Section: Introductionmentioning

confidence: 99%

Easing the Tortuous Road that Underrepresented Minorities Travel to Become Engineering Faculty

Cutright

Williams

Coats³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Dr. Cutright is an Associate Professor of Civil Engineering at The University of Akron. She has a B.S., M.S., and Ph.D. in Chemical Engineering with emphasis on environmental remediation techniques with over 20 years of experience conducting site assessments, soil characterizations and treatability studies for a variety of environmental contaminants. In addition she also conducts education research via an EPA education grant and a NSF Scholarships for STEM education. Most recently she and her colleagues were awarded a NSF collaborative research grant to host workshops to broaden the participation of underrepresented minorities that in engineering. Easing the Tortuous Road that Under-represented Minorities Travel to Become Engineering Faculty AbstractNumerous studies have been conducted on the issues facing underrepresented minorities in engineering disciplines. However, very little has focused on the issues faced by underrepresented minorities who pursue a graduate degree or the need for effective mentoring of post-docs and faculty in engineering to attract and retain them to pursue academic careers. Women and ethnic minorities usually do not persist in academia because they frequently receive lower salaries, heavier teaching loads, less research support, and serve on more committees than their male counterparts. Although these disparities are more pronounced at the faculty level, this leads to higher attrition rates at every level of career their development, starting at the undergraduate level.This paper will present our approach and preliminary results of a National Science Foundation (NSF) sponsored workshop to broaden the participation of underrepresented engineering minorities from senior undergraduates to assistant professorship. The 1.5 day workshop will be held at three institutions: University of Akron

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“…7 Attitudinal and behavioral changes brought on by metacognitive practice and mentoring have been reported by others. 12 These written, structured reflections are used during check-ins and will help provide records for student development. We have found that the students appear to value and enjoy these reflections.…”

mentioning

confidence: 99%

Board # 21 : I get by with a little help from my PEEPS: Learning from an NSF S-STEM cohort scholarship program

Chen

Schlemer

Liptow

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Lizabeth is a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 23 years and has continued to develop innovative pedagogy such as project based, flipped classroom, and competency grading. Through the SUSTAIN SLO learning initiative she and her colleagues have been active researching in transformation in higher education. Ms. Emily E Liptow, California Polytechnic State University, San Luis ObispoEmily Liptow is an AmeriCorps VISTA member at California Polytechnic State University in San Luis Obispo. She is involved with a variety of diversity and inclusion efforts in the College of Engineering ranging from student support programs, faculty bias awareness trainings, and inclusive cultural change. She is a recent Industrial and Systems Engineering graduate from Ohio State University, where she was also very involved with social justice initiatives. In our third year of the project, we report some of the formative assessment of the scholarship program. Currently our students are in their 2 nd and 3 rd years in various engineering programs at a 4-year university. We find some interesting differences between our two cohorts of PEEPS, in terms of their transition from high school to college, their subsequent performance in college, and the interactions among and across the cohorts. While our cohort sizes are quite small, we are able to delve deeper into understanding individual student's experiences and perspectives through surveys, periodic check-ins, social events, and an end-of-the-year focus group facilitated by a project evaluator.We not only report common institutional indicators, such as grade point averages and degree progress, but we will also integrate quantitative and qualitative findings that help us discern the effectiveness of different program components (e.g., cohort scheduling, study sessions, engineering success courses, mentoring, advising, and social events). The utilization and perceived benefit of available resources by the students is examined. We also describe some of our efforts in developing the metacognitive and self-regulation skills of the PEEPS students. Lastly, we propose next steps that examine institutional impacts. Background: Creating the PEEPS cohorts and program

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Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines

Cited by 228 publications

References 42 publications

Bulls-Eye Mentoring: Developing a Program Intervention in the College of Engineering

Bulls-Eye Mentoring: Developing a Program Intervention in the College of Engineering

Easing the Tortuous Road that Underrepresented Minorities Travel to Become Engineering Faculty

Board # 21 : I get by with a little help from my PEEPS: Learning from an NSF S-STEM cohort scholarship program

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