An evaluation of the CSUN building connections for success peer mentoring program

Includes bibliographical references (pages 44-52)The purpose of this study was to examine the effectiveness of a university peer mentoring program at a 4-year university in Southern California. Previous studies suggest that university peer mentoring can promote favorable academic and social outcomes for students. Also, peer mentoring might negate students??? feelings of isolation and disengagement, which research suggests are principal factors for college dropout rates. Data were collected from 304 students at California State University, Northridge during the fall semester of 2012. Almost all were freshmen (M = 18.1 years old). ANCOVAs were run comparing peer mentored students and non-peer mentored students on posttest perceptions of their first semester of college, as well as their familiarity with campus resources (while controlling for pretest scores). Also, paired samples t-tests were run to compare mentored students' pretest to posttest scores on the same outcome variables. Results indicated that students with a peer mentor felt significantly more integrated and connected to their university at the end of their first semester, compared to non-mentored students. Familiarity with campus resources did not differ significantly between groups. Results also indicated that mentored students??? feelings of connectedness and integration, as well as knowledge of campus resources, improved significantly by the end of their first semester. Participants also provided qualitative responses for what they found beneficial about the program, as well as suggestions for improvement. Evidence was provided that the peer mentoring program was successful in acclimating students to college, which in turn might reinforce their persistence towards staying in school and graduating on time. The results might be referenced when implementing future incarnations of the program, as well as similar programs at other universities