University of Denver Autumn 2025

The People Who Shape Us

Leading by Example

When transfer student Ben Merson arrived at DU, his 4D Peer Mentor Pearse Lashley helped him find his footing— and his future. When DU asks new students what helped them most during their transition to campus life, one answer consistently rises to the top—not a class, not the view of the mountains or the food in the dining hall, but their 4D peer mentors. Each year, about 170 students apply and 90 are chosen to guide first years through the ups and downs of those crucial first months. Trained to communicate effectively, connect students with resources, and offer support, 4D peer mentors lead orientation and check in regularly to help students navigate their first year. To learn more about the benefits of peer mentorship, we talked to Pearse Lashley, a junior majoring in psychology as well as kinesiology and sports studies, who mentored transfer student Ben Merson, a sophomore studying pre med and business management—who is now mentoring others himself. What were your first impressions of each other? Lashley: On the first day of orientation, students are typically pretty guarded, but Ben was so excited to be here and asked so many questions about what I was involved in. It’s cool to see him act on that and become a 4D peer mentor. Merson: Those first few days definitely confirmed my decision to transfer, partly because of Pearse. Being able to connect with someone right off the bat who you feel you can trust and wants you to succeed is so important—and I definitely felt that from her.

What makes a good mentor or mentee? Lashley: To me, it’s about leading by example. You don’t have to be loud or outgoing—just being supportive and empathetic goes a long way. A big part of it is simply listening and being a sounding board, especially during transitions when students might feel lost and just need someone to talk to. Merson: I agree, and I also think being a good mentee takes some humility—you have to be willing to admit you don’t have it all figured out and be open to guidance. What have you learned from this relationship? Lashley: I’ve learned a lot about how I want others to feel—welcome, supported, and less overwhelmed during a big transition. I’ve also learned more about the University itself and the resources we have—and it’s helped me feel more connected to my peers, too. Merson: Pearse was one of the first people I connected with on campus, and seeing how involved she was gave me the confidence to pursue leadership roles myself. I recently accepted an executive role in student government, and I don’t think I would’ve taken that step without seeing her example. What makes peer mentorship successful? Lashley: I think the best mentorships happen naturally. I didn’t set out to be a mentor; it just came from getting involved in things I cared about. When you’re genuinely invested in something, you naturally want to help others do the same. Merson: I used to think mentorship had to be super structured, but it’s really about small moments that build over time. Find someone you admire and just start a conversation. Ask how they got where they are. That kind of curiosity can go a long way. How is a peer mentor different from other mentors? Lashley: It’s different because we’re in the same stage of life. With older mentors, there’s often a gap—they might have families or be in a totally different phase. But a peer mentor is navigating similar challenges at the same time, which is reassuring. Merson: Yeah, I’ve had mentors who are professors and coaches that were great when it comes to academic support or big-picture advice, but peer mentorship is more grounded in the day-to-day—it’s someone walking through college life with you. Faculty have expertise, but peers have shared experience, which is different but just as valuable.

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UNIVERSITY OF DENVER MAGAZINE | AUTUMN 2025