Frequencies of codes and sub-codes* among students' responses (N = 39) to how they interacted with their teacher and undergraduate mentor during the STEM challenge
| Main codes | Definitions of emergent sub-codes | Teacher mentor (N = 49) | Undergrad mentor (N = 53) | Mentor totals (N = 102) |
|---|---|---|---|---|
| Encouragement | 4 (8%) | 10 (19%) | 14 (14%) | |
| Affective relationship | 0 (0%) | 2 (4%) | 2 (2%) | |
| Cool | 0 | 1 | 1 (50%) | |
| Funny | 0 | 0 | 0 | |
| Friendly or kind | 0 | 1 | 1 (50%) | |
| Played games, told jokes | 0 | 0 | 0 | |
| Generally helpful/supportive | 13 (27%) | 14 (26%) | 27 (26%) | |
| Answering questions | 0 | 0 | 0 | |
| Helping with basic work related to the build | 4 | 4 | 8 (30%) | |
| Procuring supplies | 0 | 0 | 0 | |
| Non-specific in type of help or support | 9 | 10 | 19 (70%) | |
| Passive collaboration with mentor | 24 (49%) | 18 (34%) | 42 (41%) | |
| Giving out ideas, hints, advice, suggestions or telling students how to conduct the EDP | 14 | 1630 (71%) | ||
| Providing help on demand (e.g. making measurements) | 0 | 1 | 1 (2%) | |
| Rendering assistance when requested (with supplies) | 1 | 0 | 1 (2%) | |
| Asking questions guiding the process (no direct involvement) | 9 | 1 | 10 (24%) | |
| Active collaboration with mentor | 8 (16%) | 9 (17%) | 17 (17%) | |
| Teaching (not telling) how to engage in the EDP | 3 | 2 | 5 (29%) | |
| Generating ideas and co-creation of understanding | 1 | 2 | 3 (18%) | |
| Working with supplies to build, prototype or troubleshoot EDP | 3 | 4 | 7 (41%) | |
| Leveraging content specific questions to guide the process | 1 | 1 | 2 (12%) |
| Main codes | Definitions of emergent sub-codes | Teacher mentor ( | Undergrad mentor ( | Mentor totals ( |
|---|---|---|---|---|
| Encouragement | ||||
| Affective relationship | ||||
| Cool | 0 | 1 | 1 (50%) | |
| Funny | 0 | 0 | 0 | |
| Friendly or kind | 0 | 1 | 1 (50%) | |
| Played games, told jokes | 0 | 0 | 0 | |
| Generally helpful/supportive | ||||
| Answering questions | 0 | 0 | 0 | |
| Helping with basic work related to the build | 4 | 4 | 8 (30%) | |
| Procuring supplies | 0 | 0 | 0 | |
| Non-specific in type of help or support | 9 | 10 | 19 (70%) | |
| Passive collaboration with mentor | ||||
| Giving out ideas, hints, advice, suggestions or telling students how to conduct the EDP | 14 | 1630 (71%) | ||
| Providing help on demand (e.g. making measurements) | 0 | 1 | 1 (2%) | |
| Rendering assistance when requested (with supplies) | 1 | 0 | 1 (2%) | |
| Asking questions guiding the process (no direct involvement) | 9 | 1 | 10 (24%) | |
| Active collaboration with mentor | ||||
| Teaching (not telling) how to engage in the EDP | 3 | 2 | 5 (29%) | |
| Generating ideas and co-creation of understanding | 1 | 2 | 3 (18%) | |
| Working with supplies to build, prototype or troubleshoot EDP | 3 | 4 | 7 (41%) | |
| Leveraging content specific questions to guide the process | 1 | 1 | 2 (12%) |
Note(s): At least one sub-code qualified as main code, there were no more than two sub-codes per main code.
*Sub-code percentages reflect the percent total of the code, not all main codes