ABSTRACT
Mentoring, when done well, can make all the difference to international and other culturally and linguistically diverse (CLD) students adjusting to the US college campus. Traditional teacher–student mentoring remains important for supporting academic achievement, but peer mentoring can foster CLD students’ acculturation to campus life and awareness of campus resources. Carefully selected and well-trained student mentors can draw from their experience on campus to model effective learning strategies, serve as cultural informants, and introduce CLD students to appropriate social circles. Two case studies are provided of innovative mentoring programs at large research universities featuring students as mentors to newly arrived international undergraduates.
