Abstract:

One of the problems detected in students in the first year of university engineering degrees is the disparity in previous training in subjects such as mathematics or physics. One of the ways to support these students is the generation of propaedeutic courses. In this work we present the results of an experience related to the matter of Physics (the first academic year) of engineering studies at the University of Girona.

A professor acts as tutor of the course. One of the important aspects is that as support to the sessions in the classroom there are one or two mentors. The mentors are expert students of higher courses who act in the classroom when the students have some doubt when trying to solve (usually in a group) one of the practical cases raised by the professor.

The students who act as mentors have been trained in previous sessions with the support of the tutor. Their activity is recognized academically through a scholarship (or sometimes with internship credits).

Regarding the students who receive the training, most have a very basic knowledge of mathematics and physics. The previous experience (of the years prior to the realization of these student support activities) is that many abandoned their studies or need between 2 and 3 more years to complete their studies than the average.

Analysis of their academic results is being carried out during these last years and it is verified that the dropout rate has decreased significantly, and that the percentage of students who end up passing the subject that same academic year is around 50% higher than before.

The mentoring program has also been used for:
a) the generation and adaptation of teaching materials (including virtual learning), always under the supervision of a team of professors and
b) giving support with regular sessions (outside the classroom) to the first-year students assigned to them.

In this second case, they also help them in matters related to their integration in the university system (by supporting the development of a culture of participation in training actions and complementary activities organized by the University). The study also reveals that it is imperative for academic and students to generate teams to work jointly in providing effective student support mechanisms.

References:
[1] P. Catarino, A.P. Ares. Student support in education: an experience with tutoring program in higher education. INTED2017 Proceedings, pp. 3564-3571.
[2] M.Dawson, F. Cook. Student support in education: “You get out what you put in!”. ICERI 2013 Proceedings, pp. 2729-2738.

Keywords:

Mentoring, student support, Physics.