Personne :
Deschênes, Claire.

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Deschênes
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Claire.
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Département de génie mécanique, Faculté des sciences et de génie, Université Laval
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  • Publication
    Restreint
    Academic mentoring and dropout prevention for students in math, science and technology
    (Trentham Books, 2011-11-18) Larose, Simon; Guay, Frédéric; Garceau, Odette; Harvey, Marylou; Deschênes, Claire.; Godin, Fanny; Tarabulsy, George M.; Cyrenne, Diane
    In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group.
  • Publication
    Restreint
    Personal and social support factors involved in students' decision to participate in formal academic mentoring
    (Academic Press., 2008-11-13) Larose, Simon; Guay, Frédéric; Garceau, Odette; Harvey, Marylou; Deschênes, Claire.; Cyrenne, Diane
    In this study, we examined the role of personal and social support factors involved in students’ decision to participate in formal academic mentoring. Three hundred and eighteen students completing Grade 11 and planning to study sciences in college filled out a questionnaire and were then asked to participate in an academic mentoring program during their first year of college. A total of 150 students agreed to take part in this program (volunteers) and 168 declined the offer (non-volunteers). The overall findings support the hypothesis that academic mentoring is more attractive for some students than others depending on their personality, help-seeking attitudes, academic dispositions, perceived support from friends, and support available during the transition to college. These findings were discussed in light of the different mechanisms proposed by mentoring and social support literatures.
  • Publication
    Accès libre
    Investigation of flow separation in a diffuser of a bulb turbine
    (American Society of Mechanical Engineers, 2015-09-03) Maciel, Yvan; Duquesne, Pierre; Deschênes, Claire.
    A three-dimensional unsteady flow separation in the straight diffuser of a model bulb turbine is investigated using tuft visualizations, unsteady wall pressure sensors, and particle image velocimetry (PIV). Experimental results reveal a link between the flow separation zone extension and the sudden drop in turbine performances. The flow separation zone grows as the flow rate increases past the best efficiency operating point (OP). It starts on the bottom wall and expands azimuthally and upstream. It deviates and perturbs the flow far upstream. Despite high unsteadiness, a global separation streamline pattern composed of a saddle point and a convergence line emerges.
  • Publication
    Restreint
    Impact of a college student academic mentoring program on perceived parental and teacher educational involvement
    (Wiley, 2012-07-12) Larose, Simon; Guay, Frédéric; Harvey, Marylou; Deschênes, Claire.; Tarabulsy, George M.; Cyrenne, Diane; Garceau, Odette
    This article examines the hypothesis that academic mentoring of college students improves perceived parental and teacher educational involvement. College students were randomly assigned to a 1-year academic mentoring program (protégés, n = 150) or a control group (n = 167) and completed questionnaires before, during, and after the intervention. Protégés perceived greater levels of parent and teacher educational involvement than did participants from the control group. However, the impact of the mentoring program on perceived parental involvement was found only among students who reported a secure relationship with their parents. Additional analyses suggest that some of these improvements were related to quality of the working alliance between mentors and protégés and to supportive behaviors exhibited by mentors during the intervention