Frequencies of codes and sub-codes* among students' responses (N = 72) to how they interacted with their undergraduate mentor (N = 99) during year one and year two
| Main codes | Definitions of emergent sub-codes | Year one (N = 46) | Year two (N = 53) | Year one and two (N = 99) |
|---|---|---|---|---|
| Encouragement | 1 (2%) | 10 (19%) | 11 (11%) | |
| Affective relationship | 10 (21%) | 2 (4%) | 12 (12%) | |
| Cool | 3 | 1 | 4 (33%) | |
| Funny | 3 | 0 | 3 (25%) | |
| Friendly or kind | 3 | 1 | 4 (33%) | |
| Played games, told jokes | 1 | 0 | 1 (9%) | |
| Generally helpful/supportive | 13 (28%) | 14 (26%) | 27 (27%) | |
| Answering questions | 2 | 0 | 2 (7%) | |
| Helping with basic work related to the build | 4 | 4 | 8 (30%) | |
| Procuring supplies | 0 | 0 | 0 (0%) | |
| Non-specific in type of help or support | 7 | 10 | 17 (63%) | |
| Passive collaboration with mentor | 17 (36%) | 18 (34%) | 35 (36%) | |
| Giving out ideas, hints, advice, suggestions or telling students how to conduct the EDP | 15 | 16 | 31 (89%) | |
| Providing help on demand (e.g. making measurements) | 0 | 1 | 1 (3%) | |
| Rendering assistance when requested (with supplies) | 0 | 0 | 0 (0%) | |
| Asking questions guiding the process (no direct involvement) | 2 | 1 | 3 (8%) | |
| Active collaboration with mentor | 5 (11%) | 9 (17%) | 14 (14%) | |
| Teaching (not telling) how to engage in the EDP | 0 | 2 | 2 (14%) | |
| Generating ideas and co-creation of understanding | 2 | 2 | 4 (29%) | |
| Working with supplies to build, prototype or troubleshoot EDP | 2 | 4 | 6 (43%) | |
| Leveraging content-specific questions to guide the EDP | 1 | 1 | 2 (14%) |
| Main codes | Definitions of emergent sub-codes | Year one ( | Year two ( | Year one and two ( |
|---|---|---|---|---|
| Encouragement | ||||
| Affective relationship | ||||
| Cool | 3 | 1 | 4 (33%) | |
| Funny | 3 | 0 | 3 (25%) | |
| Friendly or kind | 3 | 1 | 4 (33%) | |
| Played games, told jokes | 1 | 0 | 1 (9%) | |
| Generally helpful/supportive | ||||
| Answering questions | 2 | 0 | 2 (7%) | |
| Helping with basic work related to the build | 4 | 4 | 8 (30%) | |
| Procuring supplies | 0 | 0 | 0 (0%) | |
| Non-specific in type of help or support | 7 | 10 | 17 (63%) | |
| Passive collaboration with mentor | ||||
| Giving out ideas, hints, advice, suggestions or telling students how to conduct the EDP | 15 | 16 | 31 (89%) | |
| Providing help on demand (e.g. making measurements) | 0 | 1 | 1 (3%) | |
| Rendering assistance when requested (with supplies) | 0 | 0 | 0 (0%) | |
| Asking questions guiding the process (no direct involvement) | 2 | 1 | 3 (8%) | |
| Active collaboration with mentor | ||||
| Teaching (not telling) how to engage in the EDP | 0 | 2 | 2 (14%) | |
| Generating ideas and co-creation of understanding | 2 | 2 | 4 (29%) | |
| Working with supplies to build, prototype or troubleshoot EDP | 2 | 4 | 6 (43%) | |
| Leveraging content-specific questions to guide the EDP | 1 | 1 | 2 (14%) |
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