MentoringNCT07308821
Effects of a Peer-mentoring Program on Undergraduate Students' Outcomes and Perspectives Related to a Career in Communication Sciences and Disorders
A study testing mentor program in people with Mentoring, run by Montclair State University at 1 site in United States.
Trial summary
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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Mentoring
- What is being tested?
- mentor program
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 46 participants
- Where
- 1 siteUnited States
- Study dates
- 15 Jan 2026to 1 Jun 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
None listed.
Who cannot join
- -
Trial locations and contacts
1 site in 1 country.
United States1 site
Department of Communication Sciences & Disorders
Bloomfield, New Jersey, 07003
About this study
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.
Read the detailed description
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
- Mentoring
- Being tested
- mentor program
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
mentor programBehavioural
mentor program participant
| Study group | Role | What they receive |
|---|---|---|
| mentor group | Experimental | Not described Receives: Behavioral: mentor program |
| comparison group | No intervention | Not described |
What is being measured
The primary outcome is the main question the study is designed to answer.
Mentorship experiences survey developed by the research team
pre/post program survey
Measured: prestest at baseline (Feb 2026); immediately after completion of mentor program (May 2026)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted30 Dec 2025
- Study start15 Jan 2026
- Primary completion1 Jun 2026
- Study completion1 Jun 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (10)Papers the sponsor has linked to this study.
- Other trials for MentoringStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 46 participants (actual)
Sponsor and investigators
- Lead sponsor
- Montclair State University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07308821
- Sponsor's protocol ID
- IRB-FY25-26-4917
- Status last verified
- Jan 2026
- First submitted
- 9 Dec 2025
- Last updated
- 9 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
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
Montclair State University. (2024, September 7). What It Means to Be a Hispanic-Serving University.https://www.montlcair.edu
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.
PubMed 34731580Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research
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
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
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
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
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
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
Study at a glance
From the registry record, last updated by the sponsor on 9 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of a Peer-mentoring Program on Undergraduate Students' Outcomes and Perspectives Related to a Career in Communication Sciences and Disorders
- ClinicalTrials.gov ID
- NCT07308821
- Acronym / sponsor ID
- IRB-FY25-26-4917
- Conditions
- Mentoring
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 46 participants (actual)
- Lead sponsor
- Montclair State UniversityUniversity, hospital or other
- Study start
- 15 Jan 2026 (actual)
- Primary completion
- 1 Jun 2026 (actual)
- Study completion
- 1 Jun 2026 (actual)
- First posted
- 30 Dec 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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
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.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| mentor group | Experimental | Behavioral: mentor program |
| comparison group | No intervention | – |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (0 listed)
Key exclusion criteria (1 listed)
- -
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| mentor programmentor program participant | Behavioural | mentor group |
Primary outcome
Mentorship experiences survey developed by the research team
Time frame: prestest at baseline (Feb 2026); immediately after completion of mentor program (May 2026)
pre/post program survey
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 9 Oct 2026.
- BackgroundRayle, 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
- BackgroundMontclair State University. (2024, September 7). What It Means to Be a Hispanic-Serving University.https://www.montlcair.edu
- Background: PubMed 34731580Mahendra 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.
- BackgroundJacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research
- BackgroundHall, R., & Jaugietis, Z. (2011). Developing peer mentoring through evaluation. Innovative Higher Education, 36, 41-52. https://doi.org/10.1007/s10755-010-9156-6
- BackgroundGoff, 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
- BackgroundCastro, 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
- BackgroundAmerican 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
- BackgroundAmerican 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
- BackgroundAmerican 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
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing mentor program in people with Mentoring, run by Montclair State University at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 0 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 9 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Mentorship experiences survey developed by the research team (time frame: prestest at baseline (Feb 2026); immediately after completion of mentor program (May 2026)). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07308821, which also lists 10 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 9 Oct 2026.