**4. Mentoring**

618 Mechanical Engineering

Science is guided by observations and builds and organizes knowledge in the form of testable explanations and predications about the world [15, 16]. Engineering can be described as part investigative scientist and part creative inventor with the goal of solving practical problems using both math and science. Engineering is not synonymous with science but uniquely distinct yet synergistically entwined with overlapping epistemologies. The key learning objective in this study is teaching children what engineering is and how it

Fig. 3. Engineering illustration by student exposed to Engineering Elephants through class

The children's drawings show the advanced ways that they think about ideas [5, 7]. When asked to draw what they would design when they were an engineer, the students did not hesitate to immediately picture themselves in this role. The student who had never been exposed to **Engineering Elephants** or in any type of classroom instruction (Fig. 2) held the common belief that engineers drive trains or work on trains. Several students drew pictures of flowers or clouds and appeared to be unable to make any connection to engineering at all, which is also very typical of this grade level. The students that had read **Engineering Elephants** in class and participated in class discussion about engineering showed elevated knowledge in their drawings with direct correlations to topics covered in the book. For example, Fig. 3 shows a firework becoming a rainbow. **Engineering Elephants** uses fireworks to explain combustion. It is encouraging that the students are obviously learning through this text because their drawings show they have begun to develop concrete ideas

The purpose behind the development and use of **Engineering Elephants** or children's literature in general is not mastery of all engineering concepts, but to introduce children to

reading and discussion. Text reads "*A firework becoming a rainbow*".

is different than science.

about engineering [5].

"I am here today because I had (chose one of the following): teacher, counselor, mentor in the community, college professor, principal, who believed in me and opened their (chose one of the following): classroom after school or during lunch, research lab, workplace to me and let me see the real world of learning and science beyond the classroom."[20] Mentoring is quite simply an older student, teacher, or professional taking an interest in the life and aspirations of a younger protégé. More formally Kram defines mentoring as a relationship between an experienced individual and an understudy where the experienced individual acts as a role model, providing support and direction[21]. The quote above paraphrases the comments of successful graduates from the Academy for Math, Engineering, and Science, AMES, a Title One science, technology, engineering, and mathematics (STEM) early college high school in Salt Lake City. The graduates of this program when speaking of college and

Mechanical Engineering Education: Preschool to Graduate School 621

was highly successful in that more than 50 % of the undergraduate participants went on to earn a graduate degree. Many programs of this type recruit underrepresented students by sending them personalized invitations to participate but will also include participation from all students. A successful transitional program was implemented at West Texas A&M University (WTAMU) in 2009. WTAMU currently does not have a graduate program in engineering and TTU is the closest graduate program in mechanical engineering (e.g. roughly 75 miles). This is a unique opportunity for students at WTAMU to be involved in research and get some

1. Enrich both the mentor and mentee's educational experience by enhancing their understanding of engineering, while fostering a collaborative learning environment;

These goals are accomplished through the mentoring of an undergraduate engineering student (at WTAMU) by a graduate engineering student (at TTU) with similar interests. The students earn credit for working on well-defined research projects in nanoenergetic materials. Feedback from the pilot program indicates that working together on a research project allows the students to form a solid and comfortable mentoring relationship. This project-oriented approach to mentoring exposes undergraduate students to a graduate

This transitional program commences with a graduate student training seminar. This seminar prepares the graduate student mentors for their role in the program. As a mentor, a graduate student has much to offer an undergraduate who is interested in engineering research such as encouragement, guidance, and support. In various studies across fields, being mentored has consistently been linked with academic and professional achievement [2-5]. WTAMU undergraduates also receive numerous benefits from the transitional program. They gain an increased understanding of a graduate research, receive guidance and advice, develop higher confidence levels, and gain access to networks and other resources in the mechanical engineering department at TTU. The graduate students also benefit through a self-reflection about their own academic path, and they report gaining an increased understanding of their

exposure to graduate school. The goals of the transitional program are to:

2. Recruit undergraduate students to pursue a graduate engineering degree.

engineering program and research in a non-threatening and approachable manner.

**5. Problem-based learning in undergraduate engineering education** 

Problem-based learning (PBL) was first introduced in medical education in the late 1960s. By the early 1970s it has spread to medical institutions worldwide. In a pure PBL setting, groups of students are first presented with discipline relevant problem, not unlike a problem students would encounter in the profession. No facts or theories are presented, but rather students "brainstorm" regarding the important aspects of the problem and develop learning objectives they feel are necessary for its solution. The instructor or student facilitator may direct the conversation so that the students are focusing on the important aspects of the problem. Based on the objectives determined each member of the group is assigned a task. Students then reconvene to share the obtained information, determine if additional information is needed, and this process continues until a solution is obtained[30]. The positive impacts of PBL are the development of problem solving skills as well as an independent learning approach to solving a problem. PBL mimics the situations that are presented to students once they enter a profession. In its purest form, PBL is not without

discipline and develop supervisory and management skills.

and

professional success indicate the common theme of a mentor making a difference in their lives. AMES program leadership indicates that it is the forging of relationships that holds the key to increasing diversity in the STEM fields. Student-Professional and Student-Student are two common types of mentoring programs used in engineering education. Examples of these programs and the qualities that define their success are described below.

The ACE (Architecture, Construction, and Engineering) Mentoring Program of America began in 2002 with the goal of introducing high school students to the construction industry and encouraging students to pursue careers in building and design. The ACE program operates as a twice per week after school program that pairs interested students with a volunteer professional in the field of architecture, engineering or construction. Students and mentors work in teams that mimic the construction process. A 2009 survey administered to past ACE student participants found that 94% had immediately entered college upon graduation from high school, far above the national average of 73%. Sixty-six percent of respondents indicated they were pursuing or considering the pursuit of a career in architecture, engineering or construction. The ACE program is viewed as one potentially effective model for recruiting youth into the STEM disciplines[22, 23].

Peer Led Team Learning (PLTL) is a successful undergraduate student-student mentoring and instructional strategy that was originated in Chemistry at City College of New York in 1991. It has rapidly spread across the country and STEM disciplines, including engineering. In PLTL, previously successful students in a particular STEM course are recruited to be peer leaders, and each leader is assigned a small group of six to ten students currently enrolled in the course. This team of students and team mentor meet weekly engaging in problem solving and discussions of course content. The PLTL program in a science, mathematics or engineering course requires a portion of lecture time be replaced with a laboratory PLTL period. Mandatory attendance is recommended. A growing body of research supports the utilization of PLTL with students participating in PLTL consistently outperforming those who did not by a third of a grade point with similar student groups [24, 25]. At institutions where PLTL was implemented across the curriculum, student pass rates were seen to increase in General Chemistry by 15% while retaining the level of rigor prevalent in a standard lecture course [26]. PTLT was applied to a first year electrical and computer engineering course and found regular attendees to PTLT sessions performed better on the final examination despite exhibiting lower entering ACT and SAT scores [27]. The mentoring relationship developed in PLTL has been shown to have positive impacts on the peer leaders as well. The Learning Assistance program at the University of Colorado Boulder has seen a consistent increase in the number of students choosing to enter the secondary education field after serving as a peer leader [28]. The Peer Led Team Learning website, www.pltl.org is an excellent resource for those desiring to initiate a PTLT program. The website provides guidance on content for PTLT sessions for all STEM courses as well as training for team leaders [29].

Another effective model for mentoring is the implementation of a research experience and transitional program to graduate school for engineering students. In particular, the goal of this program is to provide research experiences for graduate students while providing positive role models for undergraduate engineering students and introduce them to research and applied engineering work in a supportive atmosphere. A program like this was initiated in the Mechanical Engineering Department at Texas Tech University (TTU) in 2001 with a small group of mentoring teams. Initially this program targeted only women and underrepresented groups in an effort to encourage them to consider graduate school. This mentorship program

professional success indicate the common theme of a mentor making a difference in their lives. AMES program leadership indicates that it is the forging of relationships that holds the key to increasing diversity in the STEM fields. Student-Professional and Student-Student are two common types of mentoring programs used in engineering education. Examples of

The ACE (Architecture, Construction, and Engineering) Mentoring Program of America began in 2002 with the goal of introducing high school students to the construction industry and encouraging students to pursue careers in building and design. The ACE program operates as a twice per week after school program that pairs interested students with a volunteer professional in the field of architecture, engineering or construction. Students and mentors work in teams that mimic the construction process. A 2009 survey administered to past ACE student participants found that 94% had immediately entered college upon graduation from high school, far above the national average of 73%. Sixty-six percent of respondents indicated they were pursuing or considering the pursuit of a career in architecture, engineering or construction. The ACE program is viewed as one potentially

Peer Led Team Learning (PLTL) is a successful undergraduate student-student mentoring and instructional strategy that was originated in Chemistry at City College of New York in 1991. It has rapidly spread across the country and STEM disciplines, including engineering. In PLTL, previously successful students in a particular STEM course are recruited to be peer leaders, and each leader is assigned a small group of six to ten students currently enrolled in the course. This team of students and team mentor meet weekly engaging in problem solving and discussions of course content. The PLTL program in a science, mathematics or engineering course requires a portion of lecture time be replaced with a laboratory PLTL period. Mandatory attendance is recommended. A growing body of research supports the utilization of PLTL with students participating in PLTL consistently outperforming those who did not by a third of a grade point with similar student groups [24, 25]. At institutions where PLTL was implemented across the curriculum, student pass rates were seen to increase in General Chemistry by 15% while retaining the level of rigor prevalent in a standard lecture course [26]. PTLT was applied to a first year electrical and computer engineering course and found regular attendees to PTLT sessions performed better on the final examination despite exhibiting lower entering ACT and SAT scores [27]. The mentoring relationship developed in PLTL has been shown to have positive impacts on the peer leaders as well. The Learning Assistance program at the University of Colorado Boulder has seen a consistent increase in the number of students choosing to enter the secondary education field after serving as a peer leader [28]. The Peer Led Team Learning website, www.pltl.org is an excellent resource for those desiring to initiate a PTLT program. The website provides guidance on content for PTLT sessions for all STEM

Another effective model for mentoring is the implementation of a research experience and transitional program to graduate school for engineering students. In particular, the goal of this program is to provide research experiences for graduate students while providing positive role models for undergraduate engineering students and introduce them to research and applied engineering work in a supportive atmosphere. A program like this was initiated in the Mechanical Engineering Department at Texas Tech University (TTU) in 2001 with a small group of mentoring teams. Initially this program targeted only women and underrepresented groups in an effort to encourage them to consider graduate school. This mentorship program

these programs and the qualities that define their success are described below.

effective model for recruiting youth into the STEM disciplines[22, 23].

courses as well as training for team leaders [29].

was highly successful in that more than 50 % of the undergraduate participants went on to earn a graduate degree. Many programs of this type recruit underrepresented students by sending them personalized invitations to participate but will also include participation from all students. A successful transitional program was implemented at West Texas A&M University (WTAMU) in 2009. WTAMU currently does not have a graduate program in engineering and TTU is the closest graduate program in mechanical engineering (e.g. roughly 75 miles). This is a unique opportunity for students at WTAMU to be involved in research and get some exposure to graduate school. The goals of the transitional program are to:


These goals are accomplished through the mentoring of an undergraduate engineering student (at WTAMU) by a graduate engineering student (at TTU) with similar interests. The students earn credit for working on well-defined research projects in nanoenergetic materials. Feedback from the pilot program indicates that working together on a research project allows the students to form a solid and comfortable mentoring relationship. This project-oriented approach to mentoring exposes undergraduate students to a graduate engineering program and research in a non-threatening and approachable manner.

This transitional program commences with a graduate student training seminar. This seminar prepares the graduate student mentors for their role in the program. As a mentor, a graduate student has much to offer an undergraduate who is interested in engineering research such as encouragement, guidance, and support. In various studies across fields, being mentored has consistently been linked with academic and professional achievement [2-5]. WTAMU undergraduates also receive numerous benefits from the transitional program. They gain an increased understanding of a graduate research, receive guidance and advice, develop higher confidence levels, and gain access to networks and other resources in the mechanical engineering department at TTU. The graduate students also benefit through a self-reflection about their own academic path, and they report gaining an increased understanding of their discipline and develop supervisory and management skills.
