Peer-Mentoring Program for the Individual Attention of Engineering Students
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| Title: | Peer-Mentoring Program for the Individual Attention of Engineering Students |
|---|---|
| Language: | English |
| Authors: | José A. Ballesteros (ORCID |
| Source: | IEEE Transactions on Education. 2024 67(5):786-792. |
| Availability: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Peer Groups, Mentors, Engineering Education, College Freshmen, Barriers, Stress Variables, Student Adjustment, Dropouts, Developmental Tasks, Program Effectiveness, Educational Experience, College Seniors, Student Attitudes |
| DOI: | 10.1109/TE.2024.3432830 |
| ISSN: | 0018-9359 1557-9638 |
| Abstract: | Contribution: A peer-mentoring plan designed to support engineering students during their transition from high school to university. This article addresses the adaptation challenges faced by first-year students in engineering programs. Background: The transition to university is a critical period for students, marked by significant lifestyle changes and the inherent difficulties of engineering degrees. This often results in high stress levels, with some students struggling to adapt and consequently dropping out. Previous efforts to support students have shown varying degrees of success, highlighting the need for effective peer support mechanisms. Intended Outcomes: A structured peer-mentoring environment aimed at reducing stress, improving first-year students' adaptation to university life, and decreasing dropout rates. The program is designed to be well received by both mentors and mentees, thereby enhancing the academic experience for engineering students. Application Design: Drawing on existing teaching experiences and literature, the proposed peer-mentoring program involves senior students acting as mentors to first-year students. The program begins with a training session to equip mentors with necessary tools and to define their roles and boundaries. This is followed by an initial meeting during the welcome day, and continues with formal and informal interactions throughout the first semester, under the supervision of the degree coordinator. Findings: Surveys completed by both mentors and first-year students indicate a high level of acceptance and perceived usefulness of the peer-mentoring program. The results suggest that the program effectively supports first-year students in their transition to university life, with strong recommendations for its continuation in future academic years. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442582 |
| Database: | ERIC |
| Abstract: | Contribution: A peer-mentoring plan designed to support engineering students during their transition from high school to university. This article addresses the adaptation challenges faced by first-year students in engineering programs. Background: The transition to university is a critical period for students, marked by significant lifestyle changes and the inherent difficulties of engineering degrees. This often results in high stress levels, with some students struggling to adapt and consequently dropping out. Previous efforts to support students have shown varying degrees of success, highlighting the need for effective peer support mechanisms. Intended Outcomes: A structured peer-mentoring environment aimed at reducing stress, improving first-year students' adaptation to university life, and decreasing dropout rates. The program is designed to be well received by both mentors and mentees, thereby enhancing the academic experience for engineering students. Application Design: Drawing on existing teaching experiences and literature, the proposed peer-mentoring program involves senior students acting as mentors to first-year students. The program begins with a training session to equip mentors with necessary tools and to define their roles and boundaries. This is followed by an initial meeting during the welcome day, and continues with formal and informal interactions throughout the first semester, under the supervision of the degree coordinator. Findings: Surveys completed by both mentors and first-year students indicate a high level of acceptance and perceived usefulness of the peer-mentoring program. The results suggest that the program effectively supports first-year students in their transition to university life, with strong recommendations for its continuation in future academic years. |
|---|---|
| ISSN: | 0018-9359 1557-9638 |
| DOI: | 10.1109/TE.2024.3432830 |
