Discipline: Science and Mathematics Education
Germysha Little - Tennessee State University
Co-Author(s): Lesia Crumpton-Young, Tennessee State University, Nashville, TN
In the past decade, the proportion of undergraduate students from underrepresented groups pursuing degrees in STEM fields has only increased 3%, with several groups experiencing no growth at all. To address the significant need in our country for supporting students in their journey to completing a degree in STEM fields, efforts to develop effective mentoring practices should be undertaken. Researchers from the Center for Advancing Faculty Excellence (CAFÉ) performed a descriptive research investigation aimed at identifying best practices and lessons learned strategies that can be employed within STEM mentoring programs to broaden participation while ensuring student success. As this research project is focused on describing the current best practices of individuals participating in nationally recognized mentoring programs, the institutions’ policies, procedures and practices were explored through survey instruments, focus group discussions, document content review analysis, historical records, and other sources of information. Most of the participants reported having a mentor. Out of that 85% that reported having a mentor, 57% stated that their mentor was a formal mentor; the mentor was assigned by the university. Participants reported that mentors were beneficial providing guidance through these programs, support of different ideas and topics, advice on decisions after graduate school, and professional development guidance.
Funder Acknowledgement(s): PAESMEM
Faculty Advisor: Lesia Crumpton-Young,