Author Information
Elodie Billionniere, Miami Dade College, United StatesLawrence Meyer, Jr., Miami Dade College, United States
Abstract
This paper reports the role of faculty mentorship in supporting underserved and low-income upper-division students in STEM fields at the largest undergraduate Hispanic-Serving Institution in the United States. The evaluation focused on 49 students in Fall 2024 and 39 in Spring 2025, all in their senior year and enrolled in one of three bachelor’s programs: Data Analytics, Cybersecurity, or Information Systems Technology. Faculty mentorship was provided during the final two years of the students’ programs, in addition to general academic advising. The evaluation examined changes in scholars’ self-ratings of program and mentorship satisfaction, as well as confidence, sense of belonging, and perceived support. Comparisons by gender and degree program revealed no statistically significant differences across semesters in student perceptions, suggesting a consistent mentoring experience. Qualitative findings were gathered from a focus group and follow-up questionnaire with three faculty mentors—one from each program. Mentors described adaptive, student-centered approaches that included academic support, development of soft skills, and career preparation. They also emphasized building trust and tailoring guidance to individual student circumstances, such as employment demands and limited experience in professional environments. Faculty noted the positive impact of mentorship on student motivation and persistence, particularly for those navigating barriers like imposter syndrome or financial hardship. Recommendations included structured mentor training, access to industry professionals, and improved hands-on learning opportunities. Mentors also reported personal growth in teaching and advising through a deeper understanding of student needs. These findings provide practical insights for designing effective mentorship initiatives for underserved STEM students approaching graduation.
Paper Information
Conference: IICE2026Stream: Teaching Experiences
This paper is part of the IICE2026 Conference Proceedings (View)
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To cite this article:
Billionniere E., & Meyer L. (2026) Faculty Mentorship for Underserved Senior STEM Students: Insights From a Hispanic-Serving Institution ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings (pp. 389-399) https://doi.org/10.22492/issn.2189-1036.2026.35
To link to this article: https://doi.org/10.22492/issn.2189-1036.2026.35
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