Source: The FASEB Journal, 30(1 Supplement), 885–4.
Author(s): Matias, A., Ortiz, P., Elphick, G. F., Duncan-Poitier, J., Lansing, J., Groome, M., & Breton, K.
The United States is facing a crisis: Not enough students are being trained in the areas of science, technology, engineering and mathematics (STEM) to support and foster economic growth. In response, during 2013–2015, the State University of New York (SUNY) and the New York Academy of Sciences (NYAS) trained over 100 SUNY graduate students and post-doctoral fellows to deliver STEM content and mentor underserved middle-school students in an afterschool program funded by the National Science Foundation. Many studies have examined how students are positively impacted through this kind of program, however, the impact of mentoring on the mentors themselves is not well documented.
Matias, A., Ortiz, P., Elphick, G. F., Duncan-Poitier, J., Lansing, J., Groome, M., & Breton, K. (2016). Building the Capacity of STEM Graduate Students to Mentor in an Informal Afterschool Program. The FASEB Journal, 30(1 Supplement), 885–4.