This evidence-based practice paper describes the theoretical foundations of the supportive advising practices used by the Integrated Engineering Department (IE) at Minnesota State University, Mankato. The driving motivation for the advising model is to support the development of student engineers as whole people. Generally in academia, faculty in traditional professor roles serve as formal advisors, mentors, facilitators, evaluators, and coaches and are joined by full-time staff that serve in roles to support student development. Integrated Engineers at Minnesota State University, Mankato are supported to become the engineer they want to be. This paper describes the unique model employed by IE of mentoring and advising that incorporates not just faculty but staff, industry mentors or facilitators, and peers that bring different perspectives to student support. Evidence of effectiveness includes high graduation rates, career placement rates of students, and student perceptions of preparation for meeting our program educational objectives. Perspectives from faculty new to the program and current and former students illustrate the personal impact of the model.
2022 ASEE Annual Conference & Exposition
Bates, R., Spence, C., Christensen, D., Sleezer, R., Nelson, J., Walerius, R., & Johnson, R., (2022, August). An integrated engineering model for advising. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41601
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© 2022 American Society for Engineering Education.
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