Get WiSE: Supporting 21st Century Learning Skills in our

Women in Science and Engineering Mentoring Program

Our CommitteeTrudy Kavanagh Chair

Senior Instructor, Earth & Environmental Science and Physical Geography

Vania Chan Technology Coordinator e-Learning Instructional Support Specialist, Centre for Teaching and Learning

Robin Whittall Mentor Liaison Career Advisor, Advising & Involvement Centre

Evelyn Jensen Mentee Liaison & Fundraising Coordinator PhD Student, Ecology & Conservation Genomics

Stephanie McKeown

Program Evaluation Consultant Director, Planning and Institutional Research

Samira Yassin Work Study Student - Committee ProjectsHannah Harrison Work Study Student - Research Support Renee Leboe Program Coordinator for Engineering

StudentsEngineering Advisor, School of Engineering

Initiating the WiSE Program• Women are a minority within STEM occupations in

North America• Women do not persist as long as men in STEM

occupations• Mentoring provides key support for people entering

fields of work and staying in those fields • In 2006, we started a series of annual Women in

Science workshops, initially under support from the Jade Foundation.

• We wanted to do more.

Graduating Competitive Employees

The concept of soft skills as part of students’ learning objectives:

A survey by the Canadian Council of Chief Executives of Canada’s top employers concluded that for entry-level employees to compete effectively in the 21st Century labour market, they must demonstrate not only academic competency, but more importantly, they must possess people skills, communication skills, problem-solving skills, analytical abilities and leadership skills.

November 28, 2013http://www.ceocouncil.ca/wp-content/uploads/2013/11/2John-Manley-Remarks-to-the-Canadian-Club-of-Toronto-Nov-28-2013-FOR-WEB-Read-Only.pdf

Goals of the Mentoring Program

1. To raise students’ awareness about the issues faced by women with careers in science and engineering.

2. To provide students with tools, strategies and confidence to enable them to succeed in their future careers in science and engineering.o building skills in communication, networking, and

leadershipo supporting academic success o exploring different career options

Structure of the Mentoring Program

• A tri-mentoring framework:• Professional from industry/ grad student• Senior student• Junior student

• A prospective longitudinal research study

Our program participants:Student

sDisciplines Mentors Disciplines

2011/12

37 24 Sci 15 10 Sci

13 Eng 5 Eng2012/1

335 27 Sci 17 12 Sci

8 Eng 5 Eng2013/1

440 35 Sci 21 13 Sci

5 Eng 8 Eng

Fall ActivitiesSummer: Applications from students and mentorsSeptember: Info session for interested studentsOctober: Orientation for successful applicants

Fall ActivitiesOctober: Mentor/mentee introduction sessionNovember: Mentor/mentee workshop

• Setting goals• Mock interviews• Resume reviews

Winter ActivitiesJanuary: Professional development event

• Imposter syndrome • Your digital footprint• An assertive approach to negotiation

March: WiSE workshops open to all female students (optional for mentees)

• Get the job• Keep the job, get a life

Winter Activities

April: Year-End Celebration

WiSE OnlineMonthly emailed themes with article links (new for 2013-14)

--October: goal-setting --November: communication--December: networking (using holiday parties to

practice)--January: self-confidence (imposter syndrome)--February: dealing with conflict--Mar.ch: work-life balance --April: networking revisited

Website: wise.ok.ubc.ca

wisementoring

facebook.com/wisementoring

How do we assess the WiSE program?

Prospective Longitudinal Study• information gathered from: • pre-and post-program surveys• student focus groups (January-February)• mentor interviews (February)• student reflection assignments

Findings thus far• Triad is the best structure for the mentoring

groups

• Mentees felt that they received valuable personal support from their mentors

• Most mentees felt career path was reinforced as a result of their participation in WiSE

• Most mentees gained confidence to pursue their career and academic goals through their mentor relationship

Findings thus farEffective mentor pairing:

• Industry mentors paired with students wanting information about career transitions

• Graduate students for those students wishing to transition into further academic studies

• Personal similarities

• Important to provide guidance for first time mentors and mentees

• Meetings based on interactive panel discussion were valued by both mentees and mentors

• Scheduling tends to be a common barrier in the establishment of a successful mentoring relationship

Findings thus far

Lessons Learned

• Changed aspects of the program • Mentees in years 2+

• Proper triad structure is important

• Students prefer industry mentors unless they wish to go to graduate school

“She gave me the strength to try things or talk to people that I normally wouldn’t talk to and kind of go out of my comfort zone and I knew she had my back if I failed or if something went wrong”

“I feel like its really opened my eyes to a lot of things that I didn’t know were even possible before so I’m very, very thankful for that”

Quotes from Mentees

“I find every time I finish a meeting [with my mentor] I feel like I go away knowing ten times more than I did when I came in, whether it be little things about jobs or something larger like you can do a masters here are the programs.”

“It’s a really inspiring program. It was really nice to have people from different positions and areas, especially industrial and academic areas.”

Quotes from Mentees

“As an engineer I have a handful of tutorials or classes where I’m the only woman so I find it really special to be in a room with only girls - that is really nice.” 

Quotes from Mentees

“I enjoy meeting girls that are interested in succeeding and getting out there and even afterwards keeping in touch… it’s interesting to see where they go from here” - Mentor who has been in the program for multiple years

Quotes from Mentors

"I find that I frequently refer to the benefits of this program when I collaborate with colleagues and, in fact, I have recommended the program to two women in my friendship circle.“

"I'm just so blessed to be in the mentoring program and then to have these two ladies, they are just great, I think the world about them"

Quotes from Mentors

Next StepsAdapt VALUE Rubrics• Integrative Learning• Make connections to experience and to the

discipline• Ability to transfer knowledge and skills to new

situations• Civic Engagement • Adjust to understanding their professional

communities and cultures, identify with professional networks and develop effective communication

Conclusions

WiSE supports students learning about the non-academic “soft skills” required to compete successfully in their transition from school to working life. We help our students gain experiences and connections in the community beyond campus.

Our longitudinal study appears to be unique, so we look forward to further analysis of these data to help others who are planning mentoring programs.

Thank you to our supporters• I.K. Barber School of Arts & Sciences• School of Engineering• Office of the Provost and Vice-Principal• Office of the Deputy Vice-Chancellor

and Principal• UBC Equity Office

Questions?

Discussion

1. Do you have suggestions for topics that would be useful for our mentoring programming?

2. What other ways can we address 21st century learning skills?

3. Is there anyone here who is planning to start a structured mentoring program on campus?

Resourceswise.ok.ubc.ca

wwest.mech.ubc.ca