1. Supporting First-Year, First-Generation College Students in Transition
Brett Bruner, Director of Transition & Student Conduct
Dr. Keegan Nichols, Associate Vice President for Student Affairs/Title IX Coordinator
2016 NASPA Assessment & Persistence Conference
Portland, OR

2. Overview Overview & Learning Outcomes Roundtable Introductions
Common Terminology
Key Characteristics of First-Year, First-Generation College Students
Institutional Peer Sharing
Institutional Planning

3. Learning Outcomes
As a result of participating in this afternoon dialogue roundtable session, participants will:
Define orientation, transition & retention.
Identify 2 characteristics of first-year, first-generation college students in transitioning into higher education.
Articulate 1 new strategy to utilize to build or enhance a culture of support for first-year, first-generation college students in transition.

4. Common Terminology: Orientation
Deliberate programmatic & service efforts designed to facilitate the transition of new students to the institution; prepare students for the institution’s educational opportunities & student responsibilities; initiate the integration of new students into the intellectual, cultural & social climate of the institution; & support the parents, partners, guardians, & children of the new student.
Source: NODA Task Force to Explore the Definition of Orientation, Transition & Retention (2012)

5. Common Terminology: Transition
The process students go through (typically lasting up to 1 year) when entering a particular institution of higher education and/or entering the same institution for a new purpose. This may include, but is not limited to, entering a college as a first-year student, transferring to a college from a different institution, and/or entering a college or university for a subsequent degree. Successful transition results in student integration into the institution & ultimately retention and/or achievement of personal educational objectives.
Source: NODA Task Force to Explore the Definition of Orientation, Transition & Retention (2012)

6. Common Terminology: Retention
Student progression through higher education, focusing primarily on student persistence (i.e. term to term) through the beginning of the 2nd year at the same institution, with the goal being graduation from that institution and/or achievement of personal educational objectives. Retention is 1 outcome/measure/byproduct of successful student transition, which can be facilitated by effective orientation programs & other academic & social integration processes.
Source: NODA Task Force to Explore the Definition of Orientation, Transition & Retention (2012)

7. Common Terminology: First-Generation Student
FHSU definition:
Neither parent has attended college; or
At least 1 parent has attended college but has not completed a postsecondary credential (certificate, associate’s degree, bachelor’s degree, etc.).

8. Common Terminology: Continuing-Generation Student
FHSU definition:
At least 1 parent has attended college & has completed a postsecondary credential (certificate, associate’s degree, bachelor’s degree, etc.).

9. Key Characteristics of First-Generation Students
More likely to drop out, more likely to take longer to graduate if they don’t drop out, and more likely to get less out of a college education (Davis, 2010)
Most unknown student population for higher education leaders to design programs & services for (Stebleton & Soria, 2012)
Feel less prepared for college, worry about financial aid, fear failing in college, know less about the social environment at the institution & feel they have to put more time into studying (Ward, Siegel & Davenport, 2012)

10. Key Characteristics of First-Generation Students
More invested in education because they shoulder the burden of achievement, which can be a source of great pride (Ward, Siegel & Davenport, 2012)
Focus of institutional initiatives should focus on (a) learning at college, (b) campus presence, (c) an extended campus acclimation process, and (d) the importance and impact of personal relationships (Davis, 2010)
Internalization of negative messages about themselves and background (Johnson, 2009)

11. Key Characteristics of First-Generation Students
Opportunity to develop a confidence & optimism grounded in an evolving and more positive sense of self and purpose (Johnson, 2009)
Families see college attendance as a place where first-generation students leave the families behind (Davis, 2010)
Knowledge of strengths, values & passions should be guiding component of curricular and co-curricular initiatives designed for first-generation college students (Johnson, 2009)

12. Impetus for Action
Fall 2015 = largest first-year, first-generation college student cohort in history of institution at 58% (n = 875)
1st-to-2nd Year Retention Rates by Generation Code
Analysis of Engage College ACT attitudinal & behavioral perceptions by generation code

13. The Lighthouse Project
Parent & Family orientation track during Tiger Stripes: Freshman Orientation & Pre-Enrollment Days
Summer Transition Series new student hangout featuring first-generation Orientation Leaders
Golden Beginnings Pre-Fall Orientation Program: Project First
UNIV 101 Freshman Seminar section taught by Director of International Student Services (first-generation alumna)
Common reading book – This I Believe

14. The Lighthouse Project
Student organization & programming
Faculty/staff mentoring
Peer mentoring
Extended orientation programming during the First 40 Days – “Greetings of Gratitude”
Second- & third-year fellowships
Kansas Board of Regents Ad Astra Conference

15. Institutional Peer Sharing

16. If there is a Leadership gap on your campus, how will you fill it with capacity for supporting first-generation students in transition?
What data do you not have that you need to make informed decisions about strategies?
What is 1 strategy you will employ to support first-generation students?

17. Brett Bruner, Director of Transition & Student Conduct
Supporting First-Year, First-Generation College Students in Transition to Persistence
Brett Bruner, Director of Transition & Student Conduct
Dr. Keegan Nichols, Associate Vice President for Student Affairs/Title IX Coordinator