The purpose of this study was to examine the influence of multi-layered mentoring in summer engineering programs on confidence in understanding engineering research, engineering disciplines and the ability to conduct engineering research. This paper describes the work in progress towards incorporating this approach into summer programs at Rutgers University. The participants in the study included high school students from over 6 different high schools in New Jersey, coupled with in-service teachers who were participants in a National Science Foundation RET Site: Rutgers University Research Experience for Teachers in Engineering for Green Energy Technology and undergraduate scholars who participated in the REU Site: Green Energy Technology Undergraduate Program. The perceptions, understanding and evaluation of the program before the implementation of the multi-layered mentorship program are compared to the multi-layered program. High school students expressed higher confidence levels in the engineering design cycle and knowledge of the engineering discipline in the multi-layered mentorship program. Undergraduate students who were in labs where they peer-mentored teachers expressed higher levels of confidence in their skills as researchers than undergraduate students who did not peer-mentor in-service teachers or high school students. Future work will include enhanced data sampling, a revision of interview questions and assessment of participant's understanding of concepts via quizzes.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 23 2018|
|Event||125th ASEE Annual Conference and Exposition - Salt Lake City, United States|
Duration: Jun 23 2018 → Dec 27 2018
All Science Journal Classification (ASJC) codes