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This paper introduces a multi-tiered mentorship framework that connects K-12 students with undergraduate mentors through AI-assisted development, specifically using large language models and AI agents. By positioning high school students as product leads and undergraduates as technical architects, the framework was tested with a pilot project, LuckyTag, which demonstrated significant perceived barrier removal and enhanced understanding of system architecture among participants. The findings indicate that AI can enhance mentoring roles rather than replace them, highlighting the importance of human oversight in ensuring logical and secure outcomes in engineering projects.
AI-assisted mentorship can transform K-12 engineering education by empowering students to lead real-world projects while benefiting from undergraduate expertise.
K-12 students often possess creative engineering ideas but lack technical skills to build them, while undergraduates have coding expertise but few opportunities to lead real-world projects or mentor others. The rapid development of AI-assisted tools offers a potential bridge to connect these groups, yet the structure for effective K-12 and university collaborations remains underexplored. This paper introduces a multi-tiered mentorship framework enabling high school students to engage in authentic engineering through AI-assisted development using large language models and AI agents, while undergraduate mentors provide architectural oversight. We test this framework through LuckyTag, a privacy-preserving NFC-based lost-and-found system. The model positions high schoolers as product leads, undergraduates as technical architects, and faculty as minimal-intervention advisors. A pilot with four high school students, three undergraduates and two faculty yielded survey data showing high perceived barrier removal and gains in system architecture understanding. Thematic analysis reveals that AI amplifies rather than supplants mentoring demands, requiring human oversight for logic and security. These findings suggest a hybrid model for equitable K-12 and university collaboration on computing integration that emphasizes"AI micromanagement"and architectural reasoning over traditional syntax.
