Required Peer-cooperative Learning Improves Retention of STEM Majors

Background Peer-cooperative learning has been shown in the literature to improve student success in gateway science and mathematics courses. Such studies typically demonstrate the impact of students’ attending peer-led learning sessions on their learning or grades in an individual course. In this article, we examine the effects of introducing a required, comprehensive peer-cooperative learning system across five departments simultaneously at a master’s public university, looking not only at students’ success in supported classes, but also their retention within STEM fields two years hence. Combining institutional demographic data with students’ course grades and retention rates, we compare outcomes between 456 students who took their major’s introductory course in the two years prior to implementation of the program, and 552 students who did so after implementation.