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Extended orientation courses for first-year students, as well as mentoring programs, are prevalent in higher education in the United States (Barefoot & Gardner, 1993; Ender & Newton, 2000). These courses are often referred to as freshman, first-year, or new student seminars. The purpose of such seminars typically is to provide an orientation to the college or university that is holistic in content, while utilizing developmentallyappropriate educational processes (Barefoot & Gardner, 1993). For many traditional-aged first-year students, college is a place away from home and family; it is most commonly a new, exciting, challenging, and yet scary place. Incorporating student mentors into new student seminars can help ease the transition into the collegiate environment. King (1995) wrote

Identifying the Merits of Sophomore Involvement in New Student Orientation