Presentation on theme: "First Generation Students: From Admission to Graduation"— Presentation transcript:
1First Generation Students: From Admission to Graduation Association of American Colleges and Universities Conference Annual Meeting 2013Ms. DeLaine Priest Dr. Vivian Ortiz Associate Vice President Director University of Central Florida University of Central Florida
2Presentation Overview UCF OverviewUCF First Generation PopulationFactors that affect the transition, retention, and graduation of first generation college studentsUCF Interventions and Support ServicesEngagementImpact of Assessment and EvaluationQ/A
3UCF Institutional Overview Metropolitan Research UniversityOrlando, Florida2nd Largest Institution in the NationUndergraduates ,968Freshman ,129Transfer , 364Graduates ,522Medical SchoolTOTAL ,767
4UCF Institutional Overview Racial/Ethnic Demographics:Hispanic %African American 10%Asian/Pacific Islander %Fall Freshman Profile ( ):Average SAT ScoreAverage ACT ScoreAverage High School GPAResidency (all students)In-state %Out-of-State %
5UCF First Generation Student Definition A First Generation Student (FGS) is a student whose parents or guardians have not earned a bachelor’s degreeHow do your schools define FGS?
6UCF First Generation Students Over 11,500 UCF undergraduates are first generation college students (approx. 23% of all undergraduates)Summer to Fall Full Time FTIC Cohort Retention ( ) = 83.8%59 % of First Generation Students identify as female and 41% as maleRacial/Ethnic Background (FTIC )6% Asian11% Black26% Hispanic53% White4% Other
7FGS in PerspectiveA 2007 study by the Higher Education Research Institute found that 17percent of entering first-year students were first generation students.Now look at 2012, where one in three college students is first generation (Greenwald, 2012).Significant increase and growth in enrollment of first generation students in just five years.
8Research on FGSNote: Before any factors can be discussed, limitations of the research on first generation college students should be noted. While studies indicate that first generation students are less likely to be retained, little is known about the college experiences of first generation students (Duggan, 2001; 2002; Pike & Suh, 2005)What is known:15 percent gap between 3-year persistence on first (73 percent) and second (83 percent) generation students (Walburton, Bugarin, & Nunez, 2001)Differences in the pre-college characteristics of first and second generation students can affect FGS persistence and graduation rates (Terenzini, Springer, Yeager, Pascarella, & Nora, 1996)More likely to have spent less time socializing with peers in high school and interacting with high school teachers (lower levels of engagement)FGS are less likely to live on campus, to develop relationships with faculty members, and more likely to work more hours off campus (Richardson & Skinner, 1992; Terenzini et al., 1996)FGS are less likely to develop strong relationships with other students and to become involved in clubs and organizations (Billson & Terry, 1982; Richardson & Skinner, 1992)FGS are more likely to report lower levels of engagement in college (Pike & Suh, 2005)
9Factors affecting FGSTransition to college, academically and culturally (Choy, 2001; London, 1989, 1996; Nunez & Cuccaro-Alamin, 1998)Lack of knowledge (Tym, McMillion, Barone, & Webster, 2004):Campus environmentAcademic expectationsUniversity operations (housing, financial aid, etc.)Less parental support in making the decision to attend college (Billson & Terry, 1982; Choy, 2001; York-Anderson & Bowman, 1991)Less family support in attending college (Terenzi et al., 1996)Academic expectations (Terenzi, Springer, Yeager, Pascarella, & Nora, 1996):Longer to complete degree programsWeaker cognitive skills (reading, math, critical thinking)Lower degree aspirations
10Characteristics of FGS More likely to be a Black or Hispanic woman from a low income backgroundLess likely to enroll in college, even if academically qualified for admissionLess academically preparedLess knowledge of college protocolLower achievement test scoresLower college entrance exam scoresAttend part time and discontinuouslyLess likely to live on-campusMore likely to work 20+ hours a week and have financial concernsMore likely to experience transitional issuesLess confidence in their ability to succeed in collegeEngle (2007), Jehangir (2010), Higher Education Institute (2007)
11Characteristics of FGS Married FGS less likely to persist (52.8 percent)Male FGS more likely to persist (9.4 percent)FGS whose primary language at home was not English were more likely to persist than if English was their primary language at home (14.7 percent)Hispanic FGS were less likely to persist than White FGS (35.4 percent)FGS who chose an institution so they could live at home were more likely to persist than those that stated they could not live at home (18.3 percent)FGS attending private institutions were less like to persist than those attending public institutions (12.3 percent)For every one unit increase in GPA, FGS were 12.8 percent more likely to persistLohfink& Paulsen (2005)
12Why Provide Support to First Generation Students First Generation Students are at a distinct disadvantage compared to their peers when it comes to retention and graduation from higher education institutions‘Access does not equal success’
13UCF’s Response to First Generation Students Large number of underserved studentsNo targeted programming for FGS though it is an at-risk populationNeed to be proactive in addressing issues of student retention and success
14Evolution of UCF’s First Generation Program Identified the need for a First Generation Student ProgramIdentified the barriers to FGCS successDeveloped the mission and goals of the FGCS ProgramMaximized the potential for success through appropriate unit/program alignmentIdentify first generation college students:Financial Aid (FAFSA)AdmissionsOrientationCreation of initiatives targeting this population
15Challenges that UCF FGS Experience FinancialNavigating the college systemAcademic PreparationCampus EngagementFamily/Cultural ChallengesExpectations of SelfPreparation for future after college
16Multicultural Academic and Support Services (MASS) Mission: maximize student success by assisting Multicultural and First-Generation College Students in their transition to the University of Central Florida and by connecting with the University community and our partners to promote and facilitate academic support services and programs.Brother to Brother ProgramSOAR ProgramFirst Generation ProgramWorkshops/SpeakersCommunity College DayMulticultural Transfer Student Welcome Reception
17UCF’s First Generation Program: Overview ||Part of the Multicultural Academic and Support Services Office Mission: To ease FGCS’ transition to college, provide them an academic home, demystify their college experience, assist them with navigating through the university landscape, and help them prepare to succeed at UCF and beyond.The Program Offers:One-on-one Support through graduationFinancial support through scholarships and information on financial resourcesReferral to resourcesOpportunities to connect with students, faculty, staff, professionals and alumniPrograms and workshops that provide role models to FGCS and help them succeed
19Multicultural & First Generation Knights Networking Reception UCF’s First Generation Program: InitiativesFirst Generation Speaker SeriesMulticultural & First Generation Knights Networking Reception
20UCF’s First Generation Program: Collaborations Advisory Board : Boeing, Orange County, Orlando Magic, Disney World, Universal Studios, INROADS, State FarmCommunity partners with KAPLAN & TargetCampus Partners: McNair Program, Office of Undergraduate Research, Career Services, Financial Aid, Multicultural Student Center, UCF Colleges, PRIME STEM Program, UCF FoundationGrants provided to UCF First Generation ProgramTarget Grant: Student ScholarshipsOrlando Magic Youth Fund: Student Scholarships/ProgrammingUCF Parent and Family Fund: Lunch and Learn (Pilot) and First Generation Speaker Series
21UCF Interventions and Support Services Programs Preparing FGCS Students for Graduate School or STEM Fields Learning Environment and Academic Research Network (LEARN) Living-Learning Community for incoming undergraduate students planning to major in the STEM fields, which intentionally outreaches to first-generation students, underrepresented minorities, and low- income students. Student Support Services-PRIME STEM Project The goal of SSS grant is to increase the college retention and graduation rates of its participants and help students make the transition from one level of higher education to the next. McNair Program McNair Mission: To increase the number of first-generation college students from low-income families and members of underrepresented groups in the nation's professoriate.
22Assessment and Research To promote continuous improvementTo gather indicators that will be useful for decision-making and planningTo gather evidence about how well students are meeting student learning outcomesResearchConfirm hypothesisGain new informationAdvance knowledge in a disciplineSolve a problem
23ReferencesBillson, J. & Terry, B. (1982). In search of the silken purse: factors in attrition among first-generation students. College and University, 58, Chen, X (2005). First-Generation Students in Postsecondary Education: A Look at their College Transcripts. Washington, DC: National Center for Education Statistics. Choy, S (2001). Students Whose Parents Did Not Go to College: Postsecondary Access, Persistence, and Attainment. Washington, DC: National Center for Education Statistics. Duggan, M. (2001). Factors influencing the first to second year persistence of first-generation college students. Paper presented at the annual meeting of the North East Association for Institutional Research, Cambridge, MA. Duggan, M. (2002). The effects of social capital on the first to second year persistence of first-generation college students. Dissertation Abstracts International, 63(03), 188. Engle, J. (2007). Post-secondary access and success for first-generation college students. American Academic, 3(1), Greenwald, R. (2012). Think of first generation students as pioneers, not problems. The Chronicle of Higher Education, Higher Education Research Institute (2007). First in my family: A profile of first-generation college students at four-year institutions since Retrieved from Lohfink, M. & Paulsen, M. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46(4), London, H. (1989). Breaking away: a study of first-generation college students and their families. American Journal of Education, 97(2), London, H. (1992). Transformations: cultural challenges faced by first-generation students. In L.S. Zwerling & H.B. London (Eds.), First-generation students: confronting the cultural issues. San Francisco: Jossey-Bass.
24ReferencesNunez, A. and S. Cuccaro-Alamin (1998). First-Generation Students: Undergraduates Whose Parents Never Enrolled in Postsecondary Education. Washington, DC: National Center for Education Statistics. Pike, G. & Kuh, G. (2005). First and second generation college students: a comparison of their engagement and intellectual development. The Journal of Higher Education, 76(3), Richardson, R. & Skinner, E. (1992). Helping first-generation minority students achieve degrees. In L.S. Zwerling & H.B. London (Eds.), First-generatio n students: confronting the cultural issues. San Francisco: Jossey-Bass. Terenzini, P., Springer, L., Yaeger, P., Pascarella, E., & Nora, A. (1996). First generation college students: characteristics, experiences, and cognitive development. Research in Higher Education, 37, Tym, C., McMillion, R., Barone, S., & Webster, J. (2004). First-generation college students: a literature review. Research and Analytical Services. Warburton, E., Bugarin, R., & Nunez, A. (2001). Bridging a gap: academic preparation and postsecondary success of first-generation students. Washington D.C.: U.S. Department of Education. York-Anderson, D. & Bowman, S. (1991). Assessing the college knowledge of first-generation and second-generation college students. Journal of College Student Development, 32,
25Student Development and Enrollment Services Questions?Student Development and Enrollment ServicesVivian Ortiz(407)DeLaine Priest(407)