2025 ASEE Annual Conference & Exposition

This paper presents the design, implementation, and outcomes of an industry mentorship program integrated into the introductory Engineering Technology course at a regional campus of a flagship public university. Grounded in experiential learning and constructivist pedagogical theories, the program aims to bridge the gap between academic education and real-world industry practices by pairing first-year students with engineers from multiple manufacturing companies who volunteer as mentors. The program's primary objectives are to enhance students’ understanding of industry-relevant skills, familiarize them with industry-specific terminology, and develop their professional communication skills. Furthermore, the program focuses on improving students' ability to effectively communicate technical concepts to non-technical audiences, fostering teamwork, and encouraging self-assessment of leadership abilities in group environments.

The mentorship program follows Kolb’s experiential learning theory, which emphasizes learning through concrete experiences and reflection, enabling students to apply theoretical knowledge to practical, industry-related challenges. Additionally, Vygotsky’s social constructivism informs the structure of the program, where students actively construct knowledge through social interactions with their mentors and peers, providing a collaborative learning environment.

Since its implementation, the program has engaged sixteen industry professionals as mentors. Students must meet with their mentors at least three times during the semester, participating in structured activities such as company tours, project discussions, and professional development workshops. These interactions allow students to gain firsthand insights into industry expectations and professional environments. Beyond enhancing student learning, the mentorship program fosters strong industry-academia collaborations, raises the visibility of the Engineering Technology program, and potentially strengthens relationships with donors and sponsors.

This paper provides an in-depth analysis of the program's structure, logistical framework, and the pedagogical foundations underpinning its design. Additionally, it presents the outcomes of the first two cohorts, emphasizing the program’s impact on student learning and its broader institutional benefits.