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While research on mentoring has been extensive, research on tiered peer mentoring is limited, particularly at regional comprehensive institutions like ours, where the majority of the students are from populations that are underrepresented in STEM fields. Here, we describe and report preliminary results from our NSF-funded conceptual model "Flight School,” a model that utilizes a tiered peer-mentor structure, allowing students and mentors to engage directly with their learning experience, provide feedback, and make real-time adjustments to their learning process. The tiered structure includes a Pilot (faculty member), one Co-Pilot (peer-mentor), and three Navigators (peer-mentors) in a class. Peer mentors and faculty are trained in community building, communication, lesson planning, and concepts from educational and cognitive psychology. During the semester, faculty and peer-mentor feedback about students’ learning is used to accomplish real-time adjustments in the classroom. We evaluate the effectiveness of Flight School using multiple measures, including curriculum inventories, questionnaires about mentoring, belonging, and motivation, as well as DFW rates. Results from the Flight School model in Anatomy and Physiology and Introductory Biology courses over two semesters showed an increase in learning gains, sense of belonging, engagement with faculty, gains in mentoring skills, and reductions in DFW rates. Anecdotal evidence indicates that peer mentors increased their content knowledge and leadership skills, and had a more enjoyable class. Faculty in Flight School also reported a more satisfying experience facilitating learning experiences. We think that Flight School can emerge as a mechanism to increase minority representation in STEM jobs and careers because it empowers students to advocate for their learning and provides equitable education in groups that have been historically oppressed.
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This content will become publicly available on March 19, 2026
"Are You Stronger Than a Lemur?" An effective, interactive STEM outreach program for increasing anatomical and biomechanical knowledge across diverse populations
Abstract Access to high‐quality outreach programs is crucial for preparing students for STEM careers, yet traditional classrooms often lack diverse, hands‐on learning opportunities, particularly in anatomy and evolutionary biology. We present Are You Stronger Than a Lemur?—an interactive STEM activity that introduces K‐12 students to fundamental concepts in anatomy, evolution, physics, and data analysis through real‐world applications. Participants formulate hypotheses, collect and analyze data, and engage with age‐tailored educational materials that support differentiated learning. We assessed the program's effectiveness through pre‐ and post‐program knowledge assessments across 1670 participants (1045 eligible responses) from the United States and Mongolia. Results showed a significant increase in knowledge acquisition in anatomy, evolution, physics, statistics, and zoology. After controlling for confounding variables, we also observed a significant increase in interest in STEM careers. Are You Stronger Than a Lemur? bridges gaps in STEM education, particularly in underrepresented fields like anatomy and evolutionary biology, by providing an adaptable program suited to different age groups, genders, and countries. Its success lies in connecting theoretical concepts to tangible data, fostering critical thinking, problem‐solving, and data interpretation skills. The program not only reinforces core STEM concepts but also offers students a unique, engaging experience that deepens their understanding and enhances their potential for future STEM careers.
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- Award ID(s):
- 2314898
- PAR ID:
- 10617902
- Publisher / Repository:
- Anatomical Sciences Education
- Date Published:
- Journal Name:
- Anatomical Sciences Education
- ISSN:
- 1935-9772
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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