Comparing three active learning models in large enrollment courses**

Introductory STEM courses often present a significant challenge to college students, placing a disproportionately higher burden on those belonging to historically underserved groups. Research shows students' outcomes improve through the implementation of active learning; however, challenges such as scaling to large enrollment courses and financial costs hinder widespread implementation. We investigate the costs and benefits of three active learning models in large enrollment introductory mechanics courses: 1) Active Learning with No Assistants (ALNA), 2) active learning with Learning Assistants (LA), and 3) a novel Integrated Peer Leader Program (IPLP), in which enrolled students act as peer leaders to facilitate active learning. We will discuss the direct costs and time investments of each model and comparisons of student performance on the Force Concept Inventory (FCI), leadership capacity, and team dynamics.