Document Type

Article

Publication Date

2020

Publication Title

The Chronicle of Mentoring and Coaching

Volume

13

Issue

1

First Page

298

Last Page

303

Keywords

mentoring, first-year experience, library orientation

Abstract

The purpose of this paper is to describe how the student mentoring program at California State University, San Bernardino (CSUSB) increased peer-to-peer services by collaborating with campus constituents to develop first-year experience program partnerships. This paper showcases CSUSB’s student mentoring program partnerships with Coyote First STEP, a summer transition program, and the Library Ambassador program initiative, and how these partnerships have evolved to engage virtually with students during the COVID-19 pandemic. During a pilot year, student participants completed survey data showing that program partnerships for student leaders enhances the professional and leadership identity development of the mentors. By partnering with programs, student participants interact with peer mentors and benefit, academically, by engaging with students who have successfully transitioned to college. Research on higher education consistently divulges the benefits of mentorship, including enhanced psycho-social, cognitive, and career development. Embedding peer mentors into first-year experience programming produces platforms for students to gain a sense of belonging, connect with peers who are transitioning to college, gain access to and an understanding of campus resources, and receive affirmation of past educational experiences.

Comments

Sole authors are Sara Durazo-DeMoss and Gina Schlesselman-Tarango.

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