Abstract
This work-in-progress considers the integration of junior and senior engineering students as near-peer mentors in a first-year Introduction to Engineering course at Florida Gulf Coast University. A primary purpose of incorporating mentors into the class is to allow first year students to more easily find their fit within the college and promote increased retention in engineering. The social validity (participants' perceived value) of the program is evaluated through a mixed method approach including the use of pre- and post-course surveys of the students enrolled in the course and focus group discussions with the students serving as near-peer mentors. The impact of these relationships on student self-efficacy and the future direction of the program will also be included.