Peer mentoring: Linking the value of a reflective activity to graduate student development

Brook Sattler, Adam Carberry, Lauren D. Thomas

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Scopus citations

Abstract

Traditional forms of mentoring offer graduate students a support system to assist them through their education. Many times these traditional forms of mentorship can be augmented by other support mechanisms. This phenomenon is especially true in engineering education because of the interdisciplinary nature of the discipline. In this work, we explore engineering education graduate students' self-reported value in regards to their participation in a multi-institution peer mentorship program. Further, we identify if and in what ways such a program supports graduate students' development towards becoming emerging scholars in the field of engineering education.

Original languageEnglish (US)
Title of host publication2012 Frontiers in Education Conference
Subtitle of host publicationSoaring to New Heights in Engineering Education, FIE 2012 - Proceedings
DOIs
StatePublished - Dec 1 2012
Event42nd Annual Frontiers in Education Conference, FIE 2012 - Seattle, WA, United States
Duration: Oct 3 2012Oct 6 2012

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Other

Other42nd Annual Frontiers in Education Conference, FIE 2012
CountryUnited States
CitySeattle, WA
Period10/3/1210/6/12

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Keywords

  • Graduate Engineering Education Consortium for Sstudents (GEECS)
  • graduate students
  • identity
  • peer mentoring

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

Cite this

Sattler, B., Carberry, A., & Thomas, L. D. (2012). Peer mentoring: Linking the value of a reflective activity to graduate student development. In 2012 Frontiers in Education Conference: Soaring to New Heights in Engineering Education, FIE 2012 - Proceedings [6462332] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2012.6462332