Working in an off-campus startup first and second year engineering program, I am interested in other experiences in first year student retention, in particular the effect of living on campus vs. living off campus, and the correlation - if any - of the time the students apply on retention (will a student who has applied in December be more likely to be retained that a student that has applied in March?). While in our program it is still to early to offer quantitative data, I'd be interested to hear of other experiences and opinions.
Thank you for your answer Gloria,
generating good retention numbers in nonresidential setting can be a challenge here in the US, and measures such as thee one you describe are key to increasing these numbers (statistics show a significantly lower first to second year retention for nonresidential vs residential students). An additional advantage (in addition to crating a better personal bond) of such a summer camp is that is eases the students' transition into University by allowing them to learn some of the key "university survival skills" (study skills, time management, etc...) before the higher stress context of the academic year.
Thank you for your input!
I think that AIP identified some key features from successful physics programs which may apply. The sense of connection, the "friends don't let friends to physics alone" is particularly important at the juncture between sophomore and junior level physics courses. At our university, like many US universities this is when it becomes impossible to do it alone.
Alone, nearly everyone feels the lone fool who is not smart enough to succeed. It is helpful to reinforce that most employment requires collaboration which is best learned before starting employment. Collaboration on homework solutions is not a sign of weakness. It is a sign of strength in that we know how to marshal the resources to accomplish hard things.
A sense of physical space - a commons area for majors for example - contributes to a sense of identity, as does connection personally to faculty.
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