Introductory business program helps first year students build strong friendships while gaining real world skills from the start of college life

Rochester, New York – A new initiative at the Saunders College of Business is reshaping how first-year students step into college life, blending academic learning with mentorship and hands-on collaboration. Designed to smooth what can often feel like an overwhelming transition, the Freshman Experience: BIZ 1+2 program focuses on building both business skills and personal connections from the very first weeks on campus.

For many incoming students, the shift from high school to college brings uncertainty. New expectations, unfamiliar faces, and demanding coursework can quickly create pressure. Leaders of the program say they recognized early that academic success often depends on something more basic: whether students feel comfortable, supported, and part of a community.

That philosophy now drives the structure of the two-semester sequence, which is required for all business majors. Rather than relying only on lectures, the program immerses students in interactive learning. Participants explore core concepts such as marketing, finance, and operations, but they do so through simulations, teamwork, and real-world projects. By the end of the year, students develop original business ideas and pitch them to industry professionals, gaining practical experience rarely offered so early in a college career.

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The program recently underwent a significant redesign led by Andy Lawrence and Phillippa Thiuri. Their goal was to strengthen a key element they believed was already central to student success: peer support. As part of the update, they expanded the role of Chief Learning Consultants, or CLCs — upper-level students who work closely with both professors and first-year cohorts.

These paid peer mentors act as guides, helping new students navigate academic expectations, group work, and campus life. Their presence aims to make classrooms feel less intimidating, especially for those encountering complex business topics for the first time.

“It can be intimidating for a student in a first-year class,” Lawrence said. “They’re just totally blown away by the people that are trying to teach them all this complex material, and the CLCs are there to help them navigate; to help mentor them and shepherd them as they become a part of the college.”

For some mentors, the role is deeply personal. Jackson Hogan, now a third-year student and a fourth-semester CLC, first experienced the program as a freshman. He credits that early experience with helping him gain confidence and develop teamwork skills.

“I found it to be really fun,” said Hogan about his first-year experience. “We were able to learn through using business simulations. We got to be a little competitive with a few other teams in the class and we learned a lot about how to make decisions in marketing, finance, and operations. We got the basics down while working with team members who have different work ethics.”

Hogan now helps younger students navigate those same challenges, guiding group discussions, assisting with projects, and offering practical advice about balancing coursework. Program leaders say mentors like him play a crucial role in bridging the gap between professors and first-year students.

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The mentoring experience also benefits the CLCs themselves. Carol Adamski, a second-year student majoring in global business management, said the role has strengthened her own academic and professional skills. In addition to mentoring presentations and projects, CLCs assist faculty with grading and class planning.

“The writing has been the biggest improvement so far,” said Adamski. “I’ve seen some great writing, whether it’s formatting or the way they present their ideas. It’s also made me think about how to attack some of my own assignments and reports in other classes.”

For first-year students, the presence of peer mentors can make the college environment feel less formal and more approachable. Mina Lahm, a marketing major, said having access to students closer to her own age eased early anxieties.

“At the beginning, it was kind of weird, because we didn’t know who anybody was,” Lahm said. “But I think it was less pressure than having to go to the professor. It’s more on our level.”

Program leaders say that sense of comfort is exactly what they hope to achieve. While the academic curriculum focuses on teaching business fundamentals, the broader mission is to help students adapt socially and emotionally to college life.

Lawrence emphasized that the ultimate goal extends beyond classroom performance. By integrating mentorship, teamwork, and real-world applications, the program aims to nurture communication skills, leadership abilities, and lasting friendships — qualities seen as essential for long-term success.

“Of course, we want to make them an expert in business,” said Lawrence, “But we also want to acclimate them to college and get them to feel like they’re a part of the school and the community. We want to show them all the resources and support systems, you know, expose them to business, but really help them make friends.”

As the redesigned program continues to grow, faculty members believe its strongest impact may lie in its human element. By pairing first-year students with experienced peers, the initiative transforms what could be an isolating transition into a collaborative journey.

In an environment where students often face intense academic expectations, that combination of guidance, connection, and hands-on learning is proving to be a powerful formula — one that helps new business students not only understand their field, but also find their place within it.