Implementation of a Program for Mentoring Students in a Two-Year Chemical Technology Program by an Alumnus Enrolled in Graduate School

Abstract

Implementation of a program for mentoring students in a two-year chemical technology program by an alumnus enrolled in graduate school is described. The graduate student provided tutoring and was also available to discuss advisement, opportunities for higher education, and career options. In turn, the organic chemistry professor mentored the graduate student in order to cultivate the graduate student's skills mentoring undergraduates, provide support for graduate degree completion, and promote professional development through better understanding of careers teaching in two-year degree programs. This mentoring model supported current students and also provided a structure to maintain mutually beneficial relationships with alumni and cultivate future faculty members. Survey results suggest student and mentor satisfaction with the program implementation.

A First-Year Chemistry Undergraduate “Course Community” at a Large, Research-Intensive University

“…Mentorship is especially crucial for first-year students who are making a challenging transition from high school studies and can potentially come from graduate students, faculty members, and upper-year undergraduates. One chemistry initiative involved graduate students providing office hours for undergraduates, with an increase in course passing grades observed after implementation . Faculty mentorship and recruitment advisor assistance were also significant for student success and retention within science, technology, engineering, and mathematics (STEM) programs. − Support from upper-year students improved chemistry grades of first-year undergraduates across different institutions, , and a study by Arrington and colleagues indicated that senior mentors piqued student interest in collaborative laboratory work .…”