Using Peer Mentoring to Enhance Student Experience and Increase Retention in Mechanical Engineering

This work in progress describes a new peer mentor program for first-year mechanical engineering students at the University of Utah. The program was initiated to help address the high attrition rate in the major, which is on par with the national average of 40-50%. It is expected that the peer mentor program will impact retention by creating a sense of belonging in the department and at the university. Peer mentor programs have been shown to increase both (1) levels of student success during the transition to higher education and (2) the likelihood of students identifying with the university community. In an effort to help new students feel included, the Department of Mechanical Engineering at the University of Utah has implemented a peer mentor program to serve all students new to the major, including incoming first-year and transfer students. The program distinguishes itself from similar peer mentor programs in several ways. First, the program is administered by the mechanical engineering department and services only mechanical engineering students. Second, the peer mentor program is an “opt-out” program, with all students new to the mechanical engineering department assigned a peer mentor before their first semester in the program. Third, peer mentors are recruited on a volunteer basis. Lastly, efforts were made to pair mentors and students based on common demographics and interests. The peer mentor program has had some success so far based on the limited quantitative and qualitative data available. Results show an improvement in retention in the first-year, which is one of the primary goals of the program. Survey results indicate that mentors were most effective in sharing knowledge about resources and inspiring mentees to continue in the program. Anecdotally and from responses to open-ended survey questions, students appreciate that the program exists, but may not have felt a need to connect with their mentor during the first semester. More data are needed to determine the long-term benefits of the program, but initial indications suggest this program is beneficial and will continue beyond the current academic year.