One Wednesday evening, as the glow of autumn leaves gave way to night outside Stinson-Remick Hall, small groups of Notre Dame engineering undergraduates discussed statics—the branch of mechanics essential to designing buildings, bridges and dams. Yet no professor was in sight.
Mary Elizabeth Balof, a senior majoring in civil engineering, was helping her classmates as part of a peer-to-peer tutoring program called ACES (Academically Collaborative Engineering Spaces). Now in its fourth year, the program, led by more than 40 peer mentors in the University of Notre Dame’s College of Engineering, has been remarkably successful, providing curriculum-aligned, high-quality academic support at no cost to undergraduates.
“They just took their first exam and are moving on to solving problems involving internal forces in trusses, which can be kind of confusing at first because these forces seem to come from nowhere,” said Balof.
Engineering courses are rigorous and cumulative. Failure to understand a key concept early on can snowball, creating more problems in upper-level classes. By providing students with a low-stress environment to ask questions and receive immediate feedback, ACES improves students’ understanding of course material and boosts their confidence.
In a recent survey, 97% of respondents rated their overall experience with ACES study rooms as “very good” or “good.” Another 92% said the study rooms increased their academic performance and grades.
Tutors also reported benefitting from their participation in ACES. In surveys, they said they had developed as leaders, mentors, and community builders, while strengthening their own understanding of a range of topics by teaching others.
“ACES grew out of several prior academic support initiatives, which were streamlined to better serve student needs,” said ACES director Leonor Wangensteen, who also serves as an academic advisor. “While most of the first-year courses that engineering majors take, including chemistry, calculus, and physics, are well supported by tutoring and study groups through the Learning Resource Center and respective departments, students were looking for similar support systems in the College once they began their major-specific courses.”
During the 2024–25 academic year alone, the number of courses ACES supported grew 62% to include key sophomore- and junior-level courses across all five engineering departments. Nearly half of all sophomores participated in the program; more than 60% returned multiple times.
Student Testimonials
Amazing program, I love how there is a setting that allows me to get help on homework while also meeting people at the same time.
I literally would have failed this class if not for ACES. They were the only reason I got my homework done every week.
I really appreciated the ACES Program. The tutors were very kind and helpful. I found it to be very low pressure and convenient. I especially like the Sunday afternoon time slot, as it is a good chance to get ahead on homework.
The ACES Programs make the most difficult engineering classes accessible.
Professor input is essential to the program’s success. They provide tutors with detailed information about the curriculum and suggest tutor support for classes that have historically proven challenging.
“Peer learning is a very effective means for students to master course material,” said Michael Seelinger, Dunn Family Teaching Professor of Engineering in the Department of Aerospace and Mechanical Engineering and director of undergraduate studies. “ACES provides the flexibility to aid students whose learning style is better suited to small group peer learning.”
ACES also builds community. Students share experiences outside the classroom, discuss internship and study abroad opportunities, and make new friends.
“AI tools might have all the answers, but they have none of the experiences that people have,” said Balof. “I remember what it was like to struggle with the same homework problems! We also talk about dorm life, their hometowns, and, yes, sometimes football.”
The ACES Program is part of a network of campus-wide academic support services available to students through the University’s ATLAS Guide.
—Karla Cruise, Notre Dame Engineering