2025 ASEE Annual Conference & Exposition

The application of integrated peer and reverse mentoring, where students mentor both their peers and faculty, has been explored in various academic fields, but its implementation in engineering education is still developing. This approach combines the benefits of traditional peer mentoring with reverse mentoring, where less experienced individuals provide insights to their more senior counterparts. This Work-in-Progress (WIP) paper examines the introduction of this mentoring framework at a Hispanic Serving Institution (HSI) and its potential to improve educational outcomes, leadership development, and social integration among engineering students.
In this intervention, near-peer mentors—upperclassmen with relevant academic and leadership experience—meet weekly with first-year engineering students to provide guidance, share experiences, and address challenges. These near-peer mentors also participate in bi-weekly meetings with faculty and instructors, where they serve as reverse mentors by providing insights into student experiences, evolving trends, and areas where the curriculum could be better adapted to student needs. This cyclical feedback fosters a deeper connection between mentors and mentees and creates a feedback loop that allows instructors to stay current with generational shifts in language, communication styles, and student perspectives. By integrating reverse mentoring into this multi-directional approach, faculty members gain a richer understanding of their students' academic and social environments, which can inform course design and teaching strategies.
Preliminary results from this pilot program indicate that first-year students who participated in the integrated mentoring system felt a stronger sense of belonging, were more engaged in their academic work, and demonstrated improved confidence and communication skills. Near-peer mentors also benefited from the experience, gaining valuable leadership skills as they helped bridge the gap between faculty and students. Instructors, in turn, reported that the reverse mentoring aspect kept them more in tune with student culture and emerging trends in education.
Although this is the first implementation of this integrated mentoring model at this institution, early data suggests its promise as a sustainable approach to fostering inclusive leadership development in engineering education. This study aligns with the Design strategic initiative of the LEAD Division by offering an evidence-based practice that promotes student success, leadership skills, and faculty development. The implications of this research extend beyond the immediate academic context, offering potential insights for broader applications in engineering leadership education, especially in diverse and underrepresented student populations.