Employing Faculty, Peer Mentoring and Coaching to Increase the Self-Confidence and Belongingness of First-Generation College Students in Biomedical Engineering

2021 ◽  
Author(s):  
Mona Ahmed ◽  
Timothy J. Muldoon ◽  
Mostafa Elsaadany
Keyword(s):  
Professional Development ◽  
College Students ◽  
Biomedical Engineering ◽  
Peer Mentoring ◽  
First Generation ◽  
First Generation College Students ◽  
Faculty Mentoring ◽  
Academic Coaching ◽  
Self Confidence ◽  
First Generation College

Abstract First-Generation College Students (FGCSs) face myriad challenges including the lack of parental guidance, economic and social burdens, isolation, decreased belongingness, and lowered self-confidence making them at an increased risk of dropping out of college compared to their Continuing College Students (CCSs) colleagues. In addition, being in a multidisciplinary Science, Technology, Engineering, and Mathematics (STEM) field such as Biomedical Engineering (BMEG) is another challenge as it requires the integration of several disciplines. This study aims to maximize FGCSs' success and retention in Biomedical Engineering. We hypothesize that STEM-tailored faculty and peer mentoring that is focused on academic and professional development will significantly increase BMEG FGCSs' academic and professional success and enhance their belongingness to the engineering community. Study participants were assigned to either group; faculty mentoring combined with academic coaching or peer mentoring combined with academic coaching. Both quantitative and qualitative data were collected using two surveys; pre-mentoring and post-mentoring. Both faculty mentoring and peer mentoring led to increasing FGCSs' confidence, belongingness, and involvement in professional opportunities. To tackle the added challenge of studying a multidisciplinary STEM field to the challenges facing FGCSs, a mentorship program that is focused on enhancing self-confidence, sense of belonging and augmenting professional development can be employed to ensure the success, integration, and retention of FGCSs in multidisciplinary STEM fields such as Biomedical Engineering.

The impact of peer mentoring on the mentors

2017 ◽  
Vol 9 (2) ◽  
pp. 255-266 ◽  
Author(s):  
Sara Connolly
Keyword(s):  
College Students ◽  
Peer Mentoring ◽  
First Generation ◽  
First Generation College Students ◽  
Control Group ◽  
First Generation Students ◽  
Grade Point ◽  
Content Type ◽  
First Generation College ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of first generation peer mentoring experiences on retention, grade point average and students’ perception of their academic and leadership development. Design/methodology/approach This study utilized a mixed methods approach. Focus groups and interviews were utilized to determine the reported leadership experiences of the mentors. Descriptive statistics were used to compare grade point averages and retention rates. Findings The study found peer mentors in residential life perceived an increase in leadership skills; including role modeling, time management, personal confidence, and problem solving. The peers were challenged in their roles, and perceived these challenges to help them to grow as leaders. When compared to their peers, the peer mentors experienced increased retention and similar grade point averages. The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Research limitations/implications The biggest limitation to this study is the fact that this was a small sample, without a control group. A further limitation is that it was difficult to get students to participate in the study. Future research might examine peer mentoring experiences of first generation students on larger campuses or on multiple campuses to allow for a control group of first generation peers without a peer mentoring experience. Practical implications The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Social implications Due to the potential for their success, these types of experiences should be expanded for first generation students, a group that is at a higher risk for drop out. Special attention should be paid to ongoing training in peer mentoring experiences, given the level of commitment by the mentors. Originality/value While other studies have examined the impact of peer mentoring on those that have been mentored, and a few have examined the impact of the experience on the mentors themselves this study extends the research by looking at first generation college students. This is valuable because first generation students continue to lag in their success in college and practical research on what can improve the student experience for this group is necessary.

First-Generation College Students: Predicting Stress and Career Outcome Expectation

2010 ◽  
Author(s):  
Pei-Wen W. Ma ◽  
Munyi Shea ◽  
Treah Caldwell ◽  
Login George ◽  
Tania Chowdhury ◽  
...  
Keyword(s):  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
Outcome Expectation ◽  
First Generation College
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