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cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2022: VOLUME 10 ISSUE 3  \nDOI: 10.18260/3-1-1153-36031  \nLooking Ahead: Structure of an Industry Mentorship Program for Undergraduate Engineering Students  \nBETUL BILGIN ANTHONY E. FELDER HOUSHANG DARABI REZVAN NAZEMPOUR SHANON RECKINGER RENATA A. REVELO  \nDIDEM OZEVIN  \nUniversity of Illinois at Chicago  \nABSTRACT  \nThe matriculation, retention, and graduation of students is a critical and ongoing effort in undergraduate engineering education. Implementing measures is vital in increasing student motivation to continue pursuing engineering and is especially important for individuals from low-income and academically talented students. At the University of Illinois at Chicago, our NSF Scholarshipsin Science, Technology, Engineering, and Mathematics Program includes students from all six departments in the College of Engineering and includes multiple implementations such as a summer bridge program, faculty mentoring, and a service-learning project. Here, we define and implement a longitudinal Industry Mentorship (IM) program structure. While the implementation of this program is still ongoing, we present here the basic structure of the IM program, the rationale for the structure, and some preliminary results of implementation.  \nKey words: Industry mentorship, mentorship structure, mentor-mentee pairing, undergraduate, engineering  \nINTRODUCTION  \nThe matriculation, retention, and graduation of students are critical in undergraduate engineering education. One mechanism of support is the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM), which provides financial assistance and  \n2022: VOLUME 10 ISSUE 3 9  \nADVANCES IN ENGINEERING EDUCATION  \nLooking Ahead: Structure of an Industry Mentorship Program for Undergraduate Engineering Students  \nmentorship (“NSF Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM)”n.d.); (S. R. Burckhard et al. 2018); (Fortenberry et al. 2007) . In S-STEM programs, and others like it, mentorship is commonly provided by faculty and peers (Voyles et al. 2011); (Wilson et al. 2012); (Toutonet al. 2004) . This mentorship provides insight into grades, study habits, and time management. Some programs include aspects of industry mentorship, which provides insight into current industry trends, skill crafting, professional networking, and facilitates development of engineering identity. Examples of industry mentorship include requiring periodic meetings between students and industry members to affirm and prepare for careers (S. Burckhard et al. 2018), curating selected co-ops/internship opportunities for students with local industry partners (Ranade and Smolleck 2003), pairing first-year student groups with local professionals whose practice relates to the group’s interest (Green, Niemi, and Roudkovski 2012), developing a year-long industrial mentorship program with an automated software for mentormentee pairing (Przestrzelski and Roberts 2019), and developing an online-based network for automated mentor-mentee pairing and mentorship (Single and Muller 2001) with options for site visits and shadowing (Anderson and Northwood 2002) . While these programs are efficacious, they have varied structures for mentor-mentee pairing, limited guidance on interactions, and do not often extend beyond one year. Longitudinal mentorship is important to develop rapport, a sense of belonging, and engineering identity (Estrada, Hernandez, and Schultz 2018); (Byars-Winston and Rogers 2019); (Atkins et al. 2020) .  \nThe S-STEM program at University of Illinois at Chicago (UIC) started in 2017 and includes students from all six departments in the College of Engineering (Darabi et al. 2020) . Our program includes a summer bridge program (Nazempour et al. 2019), first-year courses (Nazempour et al.  \n\n|  |\n| --- |\n| |","cbCaioMhwkXKQStN","https://ap.wps.com/l/cbCaioMhwkXKQStN","pdf",1230905,"English","# Introduction\n# Methods\n## Stage 1: Participant Pairing\n# Program Structure (Stages 2-4)\n# Results and Discussion","[{\"question\":\"What problem does the paper address in undergraduate engineering education?\",\"answer\":\"It addresses the critical need to improve matriculation, retention, and graduation in undergraduate engineering programs, especially for low-income yet academically talented students.\"},{\"question\":\"What support mechanisms does the UIC S-STEM program include?\",\"answer\":\"The program includes a summer bridge program, faculty mentoring, and a service-learning project, and it supports students across six engineering departments.\"},{\"question\":\"How is the Industry Mentorship (IM) program structured?\",\"answer\":\"The paper defines a longitudinal industry mentorship structure based on four stages, with distinct objectives for industrial mentors and mentees at each stage.\"}]","Looking Ahead - Structure of an Industry Mentorship Program for Undergraduate Engineering Students | PDF",1792066645,25]