[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596400-105":59,"doc-detail-596400-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","building-science-identity-through-mentorship-vision-boards","Building Science Identity Through Mentorship Vision Boards","","This qualitative study describes a new intervention to strengthen science identity among first-year civil engineering students. Science identity supports resilience and perseverance in STEM, yet practical university classroom approaches remain limited. The researchers designed a mentorship vision board (MVB) activity prompting students to identify real people and projects reflecting identity, values, and interests, then analyzed student reflections for salient impact themes. Results show increased clarity about desired engineering identity and potential belonging as students, professionals, and future engineers serving communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-science-identity-through-mentorship-vision-boards/596400/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-science-identity-through-mentorship-vision-boards/596400.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in science identity development?","Question",{"text":112,"@type":113},"The study targets the lack of practical, course-based teaching activities that actively support science identity in university classrooms, especially for first-year engineering students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the mentorship vision board (MVB) activity work?",{"text":117,"@type":113},"Students create mentorship vision boards by locating real people and projects that reflect facets of their identity, values, and interests, then provide reflections on their boards.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcome did students report regarding their science identity?",{"text":121,"@type":113},"Students reported greater clarity about who they wanted to be as engineers, and the MVB approach is presented as having potential to affirm belonging as students, professionals, and future engineers in their communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596400,1792192549,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 15 | Issue 3 | Article 6 |\n| --- | --- |\n| Winter 12-31-2024\u003Cbr>Building Science Identity Through Vision Boards\u003Cbr>Andrea Jonahs\u003Cbr>University of Waterloo, [ajonahs@uwaterloo.ca](ajonahs@uwaterloo.ca)[ ](ajonahs@uwaterloo.ca)Adama Olumo\u003Cbr>University of Waterloo, [ayolumo@uwaterloo.ca](ayolumo@uwaterloo.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.3.17966](https://doi.org/10.5206/cjsotlrcacea.2024.3.17966) | Mentorship |\n\nRecommended Citation  \nJonahs, A., & Olumo, A. (2024) . Building science identity through mentorship vision boards. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3). [https://doi.org/10.5206/cjsotlrcacea.2024.3.17966](https://doi.org/10.5206/cjsotlrcacea.2024.3.17966)  \nBuilding Science Identity Through Mentorship Vision Boards  \nAbstract  \nThis qualitative study describes a novel intervention designed to build science identity in first-year civil engineering students. Science identity is associated with resilience and perseverance in STEM fields, yet practical teaching activities that support science identity are lacking in university classrooms. To address this need, we created a mentorship vision board (MVB) activity that prompted students to locate real people and projects that reflected facets of their identity, values, and interests. Student reflections on their MVBs were analyzed to identify salient themes about how the activity affected their science identity. Findings indicate that students reported greater clarity about who they wanted to beas engineers. By inviting first-year engineering students to see themselves as “engineering people,” the MVB holds the potential to affirm their belonging as students, as professionals, and as future engineers serving their communities.  \nCette étude qualitative décrit une nouvelle intervention conçue pour développer l'identité scientifique chez les étudiants et les étudiantes de première année en génie civil. L'identité scientifique est associée à la résilience et à la persévérance dans les domaines des STEM, mais les activités d'enseignement pratiques qui soutiennent l'identité scientifique font défaut dans les salles de classe universitaires. Pour répondre à ce besoin, nous avons créé une activité de tableau de vision du mentorat qui a incité les étudiants et les étudiantes à localiser des personnes et des projets réels qui reflètent des facettes de leuridentité, de leurs valeurs et de leurs intérêts. Les réflexions des étudiants et des étudiantes sur leur tableau de vision du mentorat ont été analysées afin d'identifier les thèmes saillants sur la façon dont l'activité a affecté leur identité scientifique. Les résultats indiquent que les étudiants et les étudiantesont indiqué plus clairement qui ils voulaient être en tant qu'ingénieurs. En invitant les étudiants et les étudiantes de première année en ingénierie à se considérer comme des « ingénieurs », le tableau de vision du mentorat a le potentiel d'affirmer leur appartenance en tant qu'étudiants/étudiantes, en tant que professionnels/professionnelles et en tant que futurs/futures ingénieurs au service de leurs communautés.  \nKeywords  \nscience identity, engineering education, STEM pedagogy, mentorship; identité scientifique, enseignement de l'ingénierie, pédagogie des STEM, mentorat  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.17966](https://doi.org/10.5206/cjsotlrcacea.2024.3.17966)  \nTo face the world’s most pressing and complex problems, a diverse workforce in science, technology, engineering, and math (STEM) is needed for their technical abilities and to steer innovation towards a future that is attentive to ethics, equity, empathy, and social justice. Despite the appeal o","cbCaihiTu69Hlxxm","https://ap.wps.com/l/cbCaihiTu69Hlxxm","pdf",336596,23,"English","# Abstract\n## Purpose and gap in existing interventions\n## Mentorship vision board (MVB) activity\n## Qualitative analysis of student reflections\n## Findings and implications for belonging","[{\"question\":\"What problem does the study address in science identity development?\",\"answer\":\"The study targets the lack of practical, course-based teaching activities that actively support science identity in university classrooms, especially for first-year engineering students.\"},{\"question\":\"How does the mentorship vision board (MVB) activity work?\",\"answer\":\"Students create mentorship vision boards by locating real people and projects that reflect facets of their identity, values, and interests, then provide reflections on their boards.\"},{\"question\":\"What outcome did students report regarding their science identity?\",\"answer\":\"Students reported greater clarity about who they wanted to be as engineers, and the MVB approach is presented as having potential to affirm belonging as students, professionals, and future engineers in their communities.\"}]","Building Science Identity Through Mentorship Vision Boards | PDF",1792083011,58]