1. Supporting First-Generation Students at Elms College
Brian Kapinos, Director of Advising

2. From the 2012 Report Produced By the Institute For Higher Education Policy
A postsecondary degree is increasingly necessary for social and financial stability and success. The benefits of a college degree are particularly relevant for historically underserved students, such as first-generation, low- income, and racial/ethnic minority students, given America’s commitment to economic and social mobility.
This quote reiterates the necessity for postsecondary institutions to support their students to the best of their ability.

3. Agenda for this Presentation
What is First-Generation Again?
Who are Our First-Generation Students?
Being a First-Generation Student
Some Struggles That Occur
Helpful Things to Consider..
What Can We Do To Help?
How Can We Improve the First-Generation Experience here at Elms College?

4. What is First Generation Again? How Do We Define This?
Please Define: What is a First-Generation Student?
Robert Toutkoushian explains in his 2015 paper entitled “talking about my generation” Defining first-generation students in higher education research..

5. What is First-Generation Again?
Is a first-generation student someone for whom neither parent has earned a college degree, or at least one parent has not earned a college degree?
Does the type of degree earned or pursued by a parent – associate’s or bachelor’s -- matter when defining a first-generation college student?
Or is someone still a first-generation college student if their parent(s) attended college but did not graduate with a degree?
And does the definition depend on whether a student’s parent is their biological parent, and/or parent residing with them in their home?
These variations in how to define first-generation college status are subsequently reflected in the lack of consensus in the field regarding measurement of this factor.

6. Who are our First-Generation Students?
First-generation students come from a familial unit with one or more parents or guardians who have no college or post- secondary education experience (Engle, Bermeo, & O’Brien, 2006).
According to Engle and Tinto (2010) first-generation students are more likely to be
Female
From a minority background
Have a dependent or be single parents
Be financially independent from their parents
Have a high school equivalency diploma instead of a high school diploma
*However, there is no set criteria for being first-generation!
Being First-Generation

7. Being A First-Generation Student
My story (Almost First Generation?)
Brian Kapinos,
Holyoke Community College -> , Tennis
Umass Amherst -> Orientation, Loans, Advisor
Is anyone here a first-generation student?
Please share your story!
Any challenges? Barriers? Success Stories? Insights

8. Lets Get Some Background..

9. Background Information On First-Gen Students
In today’s postsecondary educational institutions, there are approximately 4.5 million first generation, low- income students currently seeking an educational credential above a high school diploma (Engle & Tinto, 2010).
As the first in their families to attend college, first- generation students typically lack the traditional support networks available to their peers whose parents earned degrees (Pascarella, Pierson, Wolniak, & Terenzini, 2004).
Helene Ngyuen (Her Story)

10. Background Information On First-Gen Students
According to Saenz, Hurtado, Barrea, Wolf and Yueng (2007), first generation students tend to have lower educational aspirations than non-first generation students largely due to lack of information about degrees and academic preparation.
Along with these difficulties, first-generation students may also feel emotionally overwhelmed and may need additional support from counselors, parents, and their secondary school in order to achieve their goals of attending and excelling at an institution of higher education.
Jessica Leichter (Her Story)

11. Some Struggles That Can Occur…

12. First-Generation Struggles
First-generation college students are at a higher risk of experiencing difficulties becoming acclimated to all of the administrative and financial aspects of applying to and attending an institution of higher education (Woosley & Shepler, 2011).
First-generation students were about twice as likely as those whose parents had bachelor’s degrees to leave after the first year of school (Choy 2001).
One of the main struggles for low-income first generation students is these students are nearly four times more likely to leave a post-secondary educational institution without a credential then compared to students who were neither first- generation or low-income (Engle & Tinto, 2010).

13. First-Generation Struggles
It is believed that first-generation students’ lower social capital results in their decreased academic engagement.
First-generation students reported having fewer interactions with faculty in the classroom and contributed less frequently to class discussions.
Additionally, first-generation students did not appear to integrate course material as often because they reported less frequently bringing up ideas or concepts from other courses during class discussions.
Soria, K. M., & Stebleton, M. J. (2012). First-generation students' academic engagement and retention. Teaching In Higher Education, 17(6).

14. First-Generation Struggles
The lack of college knowledge also may be seen in first- generation students’ lack of understanding of the on- campus resources available to support them, such as student services and financial aid offices.
Institute for Higher Education Policy (US)(IHEP). (2012). Supporting first- generation college students through classroom-based practices.

15. Helpful Things to Consider…

16. Things to Consider…
A lack of campus engagement does not always equate to laziness or lack of interest.
A lack of engagement within the classroom is not always associated with being disengaged.
Students may be hesitant to make the first step during the advising period.
We cannot assume first-generation students have an understanding of the procedures and policies of the college. (Financial Aid, Course Withdrawal's, Satisfactory Academic Progress, degree audits)

17. Help for Students, Faculty, and Staff
So What Can We Do To Help? Faculty, Advisors, and Staff (A Blended Approach)
Help for Students, Faculty, and Staff

18. What Can We Do to Help
Higher education faculty can positively influence first- generation students’ experiences on campus through intentional measures, including seeking ways to increase formal and informal interactions with students (Lardner and Malnarich 2008).
In the Classroom
On Campus
Faculty are encouraged to reach out to first-generation students to establish meaningful connections and reduce feelings of alienation or barriers between faculty and students. (Soria, K. M., & Stebleton, M. J., 2012).

19. What Can We Do to Help
Effective institutional initiatives that support first-generation student success tend to include a series of strategies—including academic and social support structures as well as effective classroom practices—that support a more blended academic and social environment.
As noted by Kuh et al. (2006), academic and social support programs can help students adjust to college and provide clear paths to degree attainment. Nonetheless, while these supports may be necessary, they are not sufficient. It is important to integrate faculty-driven and classroom-based practices as well.
Institute for Higher Education Policy (US)(IHEP). (2012). Supporting first-generation college students through classroom-based practices.

20. What Can We Do to Help..
Proactive Advising (Also referred to as Intrusive Advising)
Proactive Engagement (beginning of the semester)
Phone call, , casual stop in on-campus
Make a conscious effort to establish a working relationship
In the classroom, in the advising session.
If the students isn’t engaged, then why?
Pay attention to the little details
Sometimes students are telling us what we need to know, we just aren’t listening for it…
Example: Find the connections between student problems and campus resources.
Trouble doing homework -> Maybe time management issues -> ARC?
Family Issues going on? -> Campus Ministry, Counseling Services?

21. What Can We Do to Help..
Ask about their experience so far this semester informally
Positive and Negative..?
Why was that experience this way?
If possible, and when appropriate, walk a student to the office you are sending them too.
Ex: Financial aid, Registrar.
Some of the best information I get from students is on those walks
Consider explaining your teaching style and how many professors have different teaching styles.
First-Generation, First-Year students only see what’s in front of them at this moment. Advisors are responsible changing this perception.

22. What Can We Do to Help..
Explicit language in the Syllabus geared towards First- Generation students
Detailed explanation of office hours, formal and information communication methods.
Follow-Up with Support Staff when you notice anything (early)
Brian Kapinos, Joyce Hampton, Success Coaches
Consider, if possible, integrating more formal and informal ways for students to participate in class.
Reading in class
Questions for Next Class, Written Down

23. References
Choy, S. (2001). Students Whose Parents Did Not Go to College: Postsecondary Access, Persistence, and Attainment. Findings from the Condition of Education, 2001.
Engle, J., Bermeo, A., & O'Brien, C. (2006). Straight from the Source: What Works for First-Generation College Students. Pell Institute for the Study of Opportunity in Higher Education.
Engle, J., & Tinto, V. (2010). Moving Beyond Access: College Success For Low-Income, First- Generation Students (The Pell Institute for the Study of Opportunity in Higher Education, 2008).
Institute for Higher Education Policy (US)(IHEP). (2012). Supporting first-generation college students through classroom-based practices.
Lardner, E., & Malnarich, G. (2008). A new era in learning: Why the pedagogy of intentional integration matters. Change, 40(4),
Saenz, V. B., Hurtado, S., Barrera, D., Wolf, D., Yueng, F. (2007). First in my family: A profile of first- generation college students at four-year institutions since Higher Education Research Institute.
Soria, K. M., & Stebleton, M. J. (2012). First-generation students' academic engagement and retention. Teaching in Higher Education, 17(6),
Swecker, H. K., Fifolt, M., & Searby, L. (2013). Academic advising and first-generation college students: A quantitative study on student retention.NACADA Journal, 33(1),
Woosley, S. A., & Shepler, D. K. (2011). Understanding the early integration experiences of first- generation college students. College Student Journal,45(4), 700.