5.2 Challenges of Mentoring in STEM Disciplines

STEM faculty mentors face unique challenges. These challenges may include the following:

• Inadequate general preparation of the mentee for STEM research;
• Mentee’s weak mathematical and/or background knowledge;
• Lack of interest from mentee in mentor’s research field;
• Limited resources (i.e., computers, equipment, materials, space) and funding;
• Lack of the mentee’s understanding of the importance of the research project with respect to the big picture; and
• Mentee’s poor written and oral communication skills.

Two common challenges in STEM mentoring have to do with the time commitment necessary to complete the project and an inadequate STEM background. The case studies below present examples of such challenges.

Case Study: Time-on-Task and Under-preparedness

Professor Hilliard, a Mathematics professor, had mentored Chris on a project in pure mathematics throughout the course of an academic semester. She was excited about having a mentee, and believed that the overall experience would be positive. The project was designed to introduce Chris to some basic concepts in Commutative Algebra in order to introduce him to Algebraic Geometry and the field of Resolution of Singularities. These objectives were developed with the mentee’s interests and background in mind, and the results were presented at a poster session at the institution at the end of the semester.

When Chris joined the project, Professor Hilliard was aware of Chris’ weak mathematical background. Chris was, at first, very excited and committed, and his willingness was evident through his enthusiasm. But as time progressed, Chris did not inform Professor Hilliard of his concerns about the difficulty of the material and the amount of background needed for him to actually work on the project. Combined with his regular semester full-time load, Chris’ spirit and efforts were dampened. Chris had an adequate undergraduate background in mathematics; however, research in pure mathematics was not easily accessible. Much specialized groundwork and time were needed. Chris became overwhelmed.

In the end, Professor Hilliard helped Chris to complete his project; she did not feel that Chris gained much from the research experience. While Professor Hilliard believed she had done her job as a mentor, she was not able to fully convey to Chris the process necessary to complete a project in pure mathematics without the required background.

Reflection: What is the lesson learned for Professor Hilliard? In what ways could the relationship have been more enriching for both mentor and mentee?

Case Study: Lack of Interest and Misunderstanding of the Importance of the Research Project

Robert had been advised many times by faculty members, industry professionals, and peers that participating in research activities was essential for his future career. Robert then contacted Professor Irving who was engaged in laser technology research in the Electrical Engineering Department. Professor Irving asked Robert to perform some laboratory experiments and analysis with the goal of defining a unique parameter. However, Robert had never done this type of research before. In the process of conducting the research, Robert ran into technical issues that caused him to become discouraged and disconnected from the research project. Furthermore, Robert was unsure how the research project made any difference in the real world. Unfortunately, Robert was unaware that the project might one day contribute to the advancement of the field of laser technology in medicine. Despite Professor Irving’s efforts to guide Robert through the project, Robert became more disinterested and less involved. Professor Irving noticed a change in Robert’s attitude and wondered why Robert lost interest even though he had eagerly initiated and pursued this research experience in the first place.

Reflection: Should Professor Irving have insisted that Robert be adequately prepared for this type of research? What could Professor Irving have done to ensure and prepare Robert for this type of research? How could Professor Irving have helped to keep Robert motivated and passionate about the research project?