Transforming the Gateway Course Experience
Today more than ever we need new and more student success leaders to step forward to make the changes that students need, and it offers the story of one such leader in the belief that it will help others see how they can make their own contribution to this movement.
#StudentRetention: Fostering Peer Relationships Through a Brief Experimental Intervention [the Closeness-Induction task which involves pairing up students to interview each other with a set of increasingly personal questions]
https://www.researchgate.net/publication/344790140_Student_Retention_Fostering_Peer_Relationships_Through_a_Brief_Experimental_InterventionSee also: Implementing the Fast Friends Procedure to Build Camaraderie in a Remote Synchronous
#Teaching Setting
https://journals.sagepub.com/doi/10.1177/00986283211065746#StudentSuccess #CollegeSuccess #Belonging #Retention Are your students feeling disengaged? Check out this article on using targeted and timely analytics to support struggling students and weather the storm.
#HigherEdIT #StudentRetention https://er.educause.edu/articles/2022/9/weathering-the-storm-targeted-and-timely-analytics-to-support-disengaged-students
Weathering the Storm: Targeted and Timely Analytics to Support Disengaged Students
Analyzing data across the institution to build a true picture of student engagement and using targeted, scripted reporting for meaningful insights has
'We find a same-sex peer mentoring relationship in 1st yr of college preserves women's confidence, well-being, internship success, STEM persistence 4 yrs later thru graduation & beyond"
https://www.nature.com/articles/s41467-022-34508-xCo-author Nilanjana Dasgupta highlights some findings:
https://twitter.com/Dasgupta_Psych/status/1591497579011137536?t=Y31Q2bJK1_sRK6QTBNl3LA&s=19#PeerMentoring #EngineeringEducation #STEMeducation #StudentRetention #Gender #EquityFemale peer mentors early in college have lasting positive impacts on female engineering students that persist beyond graduation | Nature Communications
Expanding the talent pipeline of students from underrepresented backgrounds in STEM has been a priority in the United States for decades. However, potential solutions to increase the number of such students in STEM academic pathways, measured using longitudinal randomized controlled trials in real-world contexts, have been limited. Here, we expand on an earlier investigation that reported results from a longitudinal field experiment in which undergraduate female students (N = 150) interested in engineering at college entry were randomly assigned a female peer mentor in engineering, a male peer mentor in engineering, or not assigned a mentor for their first year of college. While an earlier article presented findings from participants’ first two years of college, the current article reports the same participants’ academic experiences for each year in college through college graduation and one year post-graduation. Compared to the male peer mentor and no mentor condition, having a female peer mentor was associated with a significant improvement in participants’ psychological experiences in engineering, aspirations to pursue postgraduate engineering degrees, and emotional well-being. It was also associated with participants’ success in securing engineering internships and retention in STEM majors through college graduation. In sum, a low-cost, short peer mentoring intervention demonstrates benefits in promoting female students’ success in engineering from college entry, through one-year post-graduation. The authors report findings from their study of female student participants interested in engineering at college entry who were randomly assigned to a female peer mentor, male mentor, or no mentor for their first year of college. The authors show that students assigned to a female peer mentor show benefits in psychological experiences in engineering, aspirations to pursue postgraduate engineering degrees, and emotional well-being, which persists up to one year after graduation.
Doug Holton
EDUCAUSE