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Mentoring Experiences of Undergraduate Students and Faculty Members in Science, Technology, Engineering, and Mathematics
Abstract
I present a comprehensive view of mentoring experiences of undergraduate students and faculty members in science, technology, engineering, and mathematics (STEM). In CHAPTER 1 I describe a brief outline of this dissertation. In CHAPTER 2, I present an interpretative phenomenological analysis of the lived experiences of former STEM undergraduate mentors of the Nebraska STEM For You (NE STEM 4U) afterschool mentoring program. In CHAPTER 3, I describe how the ramifications of faculty mentorship influence the science pipeline using a qualitative synthesis. In CHAPTER 4, I describe how the STEM faculty-student mentoring engagement involves a strong psychological support component using a case-study methodology. Chapter 5 outlines a brief conclusion of my dissertation. Overall, I found that a positive mentorship experience with faculty can encourage undergraduate students to stay in STEM fields.
Subject Area
Higher education|Educational psychology|Social studies education
Recommended Citation
Martínez Oquendo, Pamela, "Mentoring Experiences of Undergraduate Students and Faculty Members in Science, Technology, Engineering, and Mathematics" (2023). ETD collection for University of Nebraska-Lincoln. AAI30530099.
https://digitalcommons.unl.edu/dissertations/AAI30530099