Peer Mentors Forging a Path in Changing Times.

This complete evidence-based practice paper examines the experience of two peer mentors, known as Student Engagement Liaisons (SEL), as they worked to cultivate community and sense of belonging for first year engineering students. Over the past two years, the educational pendulum has swung wildly as students have gone from in-person to online learning and back again. Many students continue to navigate a changing landscape as they straddle between the two worlds of in-person and remote learning with some classes continuing to meet online and others being fully in person. These abrupt transitions have left many students struggling to develop meaningful connections with their peers, faculty, and their educational programs, all of which have negative ramifications on their academic progress and sense of belonging. This investigation uses a critical constructivist theoretical approach to explore how two SELs, who were tasked with enhancing student engagement and building social networks for first year engineering students, modified support mechanisms in response to the changing teaching and learning modalities. Of particular interest is how the SEL program has evolved during this tumultuous time, the mentors' experiences exploring and developing new ways of connecting students, and the impact of the experience on the mentors themselves. The results indicate a shift in focus solely driven by the mentors, along with a willingness to reframe activities, events, and support measures to meet the dynamic needs of the students. Their ability to listen, pivot, and adapt to changing needs of students indicates a commitment to creating inclusive and accessible social environments through community centered solutions. We recognize that these new ways might be innovative because of the circumstances, but they can also continue to be integrated as ways to support and engage students, particularly because they were created by students. The SELs used the COVID-19 pivots as an opportunity to reinvent what it means to mentor their peers and, with that, have explored and experimented with new ways of creating community. [ABSTRACT FROM AUTHOR]