Caitlin Plamp (left) hands an Outstanding Student Employee Award to CHHS Peer Mentor Kayla Feldon (right) in the Tivoli Turnhalle on 9/24/25, while Nurse Rowdy (center) celebrates. Photo: Alyson McClaran

Caitlin Plamp (left) hands an Outstanding Student Employee Award to CHHS Peer Mentor Kayla Feldon (right) in the Tivoli Turnhalle on 9/24/25, while Nurse Rowdy (center) celebrates. Photo: Alyson McClaran

Caitlin Plamp (left) hands an Outstanding Student Employee Award to CHHS Peer Mentor Kayla Feldon (right) in the Tivoli Turnhalle on 9/24/25, while Nurse Rowdy (center) celebrates. Photo: Alyson McClaran

When the College of Health and Human Sciences (CHHS) launched its peer mentoring program pilot in spring of 2024, the goal was straightforward but urgent: help first‑year students feel supported and persist in their studies from start to finish. What CHHS discovered, however, was something more powerful: a retention strategy with clear, measurable impact and strong potential for scaling.

Across multiple cohorts, CHHS students who participated in peer mentoring persisted at rates between 85% and 88%, outperforming college‑wide first‑year retention benchmarks by 12–15 percentage points.

For a program that intentionally started small – serving cohorts of fewer than 50 students – those outcomes stood out.

Caitlin Plamp, M.S.

“The data told us the program was working – peer‑mentored students were persisting at much higher rates – but just as important was how adaptable it proved to be. As we shifted the model to meet students where they are, especially through Canvas, we saw that connection and consistency really do make a measurable difference.” Caitlin Plamp, CHHS Manager of Student Support Services

Peer Mentoring at a Glance: Key Metrics

  • Spring 2025 Cohort (20 mentees)
    • 85% retained from Spring to Fall
    • Comparable non-mentee CHHS first‑year retention: 70.3%
    • +14.7 percentage‑point difference
  • Fall 2025 Cohort (50 mentees)
    • 88% retained from Fall to Spring
    • Comparable non-mentor CHHS first‑year retention: 76%
    • +11–12 percentage‑point difference
  • Current Reach: All first‑year first-time/full-time and transfer students enrolled via Canvas resource hub

Evolving a Scalable Approach

The original peer mentoring model relied on required cohort participation, which proved difficult to sustain. In response, CHHS adapted quickly, redesigning the program around accessibility, flexibility, and student choice.

Today, peer mentoring is delivered through a hybrid, opt‑out model embedded directly in Canvas, where students already engage with their coursework. All first‑year, first‑time and first‑year transfer students are automatically enrolled in a CHHS First‑Year Resource Hub, a Canvas-based course that consolidates academic resources, support services, and regular check‑ins. Students can access help immediately or opt into deeper engagement through one‑on‑one mentoring and academic support.

Portrait of Cole Parsa

“Canvas allowed us to meet students where they already are,” said Cole Parsa, CHHS Recruitment and Retention Specialist who shaped the course design. “It reduces barriers to asking for help and creates consistent, timely points of connection.”

Short check‑in surveys built into the course allow students to share how they’re doing academically and personally. While response rates tend to hover around 10 percent, the data provides a reliable early‑alert mechanism for identifying students who may be struggling and initiating outreach.

Why Peer Mentoring Works

The program’s success lies as much in consistency as content. Students may not attend every event or request frequent meetings, but knowing someone is checking in can be enough to sustain momentum.

CHHS Peer Mentor and Criminal Justice & Criminology student Kayla Feldon walking up to receive her Outstanding Student Employee Award in the Tivoli Turnhalle on 9/24/25. Photo: Alyson McClaran

CHHS week presents faculty and staff awards on Sept. 24, 2025 at Tivoli Turnhalle. Photo by Alyson McClaran

Peer mentors also benefit deeply from the experience. Kayla Feldon, a graduating Criminal Justice and Criminology major and first‑generation college student, describes being a mentor in the program as transformative.

“Being part of the Peer Mentor program helped me feel connected and grounded,” Feldon said. “It gave me the opportunity to support other students while growing my confidence and leadership skills.”

She believes the sense of belonging created through mentoring plays a critical role in student persistence: “When students feel supported, it’s easier to stay motivated and keep going.”

Positioned for Growth

With demonstrated outcomes and a flexible delivery model following these pilot cohorts, the program continues to grow, with a Spring 2026 cohort currently underway. And CHHS leaders like Plamp and Parsa see peer mentoring as a strong candidate for expansion.

Planned and potential next steps include targeted cohorts for high‑need populations, broader departmental representation among mentors, deeper integration into orientation and advising, and increased staffing capacity.

For a modest investment, CHHS peer mentoring is already delivering outsized returns – making it a compelling foundation for strategic scaling focused on student success.

For more information on the CHHS Peer Mentor program and future involvement, please visit the CHHS Academic Advising page Peer Mentor section.