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oai:keep.lib.asu.edu:node-1370702024-12-19T17:04:35Zoai_pmh:alloai_pmh:repo_items

137070 https://hdl.handle.net/2286/R.I.22862 http://rightsstatements.org/vocab/InC/1.0/ 2014-05 44 pages eng Mathews, Ian T. Capco, David Clark-Curtiss, Josephine Harrell, Carita Barrett, The Honors College School of Life Sciences Text First-semester student retention is a constant priority for undergraduate institutions. The transition to the collegiate level, and to a new scholastic program and format, is frequently challenging academically and socially—for this reason, many first-semester course schedules for incoming freshman undergraduates feature an introductory seminar to ease transition to an undergraduate lifestyle. Arizona State University features a required “Careers in the Life Sciences” course for its first-semester School of Life Sciences students, which has had tractable results in first semester student retention and academic success. Here, we evaluate a component of the seminar, the peer-mentorship program, for its efficacy in students’ first semester experience. Analysis of self-reports from 168 first-semester “mentees” and their 25 mentors indicates frequency of mentee-mentor contact was the best indicator of a higher first semester GPA, comfort with academic resources and study habits, and desire to engage in extracurricular activities and internships. These data indicate that access to a mentor who actively engages and verbally connects with their mentees is a valuable component of first-semester student academic integration and retention. Academic Success Education Psychology Efficacies of Peer-Mentorship in the First-Semester Undergraduate Experience in the Life Sciences