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A combined presentation from the Office of Undergraduate Education, First Generation Scholarly Learning Community, and the UK College of Education’s P20.

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Presentation on theme: "A combined presentation from the Office of Undergraduate Education, First Generation Scholarly Learning Community, and the UK College of Education’s P20."— Presentation transcript:

1 A combined presentation from the Office of Undergraduate Education, First Generation Scholarly Learning Community, and the UK College of Education’s P20 Education & Policy Law Lab

2 Acknowledgements PRESENTERS: Matthew Deffendall  Director, First Scholars Program at UK Nikki Knutson  Assistant Provost, Undergraduate Education CONTRIBUTORS: Neal Hutchens Wayne Lewis Mike Peabody David Sacks Roger Sugarman

3 Overview Characteristics of First-Generation College Students (FGCS) Institutional profile of FGCS and peers Overview of national literature Promising Practices and Benchmarks Initiatives at UK Recommendations

4 Why FGCS? Retention strategies and programs designed for first-generation college students have an impact on the general campus population but the reverse is not necessarily true. Thayer, P. (2000). Retention of Students from First Generation and Low Income Backgrounds. Journal of the Council for Opportunity in Education, May 2000, 3-9.

5 Terminology First-Generation College Student (FGCS) “A student whose parents never completed a four-year college degree.” U.S. Department of Education Continuing-generation and non-FGCS “A student with at least one parent who has completed a four-year college degree.”

6 Characteristics of FGCS Often low-income More likely to be ethnic minority Generally older than non-FGCS More likely to be non-native English speakers More likely to live at home or off-campus Often take fewer credits or enroll part-time Often work full-time

7 Characteristics of FGCS Less academically prepared Take more remedial classes Low educational and degree aspirations Less likely to apply to graduate school Less likely to integrate into campus culture Less likely to perceive faculty as caring and approachable

8 Institutional Profile 17% 2009 cohort are FGCS Lower high school GPA’s Lower ACT scores Lower first semester college GPAs Gap widens over time Tend to enroll initially in Undergraduate Studies or Arts & Sciences

9 National Literature 24% FGCS vs. 68% CG enroll in college and graduate Chen, X., & Carroll, D. (2005). First-generation Students in Postsecondary Education. A look at their College Transcripts. Washington, DC: US Department of Education, National Center for Educational Statistics. Cumulative pattern Lucas, S. R. (2001) Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects. American Journal of Sociology. 106 (6), Imposter phenomenon Davis, J. (2010). The First-generation Student Experience: Implications for Campus Practice, and Strategies for Improving Persistence and Success. Sterling, VA: Stylus Publishing. Pull from home Ramos-Sanchez, L. & Nichols, L. (2007). Self-efficacy of First-generation and Non-First-generation College Students: The Relationship with Academic Performance and College Adjustment. Journal of College Counseling. 10 (1), 6-18.

10 Promising Practices Peer mentoring Faculty mentoring Freshman seminar Career counseling Summer bridge Parent programs Student organizations Living-learning communities

11 Benchmarks Most target FGCS through TRiO programs like Student Support Services Michigan and Virginia offer no institution wide support for FGCS on their main campuses Models exist at Arizona and Michigan State

12 Initiatives at UK Student Support Services  Federally funded TRiO program serving low-income, first-generation, and/or individuals with documented disabilities  Funded for 166 students annually Robinson Scholars Program  Full scholarship for eight semesters  29 counties in Eastern Kentucky First Scholars Program  Grant funded program for 20 students each year  Holistic program that provides $5,000 scholarship

13 Recommendations Explore early interventions (i.e. summer bridge) Encourage FGCS to enroll in UK 101 Identify high impact areas (UGS and A&S) Increase campus collaborations Comprehensive program

14 Recommendations Peer mentoring Additional advisors for FGCS Database of faculty and staff Continue to expand research and data collection Pursue funding opportunities (i.e. McNair)

15 Recent Developments Enhanced data collection and reporting Application updates in 2011 Student organization “1G Stories” project Living-Learning Community Expansion of UK 101 “First-generation” status added to the profile sheet for 2011 advising conferences

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