Near-Peer Mentoring in Data Science: A Plot for Mutual Growth
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| Titel: | Near-Peer Mentoring in Data Science: A Plot for Mutual Growth |
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| Autoren: | Chiara Sabatti, Qian Zhao |
| Quelle: | The American Statistician. :1-16 |
| Publication Status: | Preprint |
| Verlagsinformationen: | Informa UK Limited, 2025. |
| Publikationsjahr: | 2025 |
| Schlagwörter: | FOS: Computer and information sciences, 4. Education, Other Statistics (stat.OT), 05 social sciences, Other Statistics, 0503 education |
| Beschreibung: | Universities have been expanding undergraduate data science programs. Involving graduate students in these new opportunities can foster their growth as data science educators. We describe two programs that employ a near-peer mentoring structure, in which graduate students mentor undergraduates, to (1) strengthen their teaching and mentoring skills and (2) provide research and learning experiences for undergraduates from diverse backgrounds. In the Data Science for Social Good program, undergraduate participants work in teams to tackle a data science project with social impact. Graduate mentors guide project work and provide just-in-time teaching and feedback. The Stanford Mentoring in Data Science course offers training in effective and inclusive mentorship strategies. In an experiential learning framework, enrolled graduate students are paired with undergraduate students from non-R1 schools, whom they mentor through weekly one-on-one remote meetings. In end-of-program surveys, mentors reported growth through both programs. Drawing from these experiences, we developed a self-paced mentor training guide, which engages teaching, mentoring and project management abilities. These initiatives and the shared materials can serve as prototypes of future programs that cultivate mutual growth of both undergraduate and graduate students in a high-touch, inclusive, and encouraging environment. |
| Publikationsart: | Article |
| Sprache: | English |
| ISSN: | 1537-2731 0003-1305 |
| DOI: | 10.1080/00031305.2025.2550314 |
| DOI: | 10.48550/arxiv.2211.08637 |
| Zugangs-URL: | http://arxiv.org/abs/2211.08637 |
| Rights: | CC BY NC SA |
| Dokumentencode: | edsair.doi.dedup.....e47ef88a6447ded16011e065a397cba5 |
| Datenbank: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstract: | Universities have been expanding undergraduate data science programs. Involving graduate students in these new opportunities can foster their growth as data science educators. We describe two programs that employ a near-peer mentoring structure, in which graduate students mentor undergraduates, to (1) strengthen their teaching and mentoring skills and (2) provide research and learning experiences for undergraduates from diverse backgrounds. In the Data Science for Social Good program, undergraduate participants work in teams to tackle a data science project with social impact. Graduate mentors guide project work and provide just-in-time teaching and feedback. The Stanford Mentoring in Data Science course offers training in effective and inclusive mentorship strategies. In an experiential learning framework, enrolled graduate students are paired with undergraduate students from non-R1 schools, whom they mentor through weekly one-on-one remote meetings. In end-of-program surveys, mentors reported growth through both programs. Drawing from these experiences, we developed a self-paced mentor training guide, which engages teaching, mentoring and project management abilities. These initiatives and the shared materials can serve as prototypes of future programs that cultivate mutual growth of both undergraduate and graduate students in a high-touch, inclusive, and encouraging environment. |
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| ISSN: | 15372731 00031305 |
| DOI: | 10.1080/00031305.2025.2550314 |