Evaluating Coaching-Based Mentor Training for STEM Students

What is near-peer mentorship as defined in the context of higher education?

It is a mentoring structure where a more senior student provides support and guidance to other learners who are at a similar educational level.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How can near-peer mentorship be uniquely advantageous to the mentors themselves?

It empowers mentors by positioning them as individuals with valuable perspectives and expertise, promoting their own learning and development.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What is the overarching goal of the University of Kentucky's START Program?

The program seeks to recruit and retain first-generation and underrepresented students in STEM through a comprehensive P-12 outreach initiative.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

Who are the "START Apprentices" and what is their grade level?

They are high school students in grades 11 and 12 who participate in the UK START Program.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What dual role do high school START Apprentices play in the program pipeline?

They serve simultaneously as mentors to younger camp students and as mentees to university lab researchers.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What role do the START Apprentices play in the "See Blue See STEM" Summer Camp?

They serve as near-peer mentors, helping elementary and middle school students navigate hands-on STEM activities.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How long is the foundational coaching skills training received by the START Apprentices?

The training is a single three-hour session delivered prior to their work as camp mentors.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What two primary frameworks/approaches are taught during the START peer mentor training?

The training covers foundational coaching-based tools and the Appreciative Coaching Framework.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What specific communication skills are included under the coaching tools taught in the training?

The tools include the three levels of listening, promoting growth mindsets, and asking foundational coaching questions.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

Why does the peer mentor training instruct participants to ask questions instead of giving advice?

It ensures the mentee feels empowered to formulate their own plans of action and stays motivated to reach their goals.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

Why are mentors trained to avoid asking "why" questions?

To prevent the mentee from feeling defensive or judged.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What prefix words are mentors encouraged to use instead of "why"?

They are trained to use questions beginning with "how" or "what".

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How does the coaching question approach reduce pressure on the mentors themselves?

It relieves them of the expectation to have all the answers, as long as they can ask the right questions.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What existing educational framework served as the basis for the Appreciative Coaching Framework?

It evolved directly from the Appreciative Advising framework.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What are the six sequential phases of the Appreciative Coaching Framework?

The phases are Disarm, Discover, Dream, Design, Deliver, and Don't Settle.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

Which phase of the Appreciative Coaching Framework are near-peer mentors expected to focus on most heavily?

They are expected to focus on the 'Disarm' phase to establish safety and trust.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What active behaviors do near-peers use to apply the "Disarm" phase during camp activities?

They make eye contact, display friendliness, ask about individual interests, and provide encouragement for mentees to lead experiments.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What preparation technique is utilized in the training to ensure mentors can apply coaching tools in real-time?

Opportunities for real-world application are provided through role-playing exercises.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What research design did the study employ to evaluate the START cohort?

The study utilized an exploratory qualitative research design.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How was qualitative data collected from the START cohort?

Data was collected via semi-structured, one-on-one virtual interviews lasting 30 minutes.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How many students participated in the post-program qualitative interviews?

19 out of the 23 START Apprentices in the summer cohort agreed to participate in the interviews.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What qualitative analysis software was used to organize and compile the codes?

The study utilized MAXQDA software (Version 20.4.2).

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What two types of coding methods were used by the graduate student coders?

They used both a priori (predefined) and post hoc (emergent) coding methods.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What four main themes emerged from the qualitative coding of the interviews?

The four themes are: highlights of mentoring, challenges of mentoring, personal growth from mentoring, and future interests in mentoring.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

Into what three specific subcategories was the 'personal growth' theme divided?

It was divided into leadership development, awareness of STEM knowledge, and understanding of how to be a mentor.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What two primary training takeaways did START Apprentices highlight in their interviews?

They reported improved communication skills and the ability to maintain composure in stressful environments.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How did the peer mentor training impact the Apprentices' communication awareness?

They became more intentional about how their words were interpreted and actively avoided judgmental language.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What unexpected outcome of the mentor training helped Apprentices manage camp behavioral issues?

The training gave them strategies to maintain emotional composure and regulate stress in difficult situations.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What physical self-regulation strategy did mentors report using during high-stress camp moments?

They reported taking deep breaths and reflecting on their training exercises to calm themselves down.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How did serving as a mentor impact the Apprentices' self-perception of leadership?

They began to see themselves actively as leaders and role models for younger students.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How did the Apprentices' understanding of the mentor-mentee dynamic change?

They stopped viewing it as a top-down teacher-student dynamic and started viewing it as a collaborative, partner-based problem-solving process.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

How did serving as a mentor affect the participants' confidence in their own STEM knowledge?

It reaffirmed their confidence and helped them recognize how much existing knowledge they possessed.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What challenge did the Apprentices identify regarding the age of their mentees?

They found it harder to mentor older middle school students (grades 5–8) and requested age-specific training for that demographic.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What expectation mismatch was identified by some of the START Apprentices?

Some did not expect or appreciate the service camp component, assuming they would be working in research labs the entire time.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified

What limitation did researchers experience during the post-program qualitative data collection?

It was difficult to contact and schedule interviews with the high school participants after the summer program had ended.

Source: A Coaching-Based Training for Underrepresented Mentors in STEM · DOI · quote verified