STEM scalable model for enhancing secondary and postsecondary student on-line services

Abstract

The purpose of this paper is to examine the BreakThru e-mentoring model for scalability purposes. Two aspects of this STEM e-mentoring program were examined: (1) the use of virtual environments and social media settings; and (2) the development of e-mentoring relationships (i.e., quality and engagement). Three secondary and three postsecondary institutions participated in the project. Mentors (n = 33) were recruited from postsecondary faculty, secondary teachers, graduate students, and business leaders. Of the BreakThru participants (n = 188), 57% of the students continued in the program for multiple years. Specific design issues are described as essential for developing and measuring the outcomes of a similar student on-line resource.