advising needs of first generation students: nacada ... handout.pdf30% of today’s higher ed...

AdvisingNeedsofFirstGenerationStudents Page1

Panelists: John Paul (JP) Regalado David Spight NACADA President NACADA Vice President and President‐Elect Executive Director of Academic Advising Assistant Dean, School of Undergraduate Studies

Texas A&M University‐Corpus Christi The University of Texas at Austin [email protected] [email protected]

Dana Zahorik Charlie Nutt NACADA Vice President‐Elect Executive Director Counselor NACADA: The Global Community for Academic Advising

Fox Valley Technical College Kansas State University [email protected] cnutt@k‐state.edu

Overview In September 2014, US First Lady Michelle Obama wrote a blog post encouraging her readers to view "A Walk in My Shoes: First Generation College Students," a documentary video by Kansas State University's College of Education. This powerful film delves deeply into the lives of five current students and three successful alumni who consider topics such as family concerns, financial issues, language barriers, socialization, learning disabilities, and navigating the college experience. Ms. Obama says, "Neither of my parents graduated from college, so when I got to campus as a freshman, I'll admit I was a little overwhelmed… I didn't know how to pick the right classes or find the right buildings." She shares that if it weren't for the resources and the friends and the mentors that she found on her campus, "I honestly don't know how I would have made it through college." Current NACADA President John Paul (JP) Regalado, President‐Elect David Spight, Vice‐President‐Elect Dana Zahorik, and Executive Director Charlie Nutt all understand from personal experience exactly what the First Lady ‐ and the students in the K‐State documentary ‐ are talking about, for all four were themselves First Generation Students. Sponsored by the NACADA First Generation College Student Advising Interest Group, JP, David, Dana, and Charlie come to the Webinar platform to discuss their experiences ‐ what challenges they faced, what inspired them, what helped them overcome. Plan to join us for an inspiring hour as our top NACADA Leaders share what it has meant to them to be First Gen Students and what we can do as academic advisors to help First Gen students achieve academic success.

Pre‐Webcast Activity Suggestions Registrants are encouraged view the "A Walk in My Shoes" documentary prior to the webinar. A trailer of the documentary is available at https://www.youtube.com/watch?v=j‐nosalDTac and the DVD may be purchased from the NACADA Store at http://www.nacada.ksu.edu/Resources/Product‐Details/ID/V05.aspx. All sales proceeds from this video will fund academic advising scholarships.

Advising Needs of First Generation Students: NACADA Leaders Share their Experiences


Post‐Webcast Activity Suggestions Registrants who have not yet done so are encouraged to view the "A Walk in My Shoes" documentary. A link for 30‐day viewing access will be provided to live event registrants in a post‐event email. Consider attending follow‐up Webinar, Advising Needs of First Generation Students: Taking a Closer Look – March 23, 2016, led by NACADA First Generation College Student Interest Group Chair Louis Macias. Learn more at http://www.nacada.ksu.edu/Events‐Programs/Events/Web‐Events/Web‐Events‐Coming/Web‐Event‐March‐2016.aspx

Information discussed by Louis Macias April 24, 2015, NACADA Webinar, Academic Advising and Social Justice: Privilege, Diversity, and Student Success

First‐generation students: Lower academic aspirations (Pike & Kuh, 2005)

Less academically/socially prepared for college (Lindholm, 2006; Mehta et al., 2011)

Greater difficulty adjusting to college (Ramos‐Sanchez & Nichols, 2007)

Less likely to persist and graduate (Terenzini et al., 1996)

Disadvantaged in terms of social/cultural capital (Higher Education Research Institute, 2007)

More likely to come from low socioeconomic backgrounds (Higher Education Research Institute, 2007)

Often are academically outperformed by their continuing‐generation peers (Pascarella et al., 2004) Higher Education Research Institute. (2007). First in my family: A profile of first generation college students at four‐year institutions since 1971. Washington DC: Saenz. Lindholm, J. (2006). Deciding to forgo college: Non‐college attendees' reflections on family, school, and self. The Teachers College Record, 108(4), 577‐603. Mehta, S. S., Newbold, J. J., & O’Rourke, M. A. (2011). Why do first‐generation students fail. College Student Journal, 45(1), 20‐35. Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First generation college students: Additional evidence on college experiences and outcomes. Journal of Higher Education, 3(75), 249‐284. Pike, G. R., & Kuh, G. D. (2005). First‐and second‐generation college students: A comparison of their engagement and intellectual development. Journal of Higher Education, 3(76), 276‐300. Ramos‐Sánchez, 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. Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T., & Nora, A. (1996). First generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1‐22.

Ideas for Supporting First‐Gen Students From Opidee, I. (2015, March). Supporting first‐gen college students. University Business. Retrieved from http://www.universitybusiness.com/article/supporting‐first‐gen‐college‐students AND Peters, L. (2007, September). Practical ways we can assist first generation students. Academic Advising Today. Retrieved from http://www.nacada.ksu.edu/Resources/Academic‐Advising‐Today/View‐Articles/Practical‐Ways‐We‐Can‐Assist‐First‐Generation‐Students.aspx


Preadmissions Establish a regular presence in high schools

Enlist current first‐gen students and graduates in creating targeted recruiting messages

Create a landing page for first‐generation students

Offer free fly‐in campus visits

Identify and reach out to eager prospects Incoming/Admissions

Eliminate information barriers

Offer a summer, “bridge” program

Make that bridge a “boot camp” experience

Involve high schools in the admissions process

Offer aid to those who need it most

Ensure appropriate first‐year placement

Offer alternatives to remediation

Fundraise for scholarships

Encourage development of friendships

List Important Dates (repeat often)

Assist student with developing a contact list

Use appropriate technology to assist students Ongoing Support

Create a first‐gen living – learning community

Establish and support first‐gen student organizations

Enlist peer and faculty mentors

Create, and reward, leadership opportunities

Make study abroad accessible

Use data consistently to monitor the need for interventions

Create “neighborhoods” on campus

Offer micro grants to prevent dropout

Reach students without marginalizing them Help Students Persist

Utilize the assistance of federal programs when available Exiting College

Focus on the entire student life‐cycle The Big Picture

Learn from‐ and work with‐ other institutions

1st generation need more attention than other students

Additional References

Kuh, G. D., & Banta, T. W. (2000). Faculty‐‐student affairs collaboration on assessment. About Campus, 4(6), 4‐11. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10325274&site=eds‐live&scope=site Ward, L., Siegel, M. J., & Davenport, Z. (2012). First generation college students: Understanding and improving the experience from recruitment to commencement. San Francisco, CA: Jossey‐Bass.

Name: ______________________________ Please write in your ACCUPLACER scores: Student ID: __________________________ Reading: __________ Program: ____________________________ Sentence: __________ Phone: _____________________________ Arithmetic: __________ Email: ______________________________ Algebra: __________ Date: _______________________________

Revised 10/2/14 (ljf)

FOX VALLEY TECHNICAL COLLEGE: FACTORS AFFECTING COLLEGE SUCCESS

Think about possible distractions, barriers, or concerns as you begin your college experience. Review the statements below and mark “X” for those that apply now or could possibly be a factor in the future.

I am concerned about my study habits

I have anxiety about taking tests

The thought of starting school causes me stress

I have struggled with school in the past and may need additional help to succeed

I have attempted post-secondary education in the past and have been unsuccessful

I have earned or am currently working on my GED/HSED

I am a single parent

I have recently been laid off from my job

I am uncomfortable asking for help

I have difficulty making friends

I am unsure of my career direction and/or program choice

I have problems at home or within my family that bother me a lot of the time

Physical or mental health problems may interfere with my studying and school

attendance

I have concerns about

o finances

o childcare

o transportation

Other concerns or questions:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

If you would like to discuss any of the above concerns or your test scores, please go to

Counseling and Advising Services (E121) after you have completed your ACCUPLACER test.

9/9/2015

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Advising Needs of First Generation Students: NACADA Leaders Share

their Experiences

John Paul (JP) Regalado, NACADA President Texas A&M University‐Corpus Christi

David Spight, NACADA Vice President and President‐ElectUniversity of Texas at Austin

Dana Zahorik, NACADA Vice President‐ElectFox Valley Technical College

Charlie Nutt, NACADA Executive Director

Opidee, I. (2015, March). Supporting first‐gen college students. University Business

30% of today’s Higher Ed students are the first in their family to attend college


24% of today’s Higher Ed students are both First‐Gen and low income

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Only 11% of low‐income First‐Gen students graduate within six years


Less than 25% of First‐Gen students complete a bachelor’s degree

(compared to 68% of their non‐first‐gen peers)

First‐Generation students:

• Lower academic aspirations

• Less academically/socially prepared for college

• Greater difficulty adjusting to college

• Less likely to persist and graduate

• Disadvantaged in terms of social/cultural capital

• More likely to come from low socioeconomic backgrounds

• Academically outperformed by their continuing‐generation peers

Discussed by Louis Macias in the April 24, 2015, NACADA Webinar, Academic Advising and Social Justice: Privilege, Diversity, and Student Success

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JP’s Story

David’s Story

Dana’s Story

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Charlie’s Story

Ideas for Supporting First‐Gen Students

Pre‐Admissions

Pre‐Admissions

Establish a regular presence in high schools


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Pre‐Admissions

Enlist current first‐gen students and graduates in creating targeted

recruiting messages


Pre‐Admissions

Create a landing page for first‐

generation students


http://admissions.unl.edu/admissions/first‐gen.aspx


Incoming / Admissions

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Assist them in Navigating the Admissions Process


Factors for Success from FVTC


Provide Important Information in

Various Formats and Repeat Often

Peters, L. (2007, September). Practical ways we can assist first generation students. Academic Advising Today

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Build Bridges When Possible



Finding Balance in First Year Placement



Identify External and Internal Support Systems

Peters, L. (2007, September). Practical ways we can assist first generation students. Academic Advising Today

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Ongoing Support

Ongoing Support

Create a first‐gen living‐learning community


Ongoing Support

Establish and support first‐gen

student organizations


fgp.mit.edu/

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Ongoing Support

Enlist peer and faculty mentors


Ongoing Support

Reach students without marginalizing them


The Big Picture

• Learn from – and work with – other institutions

• 1st generation students need more attention than other students


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Advising Needs of First Generation Students

Panelists:

John Paul (JP) Regalado, Executive Director of Academic Advising, Texas A&M University‐Corpus Christi

David Spight, Assistant Dean, University of Texas at Austin

Dana Zahorik, Counselor, Fox Valley Technical College

Charlie Nutt, Executive Director, NACADA

NACADA: The Global Community for Academic AdvisingCopyright 2015 ~ All Rights Reserved

All recordings of NACADA materials are copyrighted by the National Academic Advising Association. See http://www.nacada.ksu.edu/copyright.aspx for NACADA’s complete

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