Transforming academic public health mentorship: implementation and expansion of MOSAIC

Persistent systemic inequities disproportionately impact BIPOC, first-generation, and international students in graduate public health education. Despite institutional diversity, equity, and inclusion commitments, these students frequently encounter structural barriers such as limited mentorship, inadequate faculty representation, marginalization, and restricted access to academic resources. The Mentoring of Students and Igniting Community (MOSAIC) program addresses these inequities through structured faculty-student group mentorship, professional development, and peer support networks. Recognizing mentorship's vital role in fostering academic success and identity affirmation, MOSAIC employs a socio-ecological approach, systematically targeting barriers across macro, meso, and micro levels to cultivate inclusive academic environments. This manuscript describes the adaptation and implementation of MOSAIC within the Department of Population and Public Health Sciences (DPPHS) at the University of Southern California (USC), emphasizing support for doctoral students. MOSAIC's USC adaptation integrates institutional commitment, targeted funding, and dedicated faculty leadership, explicitly engaging faculty who share identities with students. Through structured mentorship programming, responsive student-driven workshops, and community-building activities, MOSAIC aims to facilitate career preparedness, demystify the hidden curriculum, and enhance students' overall well-being and belonging. In its first year, MOSAIC at USC engaged 15 to 20 doctoral students, and strengthened faculty engagement with anti-racist pedagogy and mentorship. The initiative bridged doctoral programs within DPPHS, promoting inter-program collaboration and fostering a supportive, inclusive community. Early feedback from students indicates improved institutional climate perceptions, stronger mentor-student relationships, increased academic self-efficacy, and reduced isolation among participants. The successful USC adaptation demonstrates MOSAIC's transferability and underscores structured mentorship's potential for catalyzing broader institutional transformation. The manuscript offers detailed insights and a replicable programmatic framework, guiding institutions seeking to adopt the MOSAIC program. By embedding anti-oppressive strategies and striving for sustained institutional commitment, MOSAIC contributes significantly to reshaping public health education toward equity, inclusivity, and justice-oriented mentorship, ultimately preparing a diverse workforce to address complex public health challenges.