Impact of E-mentoring on Career Awareness and Exploration
Doreen H. Kinkel, Ph.D.
Department of Animal and Wildlife Sciences
MSC 228
Texas A&M University-Kingsville
700 University Blvd.
Kingsville, TX 78363
voice: (361)-593-3948
e-mail: [email protected]
Context
Texas A&M University Kingsville
 13 county area served, several counties with poverty rates of 40%
 enrollment: approx. 6000, with approx. 700 in College of Agriculture and Human
Sciences (mostly undergraduate)
Hispanic enrollment:
under age 25:
1st generation college student:
on financial aid:
academic persistence (freshman to
sophomore year, 5 year average):
6 year graduation rate (5 year average):
60%+
60%
70%
>50%
59%
22%
Implications
 limited career awareness
 travel may be associated with being migrant workers
 family ties
Succession Planning and Workforce Diversity
USDA Workforce:
average age:
30 and younger:
50 and older:
44
8026 (8.97%)
33909 (37.92%)
USDA Hispanic Workforce
permanent employees
percentage USDA workforce
average age:
average education level:
5100
5.7% vs 6.1% target
43
2+ years of college
average age of farmers:
55
Developmental Approach to Career Planning and Preparation
Career awareness→career exploration→career development
career awareness: learning types of jobs or positions in an area of interest
career exploration: learning skills and aptitudes needed for a job or position and
characteristics of a job or position, e.g., salary, work environment, job benefits
career development: experiential learning through activities associated with a job or
position; enhances career decision-making




Purpose
impact career awareness and exploration
engage students in career development activities
increase willingness to leave geographic area
improve career decision-making
Objectives
 improve awareness of careers in food and agricultural sciences of incoming
freshman students through e-mentoring and career portfolio
 enhance career exploration through e-mentoring and job shadowing
 facilitate career development by participation in conferences of professional
organization




Methodology
e-mentoring incorporated into existing freshman course
career portfolio assembled as course requirement
job shadowing of e-mentor following summer
participate in conference of professional organization
Results of pre-mentoring
Fall 2002, n=15
Fall 2003, n=23
Definition of a mentor:
6 could provide an answer
6 could provide an answer
Have you been involved in a formal mentoring relationship?
Yes=3
No=1202
Yes=2
No=2103
Please describe:
 in 8th grade for a shadowing project for career development I shadowed at an
animal clinic in Corpus
 with my dad and how he plays the guitar02
 the Texas A&M University Kingsville Student Activities Mentor Program
involved in a mentoring program here at TAMUK03
If you have been involved in a formal mentoring relationship, was it one on one or a
group mentored by one or more adults?
2 involved in one on one, 1 in group02
2 involved in one on one, 0 in group03
Have you been involved in a youth group such as 4-H, Boy/Girl Scouts, Boys/Girls
Club, church?
Yes 12
No 302
Yes 20
No 303
Please describe:
4-H 5
FFA 6
4-H 8
FFA 5
Scouts 4
Scouts 8
Church 7
Church 13
Other 402
Boys/Girls Club 4
Other 103
Circle your response to the following:
1. Willingness to be involved with a mentor:
only if I really have to
sounds OK
1
2
3
7%
0
20%
0
9%
17%
2. Education is key to a good career:
not especially important kind of important
1
2
3
3. Education is key to a good quality of life:
not especially important kind of important
1
2
3
13%
13%
interested to see what I can get from it
4
5
20%
53%
26%
48%
4
7%
17%
essential
5
93%
83%
4
20%
26%
essential
5
67%
61%
4. Willingness to relocate to another part of the US:
not a chance
maybe
definitely-an adventure
1
2
3
4
5
13%
13%
33%
20%
20%
13%
4%
48%
13%
22%
5. Willingness to do a formal internship away from home or college:
not a chance
maybe
definitely-an adventure
1
2
3
4
5
40%
27%
33%
9%
30%
26%
35%
6. Can you list or describe at least 5 jobs that involve animals that require a college
degree besides veterinarian and biology teacher?
not at all
possibly
very easily
1
2
3
4
5
7%
0
47%
13%
33%
9%
13%
57%
13%
9%
7. How much “research” have you done into the career you have chosen?
not much
looked at brochures/websites interviewed people doing job
1
2
3
4
5
7%
33%
27%
33%
4%
13%
26%
43%
13%
8. How important is your undergraduate grade point average (GPA) in finding a job
after graduation?
not at all
sort of important
extremely important
1
2
3
4
5
7%
93%
4%
22%
74%
About how many people have you discussed your career ideas with?
range 0-20; mean 8.602
range 1-35; mean 7.303
About how many people have you talked with about their job/career?
range 0-10; mean 4.602
range 0-20; mean 5.403
Who has had the most influence on your career choice up to this point? Why?
Parent/Family 33% Teacher 20% Self 20% Other 27%02
Parent/Family 43% Teacher 4% Self 35% Other 26%03
 how important it is to do something I love
 is the one who pushes me to get up and go study
 because he made me realize I need to love what I’m doing or else its work02
 me, because no one believes I can do it
 I see what he had learn and decided that is what I want to do
 he encourages me to excel in a good career
 myself, I chose to do this, and when my mind is made up, its hard to change
 the Animal Channel
 me, because I want to do what makes me happy03
What are the four most important aspects of the career you have chosen?
(02)
(03)
Animal
40%
70%
Pay
27%
22%
Enjoy/Fun
27%
26%
Communicate/social/help
27%
35%
Hands on
20%
13%
Other
67%
61%
List the types of jobs/careers you know of that involve animals:
(02)
 research, education
 game warden, veterinarian, ag teacher, wildlife biologist
 vet, livestock inspector, ranch manager
 wildlife management, veterinarian, ag teacher, genetic research, animal scientist
 veterinary
 veterinarian, USDA inspector, FDA, genetic specialist
 zookeeper, wildlife management, vet, biology teacher, ranch management
 ag teacher, county agent, feedlot worker, USDA
 vet, biomed, ranch management, feedyard management, working for
pharmaceutical companies
 vet, teachers
 vet, zoologist, animal research, marine biologist
 border patrol, police, firemen, research, farming, ranching, veterinary
 zoology, veterinarian, marine biology, biology
 veterinarian, vet tech, ag science teachers, AnSc professors
(03)
 vet, animal research, USDA, TDA, extension agent
 pre-vet, vet, animal shelter worker
 zoology, vet tech., vet., biologist
 wildlife biologist, livestock inspector, veterinarian, ranch manager
 zookeeper, vet, ranchers, breeders, trainers
 veterinarian, marine biologist, biology teacher, zoo keeper, zoologist
 research on animals, ag teacher, vet., vet tech., and cowhand
 vet
 wildlife management, vetinarian, biologist
 zoo person and breeder
 game warden, vet, rancher, wildlife manager
 zoo, marine biology, wildlife management, veterinary medicine
 ag teacher, county extension agent, vet science, farm and ranch manager
 vet, biologist, zoologist, certain scientists
 veterinarian, vettech, zookeeper
 vet, biologist, rancher/farmer
 USDA, vet, ag teacher
 1. Zoology, 2. Marine biologist, 3. Veterinarian
 zoologist, seeing eye-dogs, assistant dogs, slotter houses, sea world
 zoologist, zookeeper, veterinarian
 veterinarian, ranch/farmer, animal trainer, animal hair stylist
Which of the following have you done? (Check all that apply)
(02)
(03)
13%
26% looked at “Occupational Outlook” relative to your chosen career
67%
78% looked up the average salary for your chosen career
53%
43% looked up the average number of hours worked per week in
your chosen career
33%
43% looked up the grade point average (GPA) needed to get into
your chosen career
47%
57% developed a resume
40%
35% have a resume that is current
60%
57% had a paying job working for an employer
40%
26% been involved in FFA Career Development Contests
47%
17% been involved in “job shadowing” of someone in the career you
have chosen
47%
35% worked for someone in the career you have chosen
Results of post-mentoring, students
Fall 2002, n=13
Fall 2003, n=18
How many times did you e-mail your mentor?
range 3-30; mean 8.102
range 5-15; mean 8.503
Did you contact your mentor once each week or more?
Yes 9 No 402
Yes 14 No 403
How many times did your mentor e-mail you?
range 2-30; mean 8.302
range 3-15; mean 8.503
Did your mentor contact you once each week or more?
Yes 6 No 702
Yes 11 No 703
Give an overall rating of the quality of the interaction with your mentor in the following
areas:
totally boring
1
somewhat interesting
2
3
31%
6%
22%
enjoyed the interaction
4
5
23%
46%
22%
50%
not very caring
1
somewhat caring
2
3
8%
8%
22%
acted like a parent
1
2
8%
6%
like a buddy
3
23%
28%
told me what to do
offered an opinion
1
2
3
46%
6%
33%
gave no guidance
1
gave some guidance
2
3
8%
15%
11%
17%
definitely cared
4
5
38%
46%
33%
44%
like a friend/guide
4
5
15%
54%
22%
44%
helped me decide for myself
4
5
31%
23%
28%
33%
gave good guidance
4
5
38%
38%
17%
56%
Rate the following given the scale:
1=Strongly Disagree (SD)
3=neutral
I feel my mentor cared about me
5=Strongly Agree (SA)
SD
1
2
SA
3
4
5
46% 15% 38%
33% 17% 50%
I know more about types of positions and
careers than when I started
1
2
3
4
5
15% 8%
15% 62%
6%
28% 39% 28%
My knowledge of careers increased through
my interaction with my mentor
1
8%
6%
2
8%
6%
3
4
5
8%
46% 31%
17% 50% 22%
I am more interested in exploring career
options than when I started
1
8%
2
3
4
5
31% 38% 23%
6%
50% 44%
I am more willing to move to another place
to take a job than when I started
1
2
3
4
5
23% 38% 38%
28% 28% 39%
6%
About what % of your interaction with your mentor was about:
(02)
careers
range 20-100%
mean 45%
(03)
5-80%
38%
personal (interests, family, friends, etc.)
range 0-65%
mean 22%
5-75%
25%
classes, including professors/instructors
range 0-50%
mean 22%
5-60%
22%
other college related but not classes
(housing, food, campus activities, etc.)
range 0-20%
mean 12%
0-50%
14%
Check all that apply
(02)
(03)
46% 50% I gave my mentor a chance to help me solve a problem
54% 56% I gave my mentor a chance to help me develop a goal
38% 56% My mentor helped me solve a problem
46% 67% My mentor helped me identify a goal
92% 94% My mentor gave me good advice
69% 72% My mentor helped me have a new perspective on school
69% 72% My mentor helped me have a new perspective on careers
38% 33% I let my mentor know how they could help me
85% 89% I felt my mentor respected me
77% 78% I would like to continue my relationship with my mentor
23% 11% I am glad to end my relationship with my mentor
Recommendations
 I would definitely like to do this again. It is a good idea to continue for next years
freshmen
 He was a very interesting guy, I feel like he respected me. I wish I could meet him
personally instead of just over internet
 Really good mentor. It was worth it and this is a good program
 She’s cool!!
 I think the next time you do this e-mentor stuff, you should find similarities of the
student and the mentor before pairing them up02
 I really enjoyed having my e-mentor interaction, it was great. I really got to know
Luis and I would now consider him a friend
 my mentor was really busy, she is always on the road, this made it hard for her to
e-mail me
 would love to stay in touch with e-mentor
 keep the e-mentor program up and running! Its great! Do you keep using the ementor program in other classes other than AGRI 1201?
 I recommend that e-mentoring be used in future years for this course
Results of post-mentoring, mentors
Fall 2002, n=7
Fall 2003, n=12
How many times did your mentee e-mail you?
range 4-15; mean 6.402
range 2-20; mean 9.003
Did your mentee contact you once each week or more?
Yes 2
No 502
Yes 5
No 803
Give an overall rating of the quality of the interaction with your mentee in the following
areas:
totally boring
1
2
15%
had no impact on mentee
1
2
14%
8%
15%
surface level interaction
1
2
43%
15%
15%
burdensome, dreaded
1
2
8%
3
14%
30%
very interesting
4
5
43%
43%
23%
31%
3
29%
23%
felt I had an impact
4
5
29%
29%
46%
8%
3
14%
31%
3
14%
15%
came to know them as a person
4
5
29%
14%
23%
15%
enjoyable,
4
43%
38%
looked forward to
5
43%
38%
parent/authoritarian
1
2
unsatisfying, unrewarding
1
2
15%
8%
guide/resource
4
5
43%
43%
42%
25%
3
14%
38%
very satisfying, rewarding
4
5
29%
43%
54%
15%
3
29%
8%
Rate the following given the scale:
1=Strongly Disagree (SD)
3=Neutral
NA=Not Applicable
SD
I felt...
I was able to provide valuable
1
insight about careers
8%
5=Strongly Agree (SA)
SA
2
3
4
5
NA
14% 14% 43% 29%
8%
31% 46% 8%
I was able to provide valuable
insight about academics
(performance in classes)
1
2
3
4
5
NA
29% 14% 43% 14%
15% 15% 31% 15% 23%
I was able to provide valuable
insight about personal issues
1
2
3
4
5
NA
14%
43% 43%
8%
23% 31% 8%
23% 8%
I had a positive affect on mentee
1
15%
mentee was open to the
interaction of mentoring
1
2
3
4
5
NA
29% 43% 29%
31% 38% 15%
2
3
4
5
NA
14%
57% 29%
15% 8%
23% 23% 31%
About what % of your interaction with your mentee was about:
(02)
careers
range 10-75%
mean 41%
(03)
5-100%
35%
personal (interests, family, friends, etc.)
range 5-35%
mean 19%
0-75%
31%
classes, including professors/instructors
range 10-50%
mean 25%
0-40%
22%
other college related but not classes
(housing, food, campus activities, etc.)
range 0-40
mean 14%
0-25%
12%
Check all that apply
(02) (03)
29% 25% My mentee asked for help to solve a problem
71% 75% My mentee asked for advice about a matter
43% 75% My mentee asked for goal related guidance
14% 17% I helped my mentee solve a problem
86% 75% I provided advice about a matter
29% 42% I assisted my mentee in identifying or attaining a goal
100% 83% I provided information on a topic to my mentee
86% 100% I shared ideas with my mentee
57% 67% I shared feelings with my mentee
29% 67% My mentee let me know how I could help them
86% 75% I felt my mentee respected me
Would you like to continue your e-mentoring relationship with your mentee now that
the semester is over?
Yes 86%
No 14%02
Yes 69%
No 31%03
Why or why not?
 Initially, I had the impression that my mentee was not all too thrilled in participating
in the program. It was fun seeing her evolve to understand that I am just a person
that has some similar likes and dislikes. I could tell things piqued her curiosity at
times which made the exchange more interesting. What probably makes it
worthwhile is acknowledging that you can learn something from someone younger
than you also.
 Perhaps could be more helpful later after goals became more clear
 Yes, if she has time. I know she is really busy.
 If my mentee felt that I was helpful I would like to continue our relationship
 It was interesting to meet and try to offer guidance to mentee02
 yes, because I believe that my mentee and I had a positive e-mentoring
relationship. I feel I was an outside supporter, encourager, and friend to an
individual longing for a positive influence. I see value in long-term encouragement
from a mentor in the same career field as the mentee.
 I did not feel that XX was interested in pursuing a mentoring relationship. She took
a long time to answer emails and I felt that she waited to the last minute to get
things done
 I would like to be available to the mentee, but not as structured time is a big factor
for me
 am willing to help any way that I can
 she is a great kid and I really enjoyed our correspondence
 I’m interested in her successes
 I think he’s a good kid and I can be helpful to him if he decides to pursue a career
with hogs
 of little value
 only heard from mentee twice...he did not seem to be interested in the project03
Liabilities and related matters aside, would you be interested in participating in “jobshadowing” (on site) for 2-3 days by your e-mentee?
Yes 43%
No 57%02
Yes 92%
No 8%03
 I don’t have the time in what I am doing right now.02
 no comments03
Would you be willing to serve as an e-mentor again next fall?
Yes 100% No 0%02
Yes 83%
No 17%03
 no, out of country, otherwise-yes
Were there any issues you felt uncomfortable dealing with in your interaction with your
mentee? How did you handle it?
 no (5 times)
 I felt that mentee had unrealistic ideas about future plans. Waited for opportunity to
address it. Opportunity never appeared.
 Not really. I felt comfortable with everything my mentee approached me with.02
 no (6 times)
 I felt that XX did not respect my time; 1st email just to say hello, I wrote back
sharing quite a bit of information to start things...she did not reply until a month
later when she had some issues about changing majors...again, I answered her
with a lot of ideas and suggestions...she didn’t write back until 3 weeks later when
she wanted me to fill out an interview survey that needed to be turned in...Long
survey!:)...she didn’t write back until 3 weeks later saying that she had overslept
and missed deadlines and probably flunked your class. I am not expecting that
she’ll write me back.
 none came up although I did not contact her as much as I should have03
Were there any specific problems or areas that I can help with to support the
mentoring relationship?
 I am not sure. You can only make them ask so many questions. The goal is to
have them want to ask questions. I assume much of the rest of the class centers
on trying to gain some solid direction for the students. Everybody wants to be prevet/med their first year of college, which is all very general and abstract. To get this
to be a little more “real” I am thinking of more questions for the mentor in relation
to their goal like: Are there a lot of animal diseases in Texas? What do you think of
anthrax? Do you ever think of e. coli in your food? Of course these can’t just be
listed questions but peppered in regular email conversations and everyone has a
different way of looking at communication, but it is just an after thought to some of
my interactions. Best of luck!!
 Perhaps you might consider giving the mentees access to background information
on us and allowing them to choose someone they might find interesting. Most
students would prefer someone with a practice background I suspect...but even
within that area the differences between food and companion animals is
strong...and regulatory work is low on the list...however, we could probably be
more helpful...build a relationship more quickly...and be more helpful...with
someone who has similar interests within the profession.
 no (4 times)
 you did a great job
 Everything went well I really enjoyed this experience. The e-mentoring book is an
excellent resource02
 requiring mentees to establish weekly/biweekly contact with mentor may be helpful
 no (3 times)
 I think you’re doing a great job now03
Other recommendations:
 This was an excellent learning experience. Communication with young people is
an unfamiliar exercise for me and probably others in similar positions. I found it of
great value and will hopefully do a better job in the future. Things were awkward at
first because of our dissimilar backgrounds...and I had the impression that
available time for the mentee was limited. In total it was a great experiment.
 Perhaps expand your program to include college seniors who have a little better
idea of where they want to go in life.
 none02
 more often than not, my e-mentee addressed me with personal issues going on in
her life. I was more than glad to provide encouragement, yet I wanted to get more
involved on the academic side of her life. Almost every time I asked about
academics, the e-mentee directed everything to her personal issues. In order to
tap into the e-mentee’s academic endeavors, I would recommend more exercises
(like the professional survey) to help the students and e-mentors retain some
focus on academics. I am not sure what questions should or could be asked.
 thanks for asking me to be a part of this program, I see it as a good opportunity to
provide guidance and support to young individuals.
 ”my” mentee seemed very open and communicative. What more could I ask?
 professionalism was a bit of an issue with my protégé. A better word to them
about the level of the people they are contacting before the start of the program
could have helped.
 with this mentee, it was obvious that they had no interest in the project and felt it to
be a burden on his time...03
Career Portfolio Components








Emotional Intelligence 7 step program
MyRoad.com IDme (major, career, personality profiler)
Holland Hexagram
Informational interview with e-mentor
Informational interview with career professional
MyRoad.com MyPlan (my plan, resume builder)
Academic plan (semester by semester through graduation with estimated cost)
Reflective paper (to include other research on career)
Additional career related assignments
 “My story” written assignment: used to initiate contact with e-mentor
 “10 years from now” written assignment: end of semester, describe a day in your
job
 Class schedule for spring
Career Exploration/Career Development
Job shadowing
 shadowed e-mentor
 at work site for 3-5 days
Participation in professional conferences
 Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS)
National Career Fair and Training Conference
Assessment of MANRRS 2003 Conference
n=7 out of 9 attending (4 program participants replied)
1. With how many exhibitors at the Career Fair did you discuss career opportunities?
4-6: 14%
7-10: 43% more than 10: 43%
2. How likely are you to submit a resume or an application with one of the exhibitors
or others that you met at the conference?
Not at all
Maybe
Highly likely
1
2
3
4
5
29%
71%
3. To what degree did the Career Fair expand your understanding of career
opportunities?
Not at all
Somewhat
Very much so
1
2
3
4
5
57%
43%
4. Attending the MANRRS conference was a worthwhile use of my time and financial
resources.
Not at all
Maybe
Very much so
1
2
3
4
5
43%
57%
5. I would be interested in attending MANRRS conferences in the future
Not at all
Maybe
Very much so
1
2
3
4
5
14%
14%
14%
57%
6. I found the interaction with other students from other universities to be beneficial
and interesting
Not at all
Maybe
Very much so
1
2
3
4
5
57%
43%
7. Overall, the workshops provided useful information or impacted my thinking
Not at all
Maybe
Very much so
1
2
3
4
5
29%
29%
43%
8. I would recommend this experience to other students
Not at all
Maybe
Very much so
1
2
3
4
5
14%
14%
71%
9. I am considering different or additional career opportunities that I had not
considered before because of my attendance at the conference
Not at all
Maybe
Very much so
1
2
3
4
5
14%
29%
43%
14%
10. The USDA-HSI liaison (Jan Melendez) provided useful assistance and support
Not at all
Maybe
Very much so
1
2
3
4
5
14%
86%
11. The most important or significant thing I learned from the conference was:
 opportunities to study abroad; USDA positions available
 the numerous career opportunities and interacting with professionals
 I gained exposure to many possible career opportunities that exist for my degree
plan
 there are a lot of opportunities for veterinarians other than private practices
 how to move around the stock market
 how many careers are available that have to do with ag
 the different career opportunities out there
12. The best thing about the conference was:
 career fair/meeting and talking with new people, especially USDA
 career fair
 it was relaxed and we were able to enjoy ourselves
 the career fair
 the exhibits
 the workshops
 cultural diversity
13. The worst thing about the conference was:
 racial difference
 long meals and lack of diversity
 I felt slightly out of place
 the food and the dinner meeting
 the “closemindedness” of the MANRRS conference
 the conferences
 that the career fair wasn’t long enough
Impact
Michelle
in May, interviewed, was offered, and accepted USDA internship in Washington DC
Summer 2003
Jennifer
has modified career plans to be USDA-FSIS veterinarian; expressed interest in
applying for USDA-HACU internship for Summer 2005
Noe
taken leadership role with on-campus chapter of MANRRS; applied for internships,
awaiting decision
will be looking at persistence (freshman to sophomore year), GPA, participation rates
in internships and undergraduate research programs to assess
Acknowledgements
Pioneer Hi-Bred International, A DuPont Company for providing funding to support job
shadowing and participation of students at MANRRS conference
USDA-CSREES Hispanic-Serving Institutions Education Grants Program for providing
funding to continue development of the program
Resources
http://education.tamuk.edu/eiconf
conference on Emotional Intelligence at Texas A&M University-Kingsville
Gary R. Low at [email protected] or Darwin Nelson at [email protected]
www.mentoring.org/run_a_program/main/common/main.adp?Community=5
provides information about designing an e-mentoring program
www.mentoring.org/ementor and www.mentoring.org/ementee
online training program for ementors and ementees
www.mentornet.net
is “the award-winning nonprofit e-mentoring network that addresses the retention and
success of women in engineering, science and mathematics...provides highly
motivated proteges from many of the world’s top colleges and universities with
positive, one-on-one, email-based mentoring relationships with mentors from
industry and academia
www.myroad.com
sponsored by collegeboard.com, resource to explore majors, find a college or
university, research careers, has instruments for identifying personality types, what
majors and careers best suit one’s style preferences, “resume builder,” and more
www.its.caltech.edu/~connect/guidelines.html
provides guidelines for appropriate e-mail communication in e-mentoring
www.3creek.com/newsletters/Masterful_Mentoring_Mar03.pdf
characteristics and descriptions of effective mentees and mentors