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“Administrators and faculty have to find creative solutions to help first generation college students surmount every barrier they encounter. By building on and expanding the strengths of their institution, university leaders can teach this growing student population how to access external resources and their own inner resources so that persistence becomes their way of life.”
~ Jessica Dennis, Presenter
Overview
First generation college students make up approximately 24% of the undergraduate population and are at increased risk for poor academic engagement, achievement, and completion of college. This webinar will help participants to better understand this population of students and how to best serve their needs by reducing the impact of barriers and obstacles. Information will be presented regarding programs and interventions conducted at colleges and universities throughout the US that have demonstrated success in increasing retention and achievement for first generation college students. Participants will hear suggestions and recommendations for incorporating the most effective characteristics of these programs at their institutions.
Topics that will be addressed...
The characteristics of first generation college (FGC) students and risk factors associated with college achievement and retention for these students.
The obstacles to college success and completion faced by FGC students and the challenges faced by faculty and administrators in working with FGC students.
How to assess and monitor the engagement, self-efficacy, and motivation of FGC students.
The effectiveness of various institutional interventions and programs designed to meet the needs of FGC and low-income students including those that focus on improving:
orientation of students in the first year
student access and utilization of existing campus support services
student involvement on campus
advisement and monitoring of student progress
peer mentoring
parent outreach
Participants will brainstorm about other ideas for improving FGC students’ preparedness, support, engagement, and motivation during college.
Who should attend?
Academic advisors/counselors
Deans of Student Services
Student affairs professionals
Vice-Presidents of Student Affairs
Student affairs leaders
Retention coordinators
Faculty
Anyone interested in improving transfer student success
Jessica Dennis is an assistant professor of psychology at California State University Los Angeles, an institution that serves predominantly ethnic minority students from lower middle and lower class backgrounds. She obtained her Ph.D. in developmental psychology from the University of California and has worked as an investigator on numerous grant-funded research projects focusing on issues relating to the academic success and emotional functioning of ethnic minorities during adolescence and early adulthood. As a post-doctoral fellow, she worked on the College Experience Project, a longitudinal study focusing on the academic achievement and persistence of first generation ethnic minority college students at CSULA. This study followed a group of freshman for four years, collecting survey and/or interview data every quarter relating to their academic motivation, support, and emerging identity. She has also worked as a research associate and consultant on a project relating to the transition experience of transfer students at CSULA which was funded by Title V. In addition, she has served on department and college-level committees relating to student affairs and given presentations on serving the needs of first generation and other at-risk student populations to university administrators and staff. She has published in journals such as the “Journal of College Student Development,” “Journal of Cultural Diversity and Ethnic Minority Psychology,” and “The Hispanic Journal of Behavioral Sciences”
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