Mentoring of under-represented minority scholars in the Reinvigorating Engineering and Changing History (REACH) program and AGEP program: Development of interactive learning modules

Abstract

Geared towards serving underrepresented minority (URM) students who are on Master's or Ph.D. tracks in engineering, the Reinvigorating Engineering and Changing History (REACH) Scholars and the Midwest Crossroads Alliance for Graduate Education and the Professoriate (AGEP) program focus on enhancing the recruitment, retention and enrichment of these URM students. These programs provide URM students with opportunities to connect closely with peers and faculty members to form a scholarly community, to obtain key attributes and skill sets that are critical to academia success, and to explore multiple pathways to careers across different fields. To allow our URM students from both REACH and AGEP programs to be prepared broadly for multiple career options, our research team developed a series of interactive learning modules that expose URM students to a variety of topics that are critical to students' preparation for future careers. Initial interactive learning modules will focus on the following three topics: (1) being a mentor and being mentored; (2) leadership and management; and (3) issues of diversity. The development of each learning module is guided by supportive teaching and learning strategies in STEM education, including the How People Learn framework by Bransford, Brown and Cocking (1999)1, a "Backwards Design Approach" by Wiggins and McTighe (1998)2, and other best practices in teaching and learning. Each learning module includes five consecutive components revised from training practices within other programs: Setting of Context; Warm-up, Experiential Exercise, Process, and Closure3. Within each module, URM students will be introduced to the key topics, will be encouraged to share values and attitudes towards these topics, will be exposed to theories, frameworks, or current best practices that are informed from research in these key areas, and will be encouraged to discuss their further concerns about these topics and the practices. This paper provides an overview of these interactive learning modules and showcases sample interactive learning modules that are being piloted among the REACH and AGEP scholars in the programs. © 2012 American Society for Engineering Education.