Adapting to an unexpected hybrid campus: e-mentored femaleengineering students’ intrinsic motivation, sense of belonging, and perception of campus climate

Colleges and universities offer mentoring programs to assist students' academic and professional growth. This paper contrasts two peer mentoring strategies, one-on-one (PAIR) and network mentoring (GROUP for on-campus and GOAL for remote students), employed by an e-mentoring program developed to remain connected with students during the 2020 pandemic. The program was offered at a Purdue university that transitioned to a hybrid campus (a mixture of in-person and online classes) to address social distancing challenges. A total of 124 female engineering students were surveyed one time at the end of the mentoring cycle. Our findings suggest that participants' intrinsic motivation, sense of belonging, and perception of campus climate were not statistically different among mentoring modalities (PAIR, GROUP, and GOAL). Furthermore, a positive linear correlation was found between intrinsic motivation and sense of belonging.