Peer mentoring has become a widely adopted strategy in engineering education to support students facing demanding coursework, strengthen academic integration, and enhance the learning experience through collaborative, near-peer support. This paper reports the design and early program analytics of the Peer Mentoring of Excellence (PME) program, an initiative led by high-achieving engineering students who provide individualized tutoring and exam-preparation support to peers across engineering majors. Using a mixed-methods program evaluation, we analyzed two academic years of implementation (four consecutive semesters) combining operational records (number of mentors, mentees, tutoring sessions, supported courses, and ¿study jam¿ events), satisfaction data collected after tutoring sessions, and qualitative feedback from participating peer mentors. PME engaged students from 17 engineering academic programs and delivered 9,101 tutoring sessions to 3,726 mentees across the four semesters. Program capacity remained stable over time, with 62-72 peer mentors per semester and 1,206-2,985 tutoring sessions delivered per semester, supporting 108-133 courses per semester. Satisfaction ratings were consistently above 90% across semesters. Qualitative evidence indicates that peer mentors strengthened leadership, communication, and assertiveness, while also reinforcing their own technical understanding through mentoring. Overall, these results provide a data-driven baseline that supports the feasibility and scalability of a high-achiever-led peer mentoring model in engineering programs and motivates future analyses linking participation to academic performance and persistence outcomes.
