2023 ASEE Annual Conference & Exposition

Attrition and retention are issues that have been the subject of ample pedagogical studies. For engineering, nationwide student retention rates fall anywhere in the range of 40% - 60%, with many students capable of completing an engineering degree switching to a different one. National studies consistently show that after junior year, the number of students either switching to non-STEM majors or dropping out from college is around 56%. This negatively impacts college retention and graduation rates as well as causes lasting negative consequences such as student loan debts for drop-out students. Statics and Dynamics are fundamental courses in the critical graduation path of almost every engineering major. A common complaint among Statics and Dynamics professors is the lack of the basic math and physics (MAP) prerequisite knowledge in newly enrolled students that is required for the successful completion of these courses and advancement in their majors.

In this ongoing study, the researchers developed a two-prong approach to address the above and increase student success. The approach involves 1) Creation of a specific set of modules specifically targeting the MAP prerequisite knowledge needed by the students to be successful in Statics and Dynamics courses and 2) Mentoring of “at-risk” students by student mentors (SMs) starting from the second week of the semester. The developed modules include pretests and targeted interventions based on each student’s knowledge needs. Sets of videos, practice problems, and further assessments are provided to ensure that all students have the same baseline knowledge and have the tools to be successful in these courses. In addition, assigning students to SMs who not only focus with the prerequisite and course knowledge but also help students with their social integration to the university environment. These close knits serve as a “Learning Community” providing opportunities for deeper understanding of the material being learned and closer interaction with faculty and fellow participants as well as helping them to navigate through all the university facilities and opportunities. This paper describes the authors’ efforts in developing and implementing the above approach along with some preliminary results.