Increasing Underserved Students' 3-D Modeling Skills and Self-Efficacy Using Distance Mentoring
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| Title: | Increasing Underserved Students' 3-D Modeling Skills and Self-Efficacy Using Distance Mentoring |
|---|---|
| Language: | English |
| Authors: | Denson, Cameron D., Jones, Tamecia R. |
| Source: | Engineering Design Graphics Journal. 2022 86:1-13. |
| Availability: | Engineering Design Graphics Division, American Society for Engineering Education. 1818 N Street NW Suite 600, Washington, DC 20036. Tel: 202-331-3500; Web site: http://www.edgj.org/index.php/EDGJ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Disproportionate Representation, Computer Graphics, Computer Simulation, Skill Development, Self Efficacy, Mentors, Distance Education, Rural Areas, Graduate Students, Flipped Classroom, Curriculum Development, Scores, Program Effectiveness |
| Geographic Terms: | North Carolina |
| ISSN: | 0046-2012 1949-9167 |
| Abstract: | Formal learning environments have struggled to introduce STEM content and STEM careers to students from underrepresented populations. This problem is exacerbated when dealing with students who live in rural areas where access to quality materials and instruction is limited. The eMentorship project is an innovative approach to mentoring that utilizes the latest in communication technology to help support a formal mentoring program. This study investigates the impact of a virtual mentorship program on underrepresented students living in rural North Carolina. The project was an eight-week mentoring program that matched underrepresented student teams with graduate student mentors from a local university. In addition to the mentoring experience student participants were also taught three-dimensional (3-D) modeling skills using a "flipped" classroom approach to instruction. The paper presents the curriculum developed to guide the program, student examples of 3-D models, self-efficacy scores and qualitative interviews conducted with the student participants. Results of the study provide evidence that students found great value in the mentoring experience and were able to learn 3-D modeling skills in a virtual learning environment. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://www.edgj.org/index.php/EDGJ |
| Accession Number: | EJ1395133 |
| Database: | ERIC |
| Abstract: | Formal learning environments have struggled to introduce STEM content and STEM careers to students from underrepresented populations. This problem is exacerbated when dealing with students who live in rural areas where access to quality materials and instruction is limited. The eMentorship project is an innovative approach to mentoring that utilizes the latest in communication technology to help support a formal mentoring program. This study investigates the impact of a virtual mentorship program on underrepresented students living in rural North Carolina. The project was an eight-week mentoring program that matched underrepresented student teams with graduate student mentors from a local university. In addition to the mentoring experience student participants were also taught three-dimensional (3-D) modeling skills using a "flipped" classroom approach to instruction. The paper presents the curriculum developed to guide the program, student examples of 3-D models, self-efficacy scores and qualitative interviews conducted with the student participants. Results of the study provide evidence that students found great value in the mentoring experience and were able to learn 3-D modeling skills in a virtual learning environment. |
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| ISSN: | 0046-2012 1949-9167 |
