College students' persistence in STEM is enhanced by mentoring, advising, participation in research, participation in bridge programs, and many other factors. Programs combining multiple approaches to facilitating persistence in STEM have beneficial outcomes for a larger proportion of students than programs with a single component. For undergraduate transfer students, mentoring by peers and faculty can enhance enculturation into the university setting. Near-peer mentoring of undergraduates by more senior undergraduates or graduate students has also been demonstrated to enhance persistence in STEM and science identity. These mentoring relationships have demonstrated positive effects on the science identity, self-efficacy, and sense of belonging of the mentors involved as well as mentees. Undergraduate research experience is critical for advancing through higher education in STEM. Strong connections have been made between undergraduate research experience and improved GPA or decision to continue to an advanced degree. This trend is augmented among undergraduates that identify with groups that have been historically excluded from STEM fields. The persistence of community college and transfer students in STEM has also been enhanced through participation in undergraduate research experiences. 19 Formal instruction on how to apply for undergraduate research positions is limited or nonexistent at many institutions, and many principal investigators (PIs) find undergraduate students to fill these positions via networking within the institution. Furthermore, research experience and a letter of recommendation from a supervising PI are highly beneficial in applications for postgraduate degrees. Through the graduate student-led development of the Transfer Student Mentorship Program (TSMP), we aimed to provide transfer students with information about undergraduate research and postgraduate degrees, build community among transfer students, and provide mentorship before and during the first transfer semester. This program would entail one-on-one mentorship of transfer students by graduate students and periodic group seminars and discussions on research-based topics with graduate and transfer student mentors. We sought to: