Mentoring in

Engineering
JEFFREY S. RUSSELL, P.E.
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ABSTRACT: This article takes a practical look at the challenges and rewards of experi-
enced engineers and educators becoming mentors for students or young practicing engi-
neers. The author recommends an approach to mentoring that is deep in self-evaluation,
one that considers the intellectual, social, and professional development needs of students
and young professionals, and the need for taking little steps—one person at a time—that
make big differences. Such an approach to mentoring, the author states, will help encour-
age more underrepresented groups, such as women and minorities, to pursue careers in
engineering.

S
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tart where you are. Use what you have. Do graphic changes in American society? The answer is little, if
what you can. These three statements from anything.
tennis great Arthur Ashe form the corner- Recent figures indicate that women and minorities make
stone in becoming a mentor in engineer- up just 10 percent of engineering faculty. More alarming,
ing. While Mr. Ashe may have used these engineering enrollments continue to drop or remain
statements as a modest description of his unchangedinunderrepresentedgroups.Forexample,sincethe
prowess in tennis, we can derive further meaning from them early 1990s, enrollment in engineering programs by African
forthefieldofengineering. Americans has dropped 17 percent, and has remained rela-
For it is through a serious commitment to mentoring that tively flat, at about 20 percent, for women. As a profession, we
engineers can improve diversity throughout the profession. must do more, and we must do a better job of encouraging
There is no question that our profession needs more underrep- underrepresentedgroupstopursuecareersinengineering.Our
resented individuals—namely women and minorities—to professioncansucceedinthisvitalendeavor.Itdoesnotrequire
choose engineering as a career. Mentoring, and its time- sophisticated technology or ahead-of-the-art advances in engi-
honored approach of one-on-one advice and consultation, can neering theory or materials development. Instead, it requires
broadenthereach,effectiveness,andappealofengineering. somethingasacknowledgedastheconceptofworkitself:help-
As a profession, we need to do something. The engineering ingpreparethenextgenerationthroughmentoring.
profession does not accurately reflect the rich mix of cultures
and traditions that define America today. The fact is that engi-
neeringisknownasawhite,male,middle-classprofession. START WHERE YOU ARE
The changes in the makeup of American society have been Mentoring is not a new concept. Many of us have benefited
remarkable in the last fifteen years, and engineering has not from a trusted mentor. Perhaps you called them a friend,
reflected this change. According to the U.S. Census Bureau, in family, or another whose opinions and experiences you
1990 Caucasians accounted for 75.6 percent of the U.S. popu- trusted. They created an intangible bond with you through
lation. At the same time, African Americans accounted for their experiences, opinions, and the time they took to give
11.8 percent and Hispanics 9 percent. By 2010, Caucasians you advice and counsel. As a professional engineer, you have
will stand at 67.7 percent, African Americans 12.6 percent, the same opportunity—a mandate, really—to get involved
and Hispanics 13.5 percent. While we acknowledge that in two aspects that are vitally important to the engineering
America has changed in recent decades, what has the profes- profession. The first is to make an incredibly positive impact
sion of engineering done to reflect these widespread demo- on the life of a young, aspiring professional or student. The

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34 Leadership and Management in Engineering

Leadership Manage. Eng., 2006, 6(1): 34-37

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second is to help solidify the role of engineering in a fast- potential and capabilities so they can earn an engineering
paced, diverse American landscape. degree.
How best to start? Begin by assessing what you have to How do we develop them? The best way, in my opinion,
offer as a mentor. As a mentor your role is to stimulate stu- is to approach one’s development from intellectual, social,
dents or young professionals to think in new and creative and professional vantage points. In my role as a faculty mem-
ways. One of the biggest values you bring to mentoring is a ber, I work to develop the intellectual capability of my stu-
broad perspective—and how that perspective can be of value dents. But the other elements—social and professional devel-
to students.
opment and maturation—are equally important. All of these
From my experiences, a key issue in “starting where you
attributes carry equal weight because they come together in
are” relates to our own preconceived notions about students
the same package. In increasing fashion, we must develop
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and their abilities to evolve into the field of engineering. It’s

all too easy to consider general educational trends that indi- students not only intellectually, but in the other dimensions
cate a woeful lack of most students’ preparation in math and as well so they can lead, compete, and participate in, or con-
science. The logical extension of such thinking is: they don’t tribute to, a complex and increasingly diverse workplace.
have what it takes to succeed in engineering. It is not just the students who stand to benefit from an
For example, numerous international studies indicate effective mentor. Engineers new to the profession need men-
that, compared to peers in other countries, U.S. students toring, often until the point of professional licensure and
underachieve in math and science. The French-based Orga- beyond.
nization for Economic Cooperation and Development Effective mentoring of young engineering professionals is
共OECD兲, comprised of more than thirty member countries, a two-way street. A young professional’s energy, new ideas,
conducted an international comparison in 2003 of math- thirst for information, and willingness to learn give any or-
ematics, reading, and science skills among fifteen-year-olds ganization spirit and momentum. In mentoring a young
共OECD 2003兲. More than 250,000 students in forty-one professional, it’s important to provide opportunities for the
countries participated in the assessment. On the mathemat- mentee to take part in team building, brainstorming and
ics scale, the United States ranked twenty-fifth; on the sci-
planning sessions, and to build relationships throughout the
ence scale, the United States ranked twentieth; and on the
reading performance scale, the United States ranked twelfth. organization. Such processes and experiences are of signifi-
Other educational indicators are equally alarming. Nearly cant benefit to the mentor as well. Mentoring is perhaps the
half of all high school students in some of the nation’s largest best way to ensure that one’s intellectual and experiential
cities drop out before receiving their diplomas 共Balfanz and legacy can be tapped, improved upon, and be of continual
Legters 2001兲. In some parts of the country, about a third of benefit to the organization.
all high school students fail to graduate 共Barnett and Engineering is a profession in which learning occurs con-
Greenough 2001兲, and among those who do receive their tinuously. It begins with formal education and continues
high school diploma, many find that they are not prepared through various developmental experiences, including a
for the rigors of college academics. Equally alarming, more positive, long-lasting mentoring relationship.
than a third of first-year college students received or planned I noted above that mentoring provides organizations with
on getting remedial help in math 共“This year’s freshmen” spirit and momentum. That is true. In addition, however, it
2001兲. And finally, even though males and females take is the personal nature of these relationships that give organi-
similar math classes and achieve similar scores in the K-12 zations their strength.
environment, the participation rate of males in math is far Mentoring, however, is one part of the picture. Life expe-
greater than that of females after high school 共National Sci- riences are another. We must continue to push for new ways
ence Board 1998兲. to expose students to diverse experiences. That is how they
In light of these findings, do we wave the white flag and
will grow. It is one thing to watch and listen, and another
simply give up? Or do we wave a red flag to rally our re-
entirely to be in the middle of a real-world situation experi-
sources to do better? There is only one real option.
Yet, how do we meet students where they are in their encing it. Students gain from activities that include
educational preparation, and how do we help them develop profession-related travel abroad, cooperative experiences, and
their core competencies so they could one day become community involvement projects that put them in contact
engineers? with a wealth of opinions, new ideas, and alternate ways to
As a group of professionals, we must remember that not approach an issue.
all students coming into the college or university environ- How do we accomplish our lofty objectives? We start
ment will be developmentally ready for the academic chal- where we are and help the next generation through
lenges they face. Our role is to help students develop their mentoring.

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 USE WHAT YOU HAVE

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Mentoring is intensely personal, interactive, and reward-
The finest mentors share similar attributes. What they have ing. Mentoring can be achieved through a variety of meth-
are the abilities to listen, question, challenge, and offer feed- ods. Here’s how to “do what you can”:
back and support. These are the qualities central to our roles • Identify three to four students or young professionals who
as mentors. could benefit from your insights and experiences. Ask
What mentors also have are young people who stand them if they have questions about the scope of engineer-
before them with a variety of backgrounds, educational ing and how they might fit in.
preparations, and aspirations. Our job is to raise their capa- • Help your students evaluate employment opportunities
bilities and help them develop in a holistic fashion intellec- that they might not otherwise consider. Encourage them
tually, socially, and professionally. Each student or young pro- to think about many facets within the profession, and help
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fessional is a collection of his or her individual backgrounds them secure rewarding summer experiences.
and traditions. They also each represent an opportunity—an • Encourage students to become involved with local, re-
opportunity for us as mentors to use our resource bases and gional, and national professional associations. Membership
reservoirs of experiences in helping them prepare for an en- and involvement in such organizations provides students
gineering career to last a lifetime. with priceless leadership opportunities and helps students
A call to mentorship should not be an unusual thing to develop a variety of valuable workplace skills.
read. As educators and professionals, we have an obligation • Remember that a student or young engineer may have a
to help those who need to be nudged along the way. Men- different or even a better idea in solving a problem. The
toring a young professional or student is part of the package young engineer may well bring a perspective that is much
of professional responsibility. more than fresh—it may well be of the “why didn’t we
We do not need another study to make this happen. Just think of that” variety.
look at each student individually, on a case-by-case basis. • Seek out students where they exist. Get involved with
That’s the secret. We just have to move beyond what engi- local high schools and help them establish an engineering
neering has historically been good at—systematic problem club. Seek involvement with community organizations
solving—and apply our special skills to solve a problem that such as Big Brothers and Big Sisters or Habitat for
could one day undermine the profession: a paucity of ideas Humanity.
and creative solutions that could only come from the mind- There is little if any magic in all of this. And, we won’t be
set of those who are currently unheard throughout the successful with every student we mentor. But our efforts will
profession. be 100 percent worthwhile as we strive to help make our
profession more robust and vibrant for these complex and
challenging times.
Whatqualitiesmakeforagoodengineeringmentor?
Someonewho: FEW CHOICES MAKE SUCH A
• Is approachable and welcoming DIFFERENCE IN LIFE
• Shares information and experience openly Mentoring gives you the chance to make a significant differ-
• Has good communication and listening skills ence in someone’s life. For the mentor, the benefits of helping
• Understands the field of engineering someone realize his or her professional goals and aspirations
• Has a network of contacts within the industry are lifelong, too.
• Is motivating, encouraging, positive and empowering Through mentoring, we help students discover them-
• Is willing to set aside/commit time to mentor someone selves and their potential, show them how to apply their
• Is committed to making a difference, one individual at skills and special aptitudes, and guide them in defining and
a time pursuing their own career goals. In turn, mentoring helps us
• Does not wait to be asked discover new things about ourselves.
As a mentor, you will learn just how valuable your expe-
riences and expertise are to another. You will discover new
levels of patience and commitment not before experienced.
And you will marvel at the energy, sincerity, and fresh per-
DO WHAT YOU CAN spectives of the next generation of professional engineers.
It’s amazing the differences a personal commitment can When a student reaches out to you, take their hand and
make to the life of another. We cannot expect to change the guide them. They are saying that they trust your wisdom,
professional makeup of engineering overnight, and perhaps your experience, and your leadership.
not even in a decade. But, with individual commitments, we Mentoring makes a difference in your life, too. It’s an
can take positive steps one person at a time. equal-opportunity relationship that is voluntary and mutu-

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Leadership Manage. Eng., 2006, 6(1): 34-37

 ......................................................................................................
ally beneficial. Because the fact is, the best way to increase ing indicators, 1998.” NSB 98-1, National Science
the levels of underrepresented individuals in engineering is Foundation, Arlington, Va.
to lead them into the profession through thoughtful, pur- Organization for Economic Cooperation and Devel-
poseful mentoring. We accomplish this one person at a time. opment. 共2003兲. “International comparison of math,
There is no better way. There is no greater satisfaction. reading, and science skills among 15-year olds.” OECD,
具http://www.infoplease.com/ipa/A0923110.html典 共Sept.
REFERENCES 29, 2005兲.
Balfanz, R., and Legters, N. 共2001兲. “How many central city “This year’s freshmen at 4-year colleges: A statistical profile.”
high schools have a severe dropout problem, where are 共2001兲. Chronicle of Higher Education, 47共20兲, A48–
they located, and who attends them?” Harvard University A49.
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Civil Rights Project, Harvard University, Cambridge,

Mass. Jeffrey S. Russell is professor and chair, Department
Barnett, L., and Greenough, R. 共2000兲. “Regional needs as- of Civil and Environmental Engineering, University of
sessment 2000.” Northwest Regional Educational Labora- Wisconsin-Madison and in the 2004 recepient of
tory, Portland, Ore., 具www.nwrel.org/planning/ National Science Foundation Presidential Award for
rna2000.html典 共Sept. 29, 2005兲. Excellence in Science, Mathematics and Engineering
National Science Board. 共1998兲. “Science and engineer- Mentoring. LME

Leadership and Management in Engineering 䊏

37 JANUARY 2006

Leadership Manage. Eng., 2006, 6(1): 34-37