Provide mentorship and outreach support after program entry to sustain persistence in alternative STEM programs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's findings point to support structures timed to program phases: mentorship received after applying increased the likelihood of course completion, and peer study groups helped students without work obligations devote full attention to the program. The authors also note the absence of formal outreach to struggling students and instructors' reports that LaunchCode's attempt to continue mentorship through the first year of employment did not work out, implying programs should build sustained mentoring capacity.

Design Implications¶

Context¶

Requirements¶

• Mentors must be available during the coursework phase; sustained mentoring through early employment requires committed volunteers or staff

Constraints¶

• Mentorship before applying was associated with decreased odds of persistence, and post-application mentorship was associated with decreased odds of apprenticeship completion, so timing and phase matter

Target Learners¶

• Adult career-changers in free coding bootcamps, particularly those balancing work and family obligations

Target Learning Goals¶

• Persistence through intensive coding coursework and transition to STEM employment

Related Strategies¶

• Establish an inter-institutional, society-level mentorship registry providing continuous support from undergraduate entry through faculty appointment
• Provide flexible, supportive program structures — free tuition, Flex Lessons, personalized mentorship, and remote coursework — to enable working adult learners to persist

Examples¶

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Key Sources¶

• Huang, Wenrui, Dajanae Palmer, Ekaete Udoh, Yung Chun, and Jason Jabbari. (2025). Pinpointing Persistence in Alternative STEM Pipelines: Evidence from a Novel Coding and Apprenticeship Program. EdWorkingPaper No. 25-1122. https://edworkingpapers.com/ai25-1122