Assessing and evaluating mentorship programs affecting students retention at the University of Maryland, Baltimore County in mechanical engineering

This study was designed to expand the understanding of the undergraduate mechanical engineering experience as it relates to having a formal mentoring program. To assess this relationship, qualitative analysis was used to derive themes and define variables that contribute to the success of the student. Using a 17-item Likert survey, the undergraduate mechanical engineering student population was assessed based on their attitudes and impressions on each of the variables. Using the data acquired from this survey, descriptive and inferential statistics were utilized to identify significant relationships between the formal mentoring groups, Center for Women in Technology (CWIT), Meyerhoff Scholars and non-programmed, and the variables. The data show that factors other than academics play a role in a student's decision to be involved in mechanical engineering. It is evident that the formal mentoring group has encouraged different attitudes in their students in comparison to non-programmed students. Meryerhoff students are significantly more motivated by mentor influences than CWIT and non-programmed. Non-programmed students feel significantly less inclusive and are more motivated by parent influence. Both the formal mentoring programs have a higher perception of the importance of professional and interpersonal skills in comparison to non-programmed students. Student's overall impressions of advising were low. It is recommended to the department of mechanical engineering to create clear expectations in advising roles and consider adopting some formal mentoring practices, i.e. peer mentoring.