You are here:

Using Social Networking to Mentor 9th-grade Girls for Academic Success and Engineering Career Awareness PROCEEDINGS

, Rose-Hulman Institute of Technology, United States

AACE Award

EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: EMERGE (http://www.rose-prism.org/emerge) is an e-mentoring program to enhance both career awareness and academic achievement in science, technology, engineering, and mathematics (STEM) for disadvantaged 9th grade girls. Our goal is to nurture persistence and academic achievement in economically / culturally disadvantaged female learners. Our mission is to increase diversity in STEM professions. We report on assessment (instruments and collection) for the first cohort of EMERGE participants. These young women were surveyed at the end of their EMERGE program (May 2009) and again at the end of their high school career (May 2012). Both quantitative and qualitative data indicate that EMERGE was a success and that the program had lasting effects on the students’ academic achievement, personal growth, and career choice.

Citation

Carlson, P. (2014). Using Social Networking to Mentor 9th-grade Girls for Academic Success and Engineering Career Awareness. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 443-452). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2018 from .

View References & Citations Map

References

  1. Bereiter, C., Scardamalia, M. (2003). Learning to work creatively with knowledge.” In E.D. Corte, L. Verschaffel, N. Entwistle, & J.V. Merrienboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 73-78). Oxford: Elsevier Science.
  2. Cravens, J. (2003). Online mentoring: Programs and suggested practices as of February 2001. Journal of Technology in Human Services, 21 (1/2), 85-109.
  3. Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of wiki technology. Journal of Information Systems Education. 20 (2), 187-198.
  4. Kochan, F., & Pascarelli, J. (Eds.) (2005), Creating successful tele-mentoring programs. Greenwich, CT: Information Age Publishing.
  5. Mesch, G.S. & Talmud, I. (2006). Online friendship formation, communication channels, and social closeness. International Journal of Internet Science, 1 (1), 29-44.
  6. Perez, S., & Dorman, S.M. (2001). Enhancing youth achievement through tele-mentoring. Journal of School Health, 71 (3), 122-123.
  7. Rhodes, J.E. (2003). Online mentoring: The promise and pitfalls of an emerging approach,” National Mentoring Partnership. Available at: http://www.mentoring.org/research_corner/11_03_online.adp
  8. Scigliano, D.A. (Ed.) (2011). Telementoring in the K-12 classroom: Online communication technologies for learning. New York, NY: Information Science Reference. Acknowledgements The EMERGE pilot (2008 – 2010) was funded by a grant from the Fund for the Improvement of Post-secondary Education (FIPSE). The PRISM Project is funded by the Lilly Endowment, Inc. To use networking and new media in support of innovative STEM K-12 education. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the funding agencies.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.