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Effects of a Peer-mentoring Program on Undergraduate Students' Outcomes and Perspectives Related to a Career in Communication Sciences and Disorders

NCT ID: NCT07308821

Last Updated: 2025-12-30

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

NOT_YET_RECRUITING

Clinical Phase

NA

Total Enrollment

65 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-12-15

Study Completion Date

2026-06-30

Brief Summary

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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.

Detailed Description

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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.

Conditions

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Mentoring

Study Design

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Allocation Method

NON_RANDOMIZED

Intervention Model

SINGLE_GROUP

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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mentor group

Group Type EXPERIMENTAL

mentor program

Intervention Type BEHAVIORAL

mentor program participant

comparison group

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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mentor program

mentor program participant

Intervention Type BEHAVIORAL

Eligibility Criteria

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Exclusion Criteria

\-
Minimum Eligible Age

18 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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Montclair State University

OTHER

Sponsor Role lead

Responsible Party

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Responsibility Role SPONSOR

Central Contacts

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Robyn Becker

Role: CONTACT

Phone: 973-655-7356

Email: [email protected]

References

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Rayle, A. D., & Chung, K.-Y. (2007). Revisiting first-year college students' mattering: Social support, academic stress.Student Retention: Research, Theory & Practice, 9(1), 21-37. https://doi.org/10.2190/ x126-5606-4g36-8132

Reference Type BACKGROUND

Montclair State University. (2024, September 7). What It Means to Be a Hispanic-Serving University.https://www.montlcair.edu

Reference Type BACKGROUND

Mahendra N, Kashinath S. Mentoring Underrepresented Students in Speech-Language Pathology: Effects of Didactic Training, Leadership Development, and Research Engagement. Am J Speech Lang Pathol. 2022 Mar 10;31(2):527-538. doi: 10.1044/2021_AJSLP-21-00018. Epub 2021 Nov 3.

Reference Type BACKGROUND
PMID: 34731580 (View on PubMed)

Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research

Reference Type BACKGROUND

Hall, R., & Jaugietis, Z. (2011). Developing peer mentoring through evaluation. Innovative Higher Education, 36, 41-52. https://doi.org/10.1007/s10755-010-9156-6

Reference Type BACKGROUND

Goff, L. (2011). Evaluating the outcomes of a peer-mentoring program for students transitioning to postsecondary eTeaching and Learning, 2(2), Article 2. https://doi.org/10.5206/cjsotl-rcacea.2011.2.2

Reference Type BACKGROUND

Castro, N. (2025). Opening the pipeline to the field of communication sciences and disorders through career counseling 1-18. https://doi.org/10.1044/2025_PERSP-24-00291

Reference Type BACKGROUND

American Speech-Language-Hearing Association [ASHA]. (2025). Supply and demand resource list for audiologists audiologistshttps://www.asha.org/siteassets/surveys/supply-demand-audiology.pdf?srsltid=AfmBOooHaoNWkJCjuBfAtry3Yx9P

Reference Type BACKGROUND

American Speech-Language-Hearing Association [ASHA]. (2024). Schools survey report: SLP workforce and work for speech language pathologists chttps://www.asha.org/siteassets/surveys/schools-survey-report-slp-workforce-trends-2004-2024.pdf?srsltid=AfmBO

Reference Type BACKGROUND

American Speech-Language-Hearing Association [ASHA]. (n.d.). Market Trends in Audiology and Speech-Languaghttps://www.asha.org/careers/market-trends/#:~:text=audiologists%20and%20SLPs.-,Reasons%20for%20Growth,o

Reference Type BACKGROUND

Other Identifiers

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IRB-FY25-26-4917

Identifier Type: -

Identifier Source: org_study_id