TY - JOUR
T1 - Master mentors
T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019
AU - McKenna, Ann F.
AU - Bekki, Jennifer M.
AU - Herrmann, Marcus
AU - Huerta, Mark Vincent
AU - Pan, Rong
AU - Pendyala, Ram M.
AU - Zhu, Haolin
N1 - Funding Information:
Special thanks to the Kern Family Foundation grant for providing the financial support necessary to create and pilot the Master Mentor Model at ASU.
Funding Information:
Dr. Haolin Zhu earned her BEng in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. After receiving her Ph.D., Dr. Zhu joined Arizona State University as a full time Lecturer and became part of the freshman engineering education team in the Ira A. Fulton Schools of Engineering. She currently holds the title of Senior Lecturer and is the recipient of the Fulton Outstanding Lecturer Award. She focuses on designing the curriculum and teaching in the freshman engineering program. She is also involved in the NAE Grand Challenge Scholars Program, the ASU ProMod project, the Engineering Projects in Community Service program, the Engineering Futures program, the Global Freshman Academy, and the ASU Kern Project. Dr. Zhu also designs and teaches courses in mechanical engineering at ASU, including Mechanics of Materials, Mechanical Design, Mechanism Analysis and Design, Finite Element Analysis, etc. She was part of a team that designed a largely team and activity based online Introduction to Engineering course, as well as a team that developed a unique MOOC introduction to engineering course for the Global Freshman Academy. Her Ph.D. research focuses on multi-scale multiphase modeling and numerical analysis of coupled large viscoelastic deformation and fluid transport in swelling porous materials, but she is currently interested in various topics in the field of engineering education, such as innovative teaching pedagogies for increased retention and student motivation; innovations in non-traditional delivery methods, incorporation of the Entrepreneurial Mindset in the engineering curriculum and its impact.
Publisher Copyright:
© American Society for Engineering Education, 2019.
PY - 2019/6/15
Y1 - 2019/6/15
N2 - This is a work in progress paper focused on sharing a new mentor model within an engineering college. Individuals who receive adequate mentoring are more likely to have greater job satisfaction, feel less isolated, and are less susceptible to stress and burnout. Despite the benefits of mentoring, there are few formal mentoring programs within higher education institutions and sparse literature on the best practices for implementing mentorship programs in colleges of engineering. The purpose of this paper is to share the process of creating the “Master Mentor Model” initiative within an engineering college at a large, southwestern institution. The Master Mentor Model is currently being co-constructed collaboratively with input by engineering administration (dean and vice-deans), seven “master mentors” who represent their main academic units in the college, and several staff members. The primary goals of this initiative are (1) define a common set of expectations for mentoring across the college, (2) establish a process for the implementation of mentorship in each school, (3) develop formal milestones for measuring progress, and (4) document and evaluate mentoring activities. This paper will highlight details on the initial steps for developing the Master Mentor Model to meet these goals. It is preferred that the WIP paper is presented in a technical session.
AB - This is a work in progress paper focused on sharing a new mentor model within an engineering college. Individuals who receive adequate mentoring are more likely to have greater job satisfaction, feel less isolated, and are less susceptible to stress and burnout. Despite the benefits of mentoring, there are few formal mentoring programs within higher education institutions and sparse literature on the best practices for implementing mentorship programs in colleges of engineering. The purpose of this paper is to share the process of creating the “Master Mentor Model” initiative within an engineering college at a large, southwestern institution. The Master Mentor Model is currently being co-constructed collaboratively with input by engineering administration (dean and vice-deans), seven “master mentors” who represent their main academic units in the college, and several staff members. The primary goals of this initiative are (1) define a common set of expectations for mentoring across the college, (2) establish a process for the implementation of mentorship in each school, (3) develop formal milestones for measuring progress, and (4) document and evaluate mentoring activities. This paper will highlight details on the initial steps for developing the Master Mentor Model to meet these goals. It is preferred that the WIP paper is presented in a technical session.
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M3 - Conference article
AN - SCOPUS:85078793921
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 15 June 2019 through 19 June 2019
ER -