Mentoring Approaches for Various Learning Behaviors of The Future Engineers in Professional Education: Competency and Commitment Development (original) (raw)
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Admission to University is a vital moment that demands to the student the conquest of autonomy as an essential feature for integrating to the institutional context. Mentoring practices are organized around this demand, increasing levels of personal security. In this way, the process aims to accompany the student in organizing time, space and academic activities in the early college experiences. However, it is possible to notice that such actions are sometimes insufficient to integrate academic life at the Faculty of Engineering, precisely because the training of engineers requires a special bond with the object of knowledge, which begins to be built at the first stage of higher education, but substantively affects the labor development. This is because the engineer is a professional whose scope of performance is crossed by technological innovation. Knowledge, therefore, is presented as something dynamic and changing, the training of engineers should be approached from this epistemological perspective at the start of the race. The challenge is how to support incoming students to be protagonists of their own learning, becoming knowledge managers. This paper presents a descriptive propositional consideration of this problem, which emphasizes the importance of addressing knowledge management in the training of engineers and it places mentoring practices as an enabler of such processes.
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The Mentoring Program of the Escuela Técnica Superior de Ingenieros de Telecomunicación (ETSIT) is intended to establish a mechanism based on peer mentoring provided by upper-class students (Mentors) to provide help, support, and resources to incoming first-year students (Mentees). This paper focuses on the experience gained in the creation and development of the ETSIT Mentoring Program during five years. The evolution of the results obtained from the evaluation of various aspects of the ETSIT Mentoring Program, is also presented.
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Background: Mentoring is a crucial step for career success and there is lot of stress of different engineering courses in the new environment along with emotional immaturity and new challenges. A well-designed and structured mentoring programme for the budding engineers has been introduced at IIT. A specialized institutional support is required for an IIT student to facilitate success. To facilitate this high level of success for every student, the approach should be active and antecedent. Mentoring has always been an important part in an engineering students’ career. Material and methods: A mentorship programme was designed for engineering students (n-120) at the Indian Institute of Technology, Jodhpur. Two-day workshop was conducted to sensitize senior students of third semester (n-15) who volunteered to be dedicated mentors. After sensitization, 120 B.Tech first semester students were divided among these mentors by a ...
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In 2000, we introduced an undergraduate engineering curricular option to serve as an alternative to the traditional two-semester senior capstone experience, and intended to better meet the needs of students and industry. Initially funded through NSF, this program offers teams of students from varied disciplines the opportunity to work for several years in a business-like setting solving real-world problems supplied by industry. This program has converted the traditional classroom into a multi-year, interdisciplinary, experiential learning environment, and the role of instructor from one who imparts knowledge to that of mentor, guiding students as they discover and apply knowledge. The program is now self-sustaining and successfully attracts and retains STEM-discipline students, making them more marketable to employers upon graduation. Under NSF's IEECI program, we undertook a study to determine whether participation in such a project-based learning environment, together with the redefined role of faculty mentors, are positively correlated to student education outcomes. One measurement tool used to capture student perceptions was a modified form of the Academic Pathways of People Learning Engineering Survey (APPLES), to look at contributors to students' persistence in engineering. In this paper, we will share the results of the APPLES survey component of our study as related to the faculty mentor role and project-based team learning environments.