Student peers are uniquely positioned to mentor one another in a way they often perceive to be less evaluative and hierarchical than faculty-student mentoring relationships (Girard & Musielak, 2012). This session will discuss the Sociology student-led peer mentorship program where graduate student mentors and undergraduate student mentees are matched based on mentees’ desired skill development and mutual areas of interest. By the end of this session, participants will be able to identify: 1) unique mentorship needs of senior undergraduate students working toward post-baccalaureate education, 2) how a peer-led mentorship program can address some of these needs, and 3) strategies for structuring a mentorship program that successfully meets undergraduate student needs and provides opportunities for graduate students to develop leadership skills. Our research is based on pre- and post-program surveys and focus groups of mentee and mentor participants. Analysis of this data reveals changes in respondents’ self-described capabilities to take on research, teaching, and interpersonal tasks. In discussing the findings, we stress the mentorship needs of senior undergraduate students completing Honours theses, applying to post-baccalaureate programs, and/or working as teaching assistants for the first time. This group of students is often overlooked within the mentorship literature focused on first year undergraduates, graduate students, and faculty (Countryman & Zinck, 2013, Goff, 2011, Le Cornu, 2005). The session will conclude with a participant-driven discussion of best practices for structuring mentorship programs. Overall, our presentation can help establish best practices for the structure of academic peer mentorship programs in post-secondary institutions.
