2025 ASEE Annual Conference & Exposition

This work-in-progress paper describes the motivation and implementation of a near-peer mentorship program, ECE Amplify, for second-year undergraduate engineering students in the University of Texas at Austin. The primary objectives of ECE Amplify are to build a supportive community among second-year ECE (Electrical and Computer Engineering) students, offer guidance on navigating rigorous discipline-specific second-year coursework, and foster professional development by providing insights into technical areas and internship opportunities.

The transition from the first to the second year of an undergraduate engineering program often presents significant challenges for students. The coursework becomes significantly more rigorous, built on foundational concepts learned in the first year but requiring deeper understanding and application. Additionally, there tends to be less structured academic support, leaving students to navigate difficult subjects with greater independence. Many students also struggle with time management as they balance increased academic demands with extracurricular activities, internships, or job searches. Moreover, the pressure to choose a specific technical area or specialization can create stress as students consider their long-term career paths.
The program utilizes a group mentoring model, which is structured to maximize interaction and support among participants. Each mentoring pod consists of approximately five second-year mentees, who are paired with one undergraduate peer mentor. These peer mentors are typically third or fourth-year students who have successfully navigated the challenges of the second year and can provide valuable insights and guidance. Additionally, engineering faculty and alumni are integrated into the program, participating in pod meetings once per semester to offer their expertise and professional perspectives. A graduate teaching assistant oversees all the pods, ensuring consistency and providing additional support where needed.
In this work-in-progress paper, we will discuss the overall program structure, the recruitment process, the types of activities implemented to support both academic and professional development, and data from surveys administered to learn more about the experiences of our engineering student mentees and mentors.