2025 ASEE Annual Conference & Exposition

Effective laboratory training is a cornerstone of engineering education, blending abstract knowledge with practical skills. This case study discusses an integrated mentorship structure within a research group environment, structured to maximize educational outcomes through peer-led learning and integrated laboratory projects. In this structure, the faculty advisor oversees the group’s activities overall and meets one-on-one with each student at least in semiannual progress reviews based on activities proposed by students. PhD candidates mentor master's students, with the latter in turn guiding undergraduate researchers. This leveled system not only facilitates the dissemination of knowledge and skills across different academic levels but also enhances leadership and project management capabilities within each group. The paper proposes the use of integrated lab projects as a medium to connect all levels of the mentorship structure. These projects are designed to require input from each academic level, ensuring that knowledge transfer and task responsibility are appropriately scaled to the educational level. The projects are selected for their applicability to real-world engineering problems, fostering an environment of collaboration and innovation. By involving all levels from PhD to undergraduates, these projects help to establish a continuum of learning, task and project management, and accountability. Crucially, this integrated mentorship structure has shown a significant impact on motivating and empowering undergraduate students to consider and pursue graduate studies. By actively engaging in research and development projects under the guidance of more experienced peers, undergraduates gain firsthand insight into advanced studies and research careers, thus demystifying the path to graduate education and increasing the likelihood of their continuation in academia.
We will discuss the framework for implementing this mentorship model, detailing the roles and responsibilities assigned at each level, and the mechanisms for oversight and interaction among the groups. Emphasis will be placed on the academic outcomes associated with this structure, including enhanced engagement, increased retention of material, the development of soft skills such as communication and teamwork, and notably, the encouragement of students to advance their academic careers into graduate studies. Initial findings from an implementation of this structure in a mechanical engineering department indicate promising improvements in student performance, satisfaction, and interest in graduate education, even beyond the students directly participating in the research group. The case study will provide a comprehensive analysis of the impact of this mentorship structure on student growth, as well as the effectiveness of integrated projects in fostering a cohesive and academically ambitious learning environment. This approach is anticipated to be of broad interest not only to educators and researchers in laboratory-based disciplines but also to those involved in curriculum development and academic leadership. It offers a scalable and adaptable framework that can be implemented in diverse educational settings to enhance the laboratory learning experience and to actively encourage the pursuit of graduate studies.