Peer mentoring: Linking the value of a reflective activity to graduate student development

Abstract

Traditional forms of mentoring offer graduate students a support system to assist them through their education. Many times these traditional forms of mentorship can be augmented by other support mechanisms. This phenomenon is especially true in engineering education because of the interdisciplinary nature of the discipline. In this work, we explore engineering education graduate students' self-reported value in regards to their participation in a multi-institution peer mentorship program. Further, we identify if and in what ways such a program supports graduate students' development towards becoming emerging scholars in the field of engineering education.