In higher education, as in primary and secondary education, attachment to the institution plays a significant role in student well-being, academic success, prevention of failure, and reduction of dropouts. Student success is a major contributor to the success of the university. To support student integration, we have created a mentoring program at our university's Faculty of Engineering with three main objectives. Firstly, to provide incoming students with information essential to university life and to help them find the proper channels and pathways to access this information, secondly, to help build student communities, and thirdly, to support academic and professional progress. Under the mentoring scheme, first-year BSc students are assigned to mentor groups, where they receive support from the mentor teacher in the group and their senior mentor peers. In the autumn semester, the focus is on helping the group to settle in, learn how to support academic learning, and organize the group into a community. In our research, we wanted to find out whether the mentored students' feedback reflected the program's objectives and their satisfaction with the mentor teachers' and students' work. The program was launched in 2022, and accordingly, we will ask for feedback from participants every year from autumn 2022 onwards, after the end of the autumn semester, through an online, anonymous questionnaire with both closed and open questions.

From the data obtained, we will know:
(a) the students' majors,
(b) their work schedule (full-time, part-time),
(c) their opinions about the mentoring program,
(d) their satisfaction with the mentor teacher and
(e) mentor student in their group,
(f) the nature of mentor meetings held to build community,
(g) students' self-reflection on their academic progress,
(h) their suggestions for program improvement, and
(i) their critical comments.

The latter two themes were assessed using open-ended questions. So far, 1405 students out of 2084 have completed our questionnaire over the three autumn semesters, which is a 67% completion rate. The results show that a significant proportion of students who responded positively view the mentoring program. Based on the first three years of data from our questionnaire survey, the mentoring program is effective in helping students integrate into the university, supporting student motivation and engagement, and building a university identity. It is important to note that the mentoring program has improved communication between teachers and students, in the professional communities of teachers, in curriculum development, student feedback, and improving student progress indicators.

Keywords: Higher education, mentoring, university integration support, student satisfaction.