Project Overview

Project: 2016-17 Engineering Design/Development
Teacher: Jim Weber
School: Timberland
Location: 559 East Highway N
Start Date: 09/25/2016
End Date: 07/31/2017

Participant totals:
Student Participants: 4
Mentor Participants: 3

Survey Totals:
Teacher Survey: 1
Student Surveys: 4
Mentor Surveys: 3

Mentor Project Survey Results

Please indicate the student skill areas that you feel you influenced through this project.
0 - Improved math comprehension and ability
3 - Improved science comprehension and ability
1 - Improved written communication skills
2 - Improved basic research skills
3 - Improved project management skills
2 - Improved collaboration skills

Please indicate if your mentoring support aided your student in the following areas.
2 - Better understanding of a professional work environment
0 - Improved awareness of post-secondary educational opportunities
1 - Increased desire to research and plan for post-secondary education
2 - Improved awareness of the value of a professional support network

The average quality of the messages received from students throughout the project.

Did your student share a final product (presentation, research report, plan, etc) with you for this project?
0 - N/A
0 - Yes
3 - No

Average level and quality of assistance received from the teacher throughout the project.

Average level and quality of assistance you received from Mentored Pathways staff throughout the project.

Things either the teacher or the Mentored Pathways Staff do to make a similar project more successful.
Possibly provide information about the student and whether they have strengths to leverage, or weaknesses to try to improve on.
Teacher - Send out a project plan / timeline. Help mentors to understand schedule pressures to ensure we can give feedback before deadlines.
For the project planning staff: 1. Reduce the word-count of the project descriptive steps by 50% [I'm a nerd and detail oriented and yet found it so tedious that I skipped and skimmed much of it only to come come back and try again. I can only imagine that a less discerning mind may skip even more; comprehend and internalise even less. Simplicity grows compliance.] 2. Consider making the process more check-list style (using fewer words) with added reinforcement afterwards, per step.

Feedback regarding the quality of the student's final project as well as suggestions for improvement.
I thought that the project was well structured, the website was clear, concise, easy to read, formatted according to a process I've seen in my profession, and contained pertinent and relevant information.
Fantastic project effort throughout, really strived to achieve above and beyond expectations in deliverables and device performance.
The student picked a project that promoted a study on engineering principles, functionality, the market...most all the topics one can hope for when growing a future leader. I feel he did very well to combine all his and his partners results into a coherent display. His modeling techniques showed a good grasp on scale and function--without over emphasizing or over-selling the concept. I've seen a few of these projects and its tempting to oversell a concept. Kyle took a problem and created a practical and functional device to resolve it. While there's always room for improvement, none I can offer would have made the product better or the project display more impressive. The only feedback I'd give is about the process. Its important to reach out, even in short messages, as a way to keep a project fresh on everybody's mind. This keeps the stake holders aware of progress. It can stimulate conversations around some improvement in, perhaps, an unexpected way. It allows for more cross-pollination. Write a note when things go pear-shaped, a note on a success and anything in-between. In this way, I would encourage Kyle to keep up the good work and keep the conversation alive and regular.

Overall experience in the program.

Would you consider mentoring new students in the future?
0 - No
3 - Yes

Why or why not.
I feel like this was a way to get familiar with the process, students, and what to expect regarding interactions/communication, and how to manage time to provide useful feedback
Fun way to engage and help younger students who are doing something similar to what I did during my schooling.
I'm in. Once again, I got to be part of a bigger picture; a vision made real. Very satisfying stuff.

The most rewarding aspect of participating.
Seeing the project come together at the end, and being able to provide advice on the engineering aspects as well as career guidance
Seeing the student take the overall, high-level understanding away from our interactions and apply it to their project.
On this project, there were some trials with a mentoring change and yet Kyle kept tempo. It was good to follow his path through the engineering steps and working out bugs.

The most difficult aspect of participating.
Not being able to work directly with the mentee on the parts of the project, and not having questions answered by the student that were asked regarding specifics of project deliverables. It was difficult to gauge the usefulness of my responses given the types of feedback and whether they were relevant or not.
Continually finding new ways to be an effective mentor.
The only gaps for me were a lack of detail from the student at times. Its a lot to manage, I know, yet the many messages in person (at school) and to teachers, via the Pathways site--all are important. Still, I would like to have had a more regular update, small notes, on steps or discussions. On a pain scale of 0-10, a 2 at most.

First time you've been part of a formal mentoring program.
2 - No
1 - Yes