Peer Mentoring Program

Academic Level
Issue Area
Key Personnel
Program Focus


The program was implemented to provide information, campus visits and workshops, with involvement from SDSU faculty and student service personnel, making student transition more seamless and assuring greater academic success once students enroll in classes.

Program Description

This project is designed to build on the success of a prior pilot effort and to focus on the following:

  1. Increase the number of students involved in the Southwestern College SDSU Peer Mentoring Program; expand the emphasis to include other students besides Education Opportunity Program transfer students. It is anticipated that as many as 125 students will benefit from this expanded focus.
  2. Include San Diego City College in the initiative. It is anticipated that as many as 75 students will benefit from this initiative.
  3. Solicit other CSU campuses who want to investigate the feasibility of starting a Peer Counseling Program with their respective local community colleges which serve a significant number of Latino transfer students.


The Peer Mentoring Program has greatly expanded beyond the original 60-student cohort of the pilot effort to serve over 350 students. Peer Mentors worked with potential transfer students in several capacities: one-on-one meetings, workshops, sharing transfer experiences, etc. Peer Mentors worked with potential transfer students in two target community colleges. SDSU held a symposium with five other CSU campuses and seven local community colleges to discuss expanding the Peer Mentoring Program to their campuses in order to better serve a greater number of Latino transfer students. SDSU provided a Tool Kit to each participating campus and shared sample materials and a best practices guide regarding alignment of the English curriculum among the campuses. The Peer Mentoring Program continues to work with students at Southwestern College. As of 2012, the program serves over 500 students annually. Perhaps the most compelling aspect of this program has been the joint meetings of English faculty at both institutions to compare and contrast the respective English curriculum. This work has prompted interest in other disciplines to engage in similar activity.