Globalization, social changes, rapid technological progress, and the global crisis have created enormous changes in how people pursue and manage their personal and professional future paths. In this scenario, guidance services play a central role in promoting more aware choices among students and helping them build feasible paths that consider interests, passions, and desires. The task of guidance services is also to accompany students by recognizing the resources available at an individual level (personal and transversal skills, etc.) and at a social level (e.g., knowledge of the services available), increasing and strengthening them. These skills are crucial for dealing with moments of transition, such as those between the university and the professional world, facing the fear of the future, and building possible future personal projects. With these assumptions, since 2013, the University of Milano-Bicocca has activated the Peer-to-Peer Tutoring Service carried out by senior students for first-year undergraduates, master's freshmen, and students in the entire academic path. Indeed, the Tutoring Service was created to support moments of transition and complexity throughout the academic period: the change in approach to studying, the different relationships with teachers, the lack of daily monitoring of training activities, new parameters and methods of measuring results, independence and responsibility in one's choices and in managing one's time, etc. A Coordination group supervises the tutors to support students in promoting university socialization, a formative and satisfying educational experience, and consequently, the reduction of dropouts. For this reason, different monitoring moments and tools have been planned to intercept these activities' progress, satisfaction, and impact on students. In detail, it monitored the participation in the various meetings organized by the tutors (level 1), the questions and needs that students bring (level 2), the general satisfaction with the project (level 3), and the impact - in terms of development of skills and general satisfaction - that participation in the tutoring has and has had overtime (level 4). The presentation, therefore, will focus on the illustration of these evaluation methodologies in detail and on the presentation of the results obtained from the quantitative analyses - provided by questionnaires before and after the tutoring activities - and by the qualitative analyses of the comments of students and tutors, highlighting, in particular, the variations in the dimensions of uncertainty about the future, smart skills, and life satisfaction developed through attending the services. Starting from this, it will finally be highlighted how university students, although carrying partly overlapping needs, present different resource characteristics - in terms of which the guidance services and activities must adapt.

Keywords: Peer tutoring, university, evaluation.