Increasing technical excellence, leadership and commitment of computing students through identity-based mentoring

Boyer, Kristy Elizabeth; Thomas, Emanda; Rorrer, Audrey; Cooper, D.; Vouk, Mladen A.

doi:10.1145/1734263.1734320

Cited by 29 publications

(9 citation statements)

References 9 publications

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“…Semester 1 of the interview consisted of six sections asking students’ opinions of the following: the meeting process, training and orientation provided, relationship with mentors, sense of belonging, transition experience and commitment/engagement. The questions were adapted and modified from studies including Allen et al (2006), Boyer et al (2010), Gannon and Maher (2012), Hamlin and Sage (2011), Hammond et al (2010), Johnson (2007), Parise and Forret (2008) and Ragins et al (2000). There were a total of 15 close-ended questions, each measured on a 5-point Likert scale, ranging from (1) ‘strongly disagree’ to (5) ‘strongly agree’.…”

Section: Methodsmentioning

confidence: 99%

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Cornelius

Wood

Lai

2016

Active Learning in Higher Education

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Formal mentoring programmes continue to gain popularity in higher education, mirroring trends in industry. The study described in this article examines the design features of a formal mentoring programme for first year undergraduates and focused on three key aspects – the matching process, training and orientation, and interaction frequency. The programme allows mentees to interact vertically with academics and horizontally with peer mentors. The results indicate that students completing the programme have positive transition experiences and become more engaged and integrated into the university. The experience gained in this study can be transferred to other higher education institutions that are in the process of either designing or implementing formal mentoring programmes. Implications of formal mentoring programmes and recommendations for future research are discussed.

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Section: Methodsmentioning

confidence: 99%

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Cornelius

Wood

Lai

2016

Active Learning in Higher Education

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“…After participation as a mentor, undergraduates' career interests increased across all dimensions: computer science in general, teaching computer science, mentoring younger students, majoring or minoring in computer science in college, and working in computer science. Mean interest rating scores ranged from 3.1 to 4.3 on a 5-point scale, from "extremely low" (1) to "extremely high" (5). Interest in teaching computer science was moderate at the start of the course, but increased significantly (p<.01) by the end of the course.…”

Section: Computer Science Career Interests and Computing Attitudesmentioning

confidence: 99%

“…Previous discussions of the learning benefits in mentoring have included improved self-esteem, increased opportunities to interact with peers, increased social competence [3] and civic participation [26]. Within the CS department, engaging undergraduates in campus-based mentoring experiences has demonstrated success in raising students' sense of self-efficacy [5] as well as modestly increasing enrollment numbers [11]. Noticeably absent however from such research (and of particular interest to us), is the notion of the mentor as learner.…”

Section: Introductionmentioning

confidence: 99%

A cascading mentoring pedagogy in a CS service learning course to broaden participation and perceptions

Kafai

Griffin

Burke

et al. 2013

Proceeding of the 44th ACM Technical Symposium on Computer Science Education

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This study reports on the design, implementation, and evaluation of a service-learning course based on a "cascading mentoring" model linking together the faculty, administration, and undergraduates of an urban university's computer science department with local high school students. We present findings from surveys and post-interviews that illustrate undergraduates' and high school students' experiences in the program and how their perceptions of computing and mentoring changed based upon the outreach. In our discussion, we focus on the institutional and conceptual challenges of implementing the community service course within the university's computer science department, while also highlighting the learning opportunities for streamlining such a model for future iterations.

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“…Based on a limited study, SLC students who participated in STARS mentor training showed significantly higher gains in computing identity, as compared to SLC students who did not participate in training [Boyer et al 2010]. The gains were realized in students whose school implemented formal mentoring, as well as those who support only the informal mentoring inherent in the SLC model.…”

Section: Slc Mentoring Tiered-peer Mentoring Is An Important Componementioning

confidence: 99%

The STARS Alliance

Dahlberg

Barnes

Buch

et al. 2011

ACM Trans. Comput. Educ.

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The Students and Technology in Academia, Research, and Service (STARS) Alliance is a nationallyconnected system of regional partnerships among higher education, K-12 schools, industry and the community with a mission to broaden the participation of women, under-represented minorities and persons with disabilities in computing (BPC). Each regional partnership is led by a STARS member college or university with partners such as local chapters of the Girl Scouts, the Black Data Processors Association, public libraries, Citizen Schools, and companies that employ computing graduates. STARS goals include retaining and graduating undergraduates and recruiting and bridging undergraduates into graduate programs. The alliance works toward these goals through activities that advance the central values of Technical Excellence, Leadership, Community, and Service and Civic Engagement. In particular, all STARS college and university members implement the STARS Leadership Corps (SLC), an innovative model for enveloping a diverse set of BPC practices within a common framework for implementation within multiple organizations, common assessment, and sustainability through curricula integration. Herein, we describe the SLC model and its implementation in the STARS schools, including details of an SLC service-learning course that has been adopted by eight STARS schools. We report the results of our three-year study of the SLC in the 20 STARS schools. Our study found a positive effect of participation in the SLC on important student success variables, including self-efficacy, perceived social relevance of computing, grade point average, and commitment to remain in computing. Results indicate that the SLC model is effective for students under-represented in computing, as well as for those not from under-represented groups.

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Increasing technical excellence, leadership and commitment of computing students through identity-based mentoring

Cited by 29 publications

References 9 publications

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

A cascading mentoring pedagogy in a CS service learning course to broaden participation and perceptions

The STARS Alliance

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