Persistence of Physics and Engineering Students via Peer Mentoring, Active Learning, and Intentional Advising

TL;DR

This study presents a low-cost peer-mentoring program that combines personal and academic support, significantly improving retention rates of physics and engineering students through active learning and advising.

Contribution

It introduces a novel peer-mentoring approach that effectively enhances student retention in STEM introductory courses.

Findings

20% increase in retention from first to third semester physics courses

Program's positive impact on student success and persistence

Effective combination of peer mentoring, active learning, and advising

Abstract

We have developed and implemented a low-cost peer-mentoring program that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. As a result of this program, retention has increased among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20 per cent increase in retention from first-semester to third-semester physics courses compared to years when this program was not in place.