Mentorship as a Tool for Success for First-Year Students: Approach and Training

Practice Paper Recommended citation: Kasatkina, O. (2025). Mentorship as a Tool for Success for First-Year Students: Approach and Training. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631696. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. MENTORSHIP AS A TOOL FOR SUCCESS FOR FIRST-YEAR STUDENTS: APPROACH AND TRAINING O. Kasatkina a,1 a EPFL, Lausanne, Suisse, 0000-0002-4963-9193 Conference Key Areas: Engineering skills, professional skills, and transversal skills Keywords: Mentorship, First-Year Students, STEM Education ABSTRACT Mentorship for first-year students at EPFL (Swiss Federal Institute of Technology) plays a key role in supporting students, particularly those from underrepresented backgrounds such as women and first-generation students, in their transition to higher education. The demanding academic environment, marked by a high level of autonomy and limited immediate feedback, can pose significant challenges for many students. The mentorship program aims to help students navigate these challenges by providing academic guidance and fostering the development of effective learning strategies. Research shows that mentorship programs have positive impacts on student retention and performance, especially in STEM disciplines. EPFL's mentorship program focuses on developing eight key learning habits, such as time management, note-taking, problem-solving, and stress management. Trained mentors guide students through these habits, helping them adapt to academic culture. The program’s flexibility allows departments to tailor the mentorship to their specific needs, though this flexibility can lead to variations in implementation. To ensure consistent quality and maximize the program's effectiveness, improvements in mentor training, clearer role definitions, and more systematic evaluation are necessary. This mentorship initiative has the potential to be a critical lever for enhancing student success and fostering inclusion at EPFL. 1 Corresponding Author O. Kasatkina Initials Last name Olga.kasat[email protected] 1 INTRODUCTION Mentorship for first-year students has become an essential component of the academic journey, particularly in demanding environments like EPFL. Students, especially those from underrepresented backgrounds such as women and firstgeneration students (FGS), often face unique challenges in transitioning to higher education. There is a disparity in program enrolment between FSG and continuinggeneration students (CGS), with FGS being underrepresented in STEM fields across Europe (Isserstedt et al. 2010; Kasatkina et al. 2020). A recent report on the enrolment of FGS across Swiss higher education institutions revealed that, even when considering only students enrolled in STEM disciplines, EPFL has the lowest proportion of FGS - a percentage that has steadily declined over the past 15 years (Gerster et al. 2023). An EPFL alumni study (1,328 respondents, 13.25% FGS) showed that FGS tend to take longer to complete their postgraduate studies. They also show a preference for traditional engineering degrees, particularly among domestic alumni (de Lima et al. 2024). The mentorship program aims to support these students in adapting to academic demands while enhancing cohesion within each department. According to statistics from the Academic Services, nearly 50% of students do not pass their first year. This reflects the rigorous nature of the programs, the high level of autonomy required from students early on in their studies and lack of immediate feedback. These factors create a learning environment that can be particularly difficult for those who are less familiar with academic demands in STEM fields, making targeted support - such as mentoring - even more crucial. . Women and FGS are often in vulnerable positions and underrepresented when they arrive at EPFL, facing particular socio-academic challenges. Mentorship, therefore, becomes a strategic response, offering these groups a bridge to better understand the institution's expectations, improve their working methods, and adapt to EPFL culture. Mentorship programs have shown significant positive impacts on student retention and academic performance in STEM (Science, Technology, Engineering, and Mathematics) fields at universities. Studies have found that mentoring consistently had the largest impact on academic performance for minority students (Hund et al., 2018; Byars-Winston & Dahlberg, 2020; Kendricks et al., 2013). Undergraduate research experiences, coupled with mentoring, have improved retention rates and academic development across various STEM disciplines. A multifaceted mentoring and tutoring program demonstrated increased retention and graduation rates, particularly for at-risk and underrepresented populations in STEM education (Ramirez-Levine et al., 2024). For example, the STEM Boot Camp program, which incorporated peer and faculty mentorship, learning strategy workshops, and integration into academic culture, significantly improved pass rates in key STEM courses and increased retention rates for underrepresented minority students (Lisberg & Woods, 2018). These findings highlight the crucial role of mentorship in enhancing student success and retention in STEM programs. 2 LEARNING HABITS AND MENTORAL TRAINING 2.1 Goals At EPFL, the primary goal of mentorship is to support first-year students in their transition from high school. This transition presents a significant challenge, particularly for students from underrepresented groups in STEM fields. These students, often encounter unfamiliar situations, require support that extends beyond academic matters, incorporating strategies for time management, organization, problem-solving, and adapting to the specific academic environment. To ensure the success of these students, mentorship programs must focus not only on academic guidance but also on fostering curiosity and skill development. Key structural elements of successful programs include formal mentor training, which enhances mentors' abilities in communication, flexibility, and trust-building (Hund et al., 2018). This training helps mentors understand STEM career disparities, their role in promoting positive outcomes, and how to foster constructive attitudes, while also ensuring they can navigate the specific needs of their students (Stelter et al., 2020). Moreover, mentorship should offer inspiration through exposure to role models, prepare students for potential obstacles, and introduce them to a network of local mentors (Hernandez et al., 2020). By providing such comprehensive support, mentorship programs at EPFL contribute significantly to students' success and foster a more cohesive department atmosphere. The organization of mentorship at EPFL is characterized by a high degree of flexibility within the departments regarding the recruitment of mentors, the implementation of follow-up processes, and the evaluation of program quality. Each department has the autonomy to select mentors based on its unique needs, adapt the program to suit the requirements of its students, and establish its own evaluation mechanisms in accordance with its specific dynamics. While this flexibility is appreciated by the departments, it also presents a challenge in terms of consistency in content and quality evaluation. In this context, for the 2024-2025 academic year, the organization of the program and the training of mentors have been revised. The aim was to ensure that the program remains aligned with the specific needs of each discipline while guaranteeing a consistent level of support across the institution. The responsibility for recruiting mentors remains with the departments; however, the process of mentoring and mentor preparation has been reorganized to ensure greater cohesion and effectiveness. 2.2 Students’ needs and resources at disposal The mentoring program aims to ensure a more equitable learning experience by offering a structured and inclusive support system tailored to the needs of underrepresented groups. It does so by promoting academic self-efficacy and supporting the development of essential learning habits. Regarding the content of the mentoring program, we based it on the work of Tormey and Hardebolle (2017), which draws on pedagogical research to propose a guide to developing self-efficacy in engineering studies, titled Apprendre à étudier-Guide à l'usage des étudiants en sciences et en ingénierie. The aim is to address the numerous challenges students face in adapting to the demands of higher education. • Developing time management and study skills in the face of increased workload and greater independence. • Adapting their problem-solving methods to the demands of EPFL. • Adjusting their learning strategies to fit the lecture-based teaching style. • Learning independently with little immediate feedback from professors. To address these needs, EPFL has developed an ecosystem of resources aimed at supporting students (fig 1) in developing eight key learning habits. These resources include: • The book How to Learn and Study (Tormey & Hardebolle, 2017), available in electronic form for all students upon confirmation of their registration. • The live event How to Learn and Study, organized during orientation week. • The MOOC How to Learn and Study, accessible during the first semester. • The Learning Companion platform, allowing self-assessment of learning skills. • Trained mentors who provide personalized support in acquiring these skills. The trained mentors are an essential part of this ecosystem, offering personalized guidance to help students develop these eight learning habits. Fig. 1. Ecosystem of resources for students’ support 2.3 Key learning habits as part of the of mentorship program Mentors support students in navigating EPFL’s demanding academic environment by helping them develop key learning habits essential for success. At the heart of this support are eight learning habits, which enable students to take control of their studies and optimize their learning strategies. Eight Learning Habits: effective, research-based strategies focus on practical aspects and are formulated as follows: • Habit 1: Plan and organize your time • Habit 2: Take useful notes • Habit 3: Be methodical in solving exercises • Habit 4: Learn from your mistakes and failures • Habit 5: Revise effectively • Habit 6: Seek help • Habit 7: Manage stress and pressure • Habit 8: Reevaluate your learning habits To establish new habits, it’s crucial to practice them consistently. That’s why it’s important to be supported by those who have already mastered these habits. 2.4 Mentor training and roles The purpose of mentor training is also to clarify the role and responsibilities of mentors in supporting first-year students at EPFL. Mentors assist students in developing eight key learning habits during the first few weeks of their studies at EPFL. Their role is crucial in helping students navigate the academic environment and improve their learning habits through structured support and practical tools such as the "How to Learn and Study" resources and the "Learning Companion" platform. Mentors are advanced students specifically trained for their role. This training consists of two hours of practical sessions, including role-playing on key topics such as working methods, the mentor's mandate, and their specific roles within the framework of their mission. Mentors were provided with continuous pedagogical support during the semester, whenever required. This training ensures consistency in the mentors' actions and guarantees quality support for the students. It is essential to emphasize that the role of mentors is academic: they are not social advisors or psychologists. They are there to help students acquire effective working methods, based on research in educational sciences. The role of a mentor is to provide structured support to help students integrate these eight learning habits into their daily routine, thus fostering an effective learning mindset and self-regulation skills. Mentors serve as role models by applying these habits themselves. They offer personalized advice to help students understand the nuances of life at EPFL and adapt to the specific requirements of their section or discipline. In addition to reinforcing the pedagogical messages introduced by student assistants, the mentor's role is to create a welcoming and less formal atmosphere that encourages students to engage and ask questions. This approach fosters strong connections between new students and those already in the section, cultivating a cohesive and supportive environment. Mentors also remain attentive to signs that a student might need help, and they direct them to appropriate resources. While the role of a mentor is crucial, there are boundaries to respect. A mentor is not a tutor, coach, or advisor but rather a guide who helps students overcome challenges and learn essential academic strategies. Mentors should not advise students on which courses to take or not take, as these decisions are highly individual and should be made based on personal interests and career goals. Additionally, mentors should avoid addressing personal issues, with their primary goal being to provide academic support. Mentors are not official representatives of the section or EPFL, and they should not speak on behalf of these entities. Their role is to provide support and encouragement, not to enforce rules or policies. Mentors should not act as "study police," monitoring students' academic behavior in a punitive manner. The mentor's role is to support students, not to impose academic standards. 3 CONTENT OF MENTORAL PROGRAM 3.1 Organization and content of the work The mentorship program is an integral part of the broader ecosystem of support and resources available to first-year students at EPFL. Before the academic year begins, students receive access codes to the PDF version of the book "How to Learn and Study", as well as the "How to Learn and Study" MOOC. These resources are designed to help students develop essential academic skills. Additionally, students can participate in the "How to Learn and Study Event", an interactive four-hour course that presents and puts into practice four of the eight learning habits, providing students with practical strategies from the start of their academic journey. At the beginning of the academic year, mentors play an active role in guiding students through the first weeks of their studies. Mentors continuously support students throughout the first semester. 3.2 Organization of Weekly Work The structure of your weekly work as a mentor is guided by the eight learning habits. Each week, two of these habits will be addressed, allowing students to gradually strengthen their academic practices. Week 1: • Habit 2: Taking Useful Notes • Habit 3: Being Methodical in Solving Exercises Week 2: • Habit 1: Planning and Organizing Time • Habit 4: Learning from Mistakes and Failures Week 3: • Habit 5: Revising Effectively • Habit 6: Asking for Help When You Don’t Understand Week 4: • Habit 7: Managing Stress and Pressure • Habit 8: Reassessing Learning Habits and Checking Their Effectiveness Mentors provide ongoing support throughout the semester by guiding students in applying the eight learning habits. This continuous assistance allows students to refine their study strategies and adjust their approach as they progress in their academic journey. Regular follow-ups enable mentors to address any issues and ensure that students are actively applying the learning habits to their studies. 3.3 Organization of a mentoring session As a mentor at EPFL, you will support a group of 45 students in collaboration with two other mentors. This structure allows students to find role models they can relate to among the mentors, ensuring personalized attention. During the first four weeks, mentors will focus on helping students develop the eight key learning habits. The approach emphasizes collaboration with three mentors working with a group of 45 students. Each week, you will coordinate meetings to discuss students' progress, share ideas, and refine strategies related to the weekly learning habit. You will facilitate these discussions, ensuring that all students actively participate. This fosters an environment where students feel supported. In addition to the first four weeks, two other meetings are scheduled for weeks 8 and 12. These sessions will focus on consolidating learning habits and offering practical advice for exam preparation, particularly regarding stress management. This structure ensures continuous support, helping students effectively overcome academic challenges. 4 CONCLUSIONS Feedback on the mentorship program is generally very positive. The departments that have adopted this program report improvements in student success and integration into the academic community. However, some feedback remains mixed due to the diversity of approaches implemented by different departments and the lack of a centralized evaluation. Suggestions for improving the program include better in-person training for mentors, more defined coaching scenarios, and enhanced methodological support. Mentorship for first-year students at EPFL is a fundamental program that helps students navigate a demanding academic environment while supporting underrepresented groups in STEM fields. It provides not only academic guidance but also the development of effective learning strategies. However, to maximize its impact, it is crucial to strengthen mentor training, clarify their roles, and ensure more systematic evaluation of the program's quality. With appropriate adjustments, this initiative could become a key lever for improving academic success and inclusion at EPFL. The mentoring program was developed as a targeted response to the academic and social challenges faced by first-year students at EPFL. By focusing on fostering academic self-efficacy, cultivating eight core learning habits, and strengthening students’ sense of belonging, the program aims to empower all students to succeed. Its institution-wide implementation also reinforces equity, ensuring that students across all departments and backgrounds have equal access to meaningful support and tools for academic success. 5 ACKNOWLEDGEMENTS We would like to sincerely thank Roland Tormey for his invaluable support, insightful advice, and continuous availability throughout the development and enhancement of the mentorship program. His guidance was instrumental in shaping the structure of the mentoring support, the redesign of the mentor training program, and the creation of the mentor handbook - an essential tool for clarity and guidance. Our heartfelt thanks also go to all the mentors and the super-mentors who dedicate their time and energy to supporting their peers. You bring your skills, motivation, and heart into making this program a meaningful and impactful experience. REFERENCES Byars-Winston, A., & Dahlberg, M. L. (2019). The Science of Effective Mentorship in STEMM. Consensus Study Report. 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