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Mentoring plays a crucial role in fostering the success of all student demographics within engineering education. Particularly in the early stages of their careers, young engineers can significantly benefit from the guidance and encouragement provided by faculty mentors. Ensuring that engineers are adequately prepared, both academically and professionally, to enter the industry underscores the importance of enhancing undergraduate engineering colleges' perspectives on mentoring. This study delves into the perceptions of engineering educators at an autonomous institution in South India regarding mentorship programs in undergraduate education, employing a qualitative approach to assess their viewpoints. A questionnaire featuring open-ended questions was utilized to interview a total of 15 engineering educators. Analysis of the faculty responses yielded several prominent themes, including perceptions of mentoring in engineering education, essential components of successful mentoring, considerations of physical and mental well-being, skill enhancement, delineation of short and long-term objectives, fostering trust and openness in mentor-mentee relationships, and the formulation of effective mentoring strategies. The study also scrutinized variations in participant responses based on their educational backgrounds and prior involvement in mentoring initiatives. Aligned with the Zone of Proximal Development (ZPD) model, which posits that mentors play a crucial role in facilitating both personal and professional advancement, the research underscores the significance of mentors as valuable assets for mentees' growth. Additionally, the article examines the advantages and limitations associated with experienced engineers and educators serving as mentors for young engineers in practice. The findings of this research are intended to serve as a guideline for engineering institutions seeking to establish successful and comprehensive mentoring programs that promote mentees' holistic development and career progression. [ABSTRACT FROM AUTHOR]

Understanding the complex landscape of alcohol consumption patterns among engineering students is crucial for shaping informed interventions and support systems. While prior research has primarily focused on aspects such as the prevalence of alcohol use and its consequences, there exists a significant gap in comprehensively exploring the underlying factors and implications. This research paper aims to bridge this void by exclusively addressing the intricate web of alcohol consumption within the engineering student demographic. The study delves into a multifaceted analysis that encompasses five paramount parameters: social influence, self-regulation, craving, coping strategies, and the environmental context. To achieve this, a meticulously designed survey instrument was deployed to engineering students at an autonomous college during the specified time frame. The collected data underwent rigorous exploratory factor analysis, resulting in the identification of five hypothesized factors that intricately define the landscape of alcohol consumption among engineering students. The reliability of this research instrument was validated through Cronbach's α values, which exhibited a range from 0.60 to 0.79 and had a minimum and maximum factor loading of 0.49 and 0.62 attesting to the robustness of the instrument. This valuable tool is poised to aid educational institutions in assessing their engineering students' current levels of awareness concerning alcohol consumption patterns and their underlying factors. Furthermore, it offers a foundation for evidence-based strategies aimed at fostering responsible drinking behaviors and tailored support systems, ultimately enhancing the well-being and academic success of engineering students. [ABSTRACT FROM AUTHOR]

Mentoring is inevitable for the success of all student populations in engineering education. Early in their careers, young engineers can benefit greatly from the advice and support of faculty mentors. To assure that engineers are ready to join the industry being qualified both academically and professionally, it is vital to improve undergraduate engineering colleges' perspectives on mentoring. The study explores how engineering educators of an autonomous institution in South India perceive mentorship programs in undergraduate education by qualitatively assessing their perceptions. A total of 15 engineering educators were interviewed through a questionnaire consisting of open-ended questions. The following themes emerged from an analysis of the faculty responses viz., opinions of mentoring in engineering education, elements of successful mentoring, physical and mental health, skill development, defining short and long- term goals, trust and openness in the mentor-mentee relationship and Effective Mentoring strategy. The research analyzed the variations in the responses of participants based on their educational background and prior involvement in mentoring programs. The research aligns with the ZPD (Zone of Proximal development) model, which suggests that mentors can serve as a valuable resource for promoting both personal and professional growth. The article explores the limitations and advantages of experienced engineers and educators serving as mentors for students who are young engineers in practice. The results of this research will serve as a reference for engineering institutions to create a successful and integrated mentoring program that supports the mentee's overall development and career. [ABSTRACT FROM AUTHOR]