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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]

Mentoring has a good impact and influence in undergraduate STEM students' perseverance. It is crucial in any profession and engineering is no exception. By supporting them in directing their efforts and by helping them create objectives and receive feedback, mentors may encourage and facilitate both professional and personal growth. In order for a mentee to maximize their potential, develop their skills, and transform into the person they want to be, mentoring involves guidance and support in the way they manage their learning. With this as the driving force, an effort is made in this study to develop a survey instrument to capture the understanding of the first-year engineering students in relation to the roles and responsibilities of mentors in engineering course, mentors' attention to the physical and mental health of students, goal-setting, mentees' skill development and maintaining trust and confidentiality. In fall 2022, a survey instrument was developed for quantitative analysis and administered to first-year engineering students at an autonomous college HITAM in South of India, 263 participants responded. The survey instrument's factor structure was determined using exploratory factor analysis (EFA), which yielded four factors. The Cronbach's a ranged from 0.67 and 0.92 and for factors' minimum and highest loading were 0.43 and 0.92. This survey instrument could be utilized by a varied institution in order to evaluate students' present levels of understanding for accountabilities and duties of mentors, to assist and encourage mentees learning so that they can reach their full potential and enhance their abilities. [ABSTRACT FROM AUTHOR]

Mentoring in engineering education is a critical aspect of success for all student population. Undergraduate mentors can provide young engineers invaluable guidance and support early in their career. Enhancing undergraduate engineering institutes' perspectives on mentoring at wellestablished levels is necessary to ensure the engineers they provide to the industry are capable, both academically and professionally. By qualitatively analyzing student perceptions, the study investigates how freshmen engineering students perceive mentorship in engineering institutes. A questionnaire with open-ended questions was created and given to 26 first-year engineering students in an autonomous institution HITAM (Hyderabad Institute of Technology and Management) in South India. The analysis of students' responses revealed the following themes: Mentoring in engineering education, mentor focus towards physical and mental health, short-term and long-term goal setting, skill development and trust and confidentiality in mentor-mentee relationship. The analysis focused on how theresponses of the students varied depending on their discipline and gender. Comparatively more thorough experiences and views were provided by participants in computer sciences and its applied discipline than by participants in other engineering disciplines. The results of this study will help engineering institutions to better understand mentorship for freshmen protégés and serve as a reference for implementing better and advanced goal-based mentoring practices. [ABSTRACT FROM AUTHOR]