Mentorship Matters: Does Early Faculty Contact Lead to Quality Faculty Interaction?

Mentoring Undergraduate Students

“…Fuentes, Alvarado, Berdan, and DeAngelo (2014) found that early interaction with faculty members helped socialize students to college and led to meaningful mentoring relationships with faculty in later years, affirming that early faculty interactions can develop into natural mentoring relationships. Similarly, pilot findings by Torres Campos and colleagues (2009) suggest that mentors can help Latina/o students identified as at risk adjust to college, as well as increase social support and awareness of resources.…”

Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes

“…, 2005; Zhao et al , 2005; Kim and Sax, 2009; Kim et al , 2009; Kim and Lundberg, 2016; Hurtado et al , 2011; Fuentes et al , 2014). For example, Asian students interact less and have fewer positive interactions with faculty than other student groups (Kuh and Hu, 2001; Chang, 2005; Kim et al , 2009).…”

Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

“…It is seen as a retention and enrichment strategy for undergraduate education (Jacobi, 1991). Faculty mentorship is also viewed as a highly valued type of student-faculty interaction that could lead to many benefits for the students, especially in their first year such as in academic achievement, lifelong learning skills, college persistence, intellectual and social development and adjustment (Fuentes et al, 2014). Given such mentoring benefits have been identified, it is reasonable that higher education institutions, including universities and specifically engineering schools, invest resources to introduce mentoring programmes where they do not exist or increase the effectiveness of existing ones.…”