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Evaluating the Success of Peer-led Student Interventions in a Freshman Year Experience Program

机译：评估新生年度经验计划中同行LED学生干预的成功

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This paper is a Work in Progress and will discuss the process and assessment of a structured peer mentor intervention plan implemented in a Freshman Year Experience (FYE) program at New Mexico State University, a Hispanic serving institution. The FYE program was implemented in Fall 2014 as an attempt to increase retention. After the first year of implementation, retentions rates from freshman to sophomore rose by 14.6%. The FYE program has several different components, including a hands-on introductory course, peer mentoring and tutoring, exposure to the engineering disciplines on campus, and other success initiatives. In Fall 2015, the program manager implemented an intervention program based on six-week performance grades that were entered by all 100 and 200 level instructors at the University. Students enrolled in the introduction to engineering course were required by their instructor and peer mentor to attend the interventions, if needed, as a means to increase student success. After the six week performance grades were posted all instructors of the introductory engineering course and peer mentors were responsible for meeting with the freshman who qualified for the intervention process. Students who received a C, D, or F grade were required to meet with their peer mentor during office hours. Students were required to attend (1) intervention session with their mentor based on the number of C or below grades reported. For example, if a student had four C or below grades, they were required to meet with their mentor once a week for the following four weeks. Data was recorded by the mentor which included the number of sessions a mentee attended, and what activities occurred during the session. Interventions were evaluated based on the students' final grades in comparison to their six week performance grades. Effectiveness was determined by the number of sessions a student attended and their letter grade increase. Interventions are one component of the FYE program and they have shown very promising results for student success.
机译：本文是一项正在进行的工作，将讨论在新墨西哥州州立大学的新生年度经验（FYE）计划中实施的结构化同行导师干预计划的过程和评估，这是一个西班牙裔美国人服务机构。 FYE计划在2014年秋季实施，以增加保留。实施第一年后，从新生到二年级学生的保留率上升了14.6％。 FYE计划有几个不同的组成部分，包括手持式介绍课程，同行指导和辅导，接触校园内的工程学科以及其他成功举措。 2015年秋季，该计划经理根据大学所有100和200级教师输入的六周性能等级实施了干预计划。如果需要，他们的教练和同伴导师要求参加工程课程介绍的学生作为提高学生成功的手段，以参加干预措施。六周绩效成绩发布后，介绍工程课程的所有教师和同行导师都负责与合资格流程的新生会面。收到C，D或F级的学生被要求在办公时间与他们的导师会面。根据报告的C或低于等级的额度，学生需要参加（1）干预课程。例如，如果学生有四个或低于等级，则需要在接下来的四周内每周一次与他们的导师会面。 DATA由导师记录，其中包括参加指令的会议数量，以及在会议期间发生的活动发生了哪些活动。与他们的六周绩效成绩相比，干预措施是根据学生的最终成绩进行评估。有效性取决于学生参加的会议数量和信函等级增加。干预措施是FYE计划的一个组成部分，他们为学生成功显示出非常有前途的成果。

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