Students in their first year of university often face challenges adjusting to the university environment (Meehan & Howells, 2018). Access to interpersonal and instrumental support is crucial to a sense of belonging and integration with the university (Maunder, 2018). Hence, higher-education institutions strive to ensure that first-year students are aware of opportunities for support and involvement in campus groups, academic and psychosocial resources, and the student body. First-year student difficulties in adjusting to university are not unique to the University of Windsor and are well-documented in the literature (Jobe, 2016; Meehen & Howells, 2018). Twenty-eight percent of first-year college students do not return for a second year (Holt & Fifer, (2018). The shift toward online learning, because of the COVID-19 pandemic, may provide even higher risks of isolation and frustration (Korstange, et al., 2020). Mentorship models offer promise in providing support and affiliation for first-year students to promote early integration into a learning community. The purpose of this study is to determine whether peer mentoring programs increase the sense of integration and satisfaction in first-year students, and develop leadership and soft skills in upper-year students. Additionally, we hope to gain a better understanding of how these goals can be accomplished. 

This study is guided by Astin’s theory of involvement, which contends that more involved students are more likely to thrive in higher education and complete their schooling (1984/1999). An additional influence is Tinto’s model of student-institution integration, which identifies social and academic integration as determinants of success (Tinto, 1997; Nicoletti, 2019). A third theoretical underpinning is Schön’s theory of reflective practice (1987), which recognizes the process of continual reflection in and on action as crucial to professional practice. An additional theoretical basis is Vygotsky’s theory of social cognitive development which calls for the positioning of learning experiences within a “zone of proximal development” that is reachable and relatable to the learner.

As a first step, we conducted a systematic literature review to more fully understand how and why mentoring is done in postsecondary educational institutions. Once we understand more fully both the ‘what’ and the ‘why’ of student mentoring, we will consider developing a focused research project.

We found mentors and mentees need to have a mutual relationship based on bi-directional learning. Both also need to take on a collaborative role in their mentorship, along with embracing career development programs to enhance skills entering the workplace. We also found that cross-cultural and racially diverse mentorships were successful. Theoretical implications show how the mentees can become self-sufficient, which is beneficial for entering the workplace, but further longitudinal studies are needed to actualize this.