Mentoring as a Two-Way Street: Scale Validation Assessing Performance Among Undergraduate Mentees and Faculty Mentors

• In Event: AERA Roundtable Session Wednesday 11:45 am
  In Roundtable Session: Mentoring, Training, Measurement & Technology

Abstract

Mentoring has been key to supporting STEMM students in their college transition. Research suggests that taking an asset-based perspective to mentoring, training mentors, supporting mentee agency, and approaching mentor networks are all supportive strategies. To determine if undergraduate STEMM mentoring programs effectively address student needs, faculty leaders must be able to keep track of their outcomes. Available scales address some of these critical aspects. In this study, we used Confirmatory Factor Analysis (CFA) to evidence the validity of the Faculty Mentoring Scale, developed using qualitative strategies, to assess the success of a redesigned undergraduate engineering mentoring program at our institution. Our four-construct, 28-item scale possesses strong evidence of validity and may become a comprehensive tool to assess undergraduate mentoring programs.

Authors

• Constanza Miranda, Johns Hopkins University

• Rachel Saperstein McClam, Johns Hopkins University

• Paulina Perez Mejias, Johns Hopkins University