The purpose of the study is to investigate the effects of implementing a semester-long mentoring program in Communication Sciences & Disorders on its participants and how the experience differs from the students who did not participate.

Speech-language pathology (SLP) and audiology (AUD) comprise the fields of communication sciences and disorders (CSD) and have consistently been considered professions both in-demand and facing job shortages. Speech-language pathology is facing a projected growth of 18 percent from 2023 to 2033 as a result of the increasing needs of the adult and pediatric populations with communication disorders that SLPs serve (American Speech- Language-Hearing Association [ASHA], n.d.). Similarly, the field of audiology is expected to continue expanding at an albeit smaller increase of 11 percent, but one that will be adding an average of 1,600 jobs a year to a market in need of qualified audiologists who often work alongside SLPs to provide services to those in need (ASHA, n.d.). This demonstrates positive growth and expansion of the field of SLP and AUD, but the job vacancies unfortunately outnumber the amount of job seekers available to assist these vulnerable populations and bolster the current SLP and AUD workforce (ASHA, 2024; ASHA, 2025). The discrepancy between the demand for SLPs/AUDs and the supply of qualified clinicians ready to enter the workforce has prompted a call to action (Castro, 2025). For this reason, research into how to best support undergraduate students who may one day be the future clinicians of tomorrow is an important focus area.

One such method of support is peer mentorship designed to assist students with becoming acclimated to their academic environment and creating robust social support networks that help them develop a sense of belonging and navigate the transition into higher education (Hall & Jaugietis, 2011; Rayle & Chung, 2007). Peer mentoring programs may also create supportive environments that help undergraduate students reduce the risk of school attrition, improve academic achievement, and foster social and professional skill development (Goff, 2011; Jacobi, 1991; Mahendra & Kashinath, 2022).

This study will be part of an ongoing process to understand how to increase interest in the SLP/AUD fields amongst undergraduate students and how to encourage the desire to pursue a graduate degree and eventually join the workforce that is in need of qualified CSD professionals.

Inclusion Criteria: enrolled in CSND 100 -

Exclusion Criteria: not enrolled in CSND 100

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