Multimodal Mentoring to Support Student Resilience and Wellbeing in STEM Education

Document Type

Book Chapter

Publication Title

Mentoring for Wellbeing in Higher Education

Abstract

This chapter presents research on the elements of a successful multi-modal mentoring model and introduces practices that focus on the well-being of both mentors and mentees in higher education. Special attention will be paid to the professional development of mentors and students in STEM disciplines. Despite the limitations on time for career preparedness and shrinking professional development budgets, mentoring remains as important as ever due to the interconnectedness in a global society and the changing demographics of postsecondary education students. The traditional-age population in college that lives on campus and does not work has been declining, while a growing number of non-traditional students, who work at least part-time, are first-generation, and are pursuing degrees via distance or online learning. Aside from age and working while in college, diversity is also growing in race and ethnicity. Therefore, the importance of providing a diverse mentoring strategy for this growing population has received greater retention in research to improve retention, persistence, and completion rates, as well as improved resilience and well-being. To facilitate the growth and learning of mentees, a safe context needs to be created, and needs met through flexible combinations of faculty-student, student-student, alumni-student, and supervisor-student mentoring programs. Such programs are even more urgently needed in science, technology, engineering, and mathematics (STEM) fields, as less than half of the students who enter as STEM majors as an undergraduate graduate with a degree in one of the four areas. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups, with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. The authors will explore solutions to such mentoring gaps, specifically with faculty and staff training given the challenges and provide a model for adoption at other higher education institutions. Training in unconscious bias and active engagement in online, hybrid, and face-to-face modalities with first-generation and minority populations is paramount to establish a sense of belonging and encourage mentoring relationships. Interventions must be designed in first-year and online programs to build well-being and resilience from the outset and stronger mentoring connections.

Publication Date

2025

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