Perspectives of Mentors and Mentees in a Cascading-Mentorship High School Computer Science Robotics Intervention

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Identity, Agency, and Cultural Relevance in Computing and Engineering Education (Table 18)

Abstract

New computer science (CS) pedagogies are needed to foster greater engagement in the field. Cascading peer mentoring is a promising pedagogy for promoting CS interest by offering role models, belongingness, and early exposure. This research project employed a cascading mentorship model wherein college CS students mentored high school CS students learning about building and programming robots. The research purpose was to investigate how mentees, mentors, and the teacher experienced this mentorship model. Data sources included focus groups, interviews, and surveys of mentors, mentees, and the teacher. Preliminary findings reveal that the mentorship experience was enjoyable, promoted computer science learning and career pathways, developed mentors’ communication skills, and made robotics instruction more manageable. Implications for future implementation and research are explored.

Authors

• Lisa A. Borgerding, Kent State University

• Elena Novak, Kent State University

• Jong-Hoon Kim, Kent State University