Mentoring Initiative at ÂÒÂ×ÊÓƵ

Peer mentoring is part of ÂÒÂ×ÊÓƵ’s broader Mentoring in Meaningful Relationships initiative. Across ÂÒÂ×ÊÓƵ, mentoring is seen as a high-impact practice that helps students navigate their experiences, build confidence, and engage in the campus community.Mentoring in Meaningful Relationships Logo

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Peer mentoring sub-committee

The Peer Mentoring Committee is a subcommittee within this larger mentoring initiative. Comprising members from various campus departments and offices, the committee met biweekly during the 2025-2026 year to:

  • Develop tools and resources (like the peer mentoring framework)
  • Integrate student feedback into the framework and training materials
  • Develop resources such as this website and aÌý
  • Communicate progress to university campus and collaborate with other Mentoring subcommittees

Our key deliverables were:

  • This website
  • A set of training materials, including user guides and assessment tools
  • A peer mentoring framework
  • Series of videos promoting peer mentoring at ÂÒÂ×ÊÓƵ

Peer Mentoring sub-committee members for 2025-2026

  • Tierza Watts (chair),ÌýDirector of the Center for Leadership
  • Aaron Mellette,ÌýAssistant Director of Student-Athlete Services
  • Dan Reis,ÌýAssistant Director of Creative Learning Technologies
  • Julia Bleakney,ÌýDirector, The Writing Center, and Associate Professor of English
  • Norma Rodriguez,ÌýAssociate Director of Learning Assistance
  • Olivia Choplin,ÌýProfessor of French in the Department of World Languages and Cultures

Focus of our work

To identify and prioritize the focus of our work, we gathered input from student organizations and offices with peer mentors of various types. As we gathered this feedback, we identified a need for structured but flexible training for students moving into peer mentoring roles as well as a clear definition of peer mentoring at ÂÒÂ×ÊÓƵ. At this point, we sought additional feedback from student leaders on the content of this training.

Developing the Framework

To develop the Peer Mentoring Framework, we built off the framework developed within the Mentoring in Meaningful Relationships pilot program for staff and faculty development.ÌýWe also reviewed other mentoring frameworks in use across campus, conducted a scholarly literature review, and reviewed other universities’ mentoring program websites. Finally, we conducted interviews and surveys with hundreds of students about their experiences with peer mentoring, and asked for feedback on drafts of the framework from numerous staff and student groups throughout the year.

Student organization feedback

In fall 2025, we gathered survey feedback from student organizations; this feedback showed that peer mentoring is already happening across campus—often without formal programs or training. The survey garnered 102 responses representing 57 student organizations across multiple group types.

Half of the organizations reported having formal mentoring programs, but many described mentoring as an important part of their group culture. Students identified mentoring roles as:

  • Creating a safe and welcoming space (93% of responses)
  • Serving as role models (87%)
  • Providing emotional support to peers (72%)

The data also showed that:

  • When there is training, it is often focused on areas like safety or leadership rather than mentoring skills
  • Many groups do not formally recognize mentors (64%)
  • Mentoring is often relationship-based and happens over time
  • There is strong interest in additional development opportunities, with 72% of respondents interested in a mentoring credential or certificate

Additional input

We also sought input from various stakeholders on the need for and content of training for peer mentors:

Input from student leaders of the framework

  • 178 student leaders from various campus organizations provided feedback on the framework
  • Most students agreed with our basic definition of mentoring
  • Students’ response to the clarity of the draft framework was mixed
  • Students identified the top three skills necessary for mentoring as a) active listening, b) emotional intelligence and, c) trust-building
  • Leadership fellows were overrepresented in this survey group, but many other offices (including Learning Assistance, The Writing Center, The Maker Hub, and various club sports groups) also took the survey.

Input from fellows programs

We surveyed fellows programs, with a response rate of 12

  • 8/12 of these programs have a formal mentoring program; 3 have formal mentoring training
  • 10 of the 12 programs indicated their mentors provided Academic Support & Encouragement; 10 provide Personal and Social Support.
  • 9 indicated that peers supported Navigating Campus Systems, and 8 reported that peers helped with Campus Involvement & Identity and Belonging.

Input from offices with student employees

We surveyed offices with student employee cohorts greater than 8, with a response rate of 17. To do this, we received a list of HR supervisors for contact.

  • 7 have a formal mentoring program
  • Training for these 7 varies from a PowerPoint slide orientation, to ongoing support, to a 2-day orientation. It’s unclear how much of the training focuses specifically on mentoring.
  • The most common type of support offered by the mentors in these offices (this question was answered by 14) were:
    • Coaching (10)
    • Encouragement and support (10)
    • Academic support (9)
    • Navigating campus systems (9)
    • Identity and belonging (8)