By Serenity Wolf and Tony W. Cawthon
In Developing and Implementing Promising Practices and Programs for First-Generation College Students, published in 2023, editors Charmaine Troy, Karen Jackson, Ben Pearce, and Diana Rowe offer a rich catalog of programs and practices that can be translated into action plans for different institution types despite the many nuanced differences between them. Chapter authors share insights on developing, implementing, and assessing programs and practices intended to serve first-generation college students. What takes this book to the next level are the robust examples of activities, programming, and practices that come from a variety of institutions and funding levels.
The introduction (Chapter 1) provides a foundational understanding of the first-generation student population and how these students benefit from specific programs and practices designed to address their individual needs. While there are many variables that contribute to a student's sense of belonging, first-generation students have unique challenges. Higher education practitioners with little exposure to the challenges of this population will benefit from the detailed background of crucial concepts when creating programs and practices for these students.
Each chapter offers the reader an institutional context, program outcomes, mission and goals, program development and implementation, funding sources, and lessons learned. Part I (Chapters 2–5) highlights four different transition programs designed especially for first-year initiatives. Common themes of successful support include intrusive advising practices, early intervention, and the development of peer-to-peer relationships. Chapter 2 offers insights into an intrusive advising model from a TRIO program at the University of South Carolina, and Chapter 3 examines the University of Portland’s Summer Launch program, which was designed around Portland’s unique culture. Chapter 4 examines the Mustang Pathway program created to reduce the educational equity gap at Southwest Minnesota State University, and Chapter 5 examines an adaptive entry program called the Grizzly First Scholars program at Georgia Gwinnett College.
Building upon the importance of peer-to-peer relationships, Part II (Chapters 6–8) focuses on mentorship programs for first-generation students and describes the benefits of working with partners such as alumni, faculty, and regional networks; of promoting asset-based thinking and empowerment and student self-efficacy; and of engaging with the campus/local community and beyond. Finally, each institution applies theory to practice in all these mentorship programs.
Chapter 6 showcases the Toppings Scholars program at the University of Southern California, which has been in existence for more than 50 years and was designed around three levels of support: financial, academic and social, and community-building activities. Chapter 7 examines the Georgetown Scholars Program, which serves more than 600 first-generation students at Georgetown University. Chapter 8 examines two successful programs, Dining with Faculty and Table Talk, at the University of California Santa Barbara.
Part III (Chapters 9–10) explores the benefits of living-learning communities for first-generation college students, highlighting the 1st Gen theme LLC at the University of Michigan and the first-generation LLC at the University of Kansas. In both programs, institutions address the unique challenges of first-generation students through programmatic curricula paired with students' courses. Combining coursework, programs, and living-learning experiences allows first-generation students to build upon skills such as critical thinking, communication, community building, and the application of learning, which serves as a robust and practical approach to supporting first-generation students. While these programs cannot address every challenge, they do reflect the importance of creating effective partnerships across campus, engaging stakeholders, and taking inventory of existing student resources.
Part IV (Chapters 11–14) describes programs and practices related to student exploration and transition. These programs utilize several functional areas of higher education, including global engagement, career readiness, and honors programs. Chapter 11 features a successful study abroad program at Purdue University, while Chapter 12 features ORBITS, a career development program at the University of California Riverside. Chapter 13 examines the Weber Honors College program at San Diego State University, which addresses the support needed for first-generation transfer students. Chapter 14 is an excellent chapter examining how the COVID-19 pandemic has impacted first-generation college students in both negative and positive ways. Despite the many challenges that came with the pandemic, campuses learned that utilizing digital spaces and virtual tools can effectively support first-generation student success; the First-Generation Office at Virginia Tech, for example, created unique virtual space initiatives.
Chapters can be read in any order, though readers should look first at Chapter 1, as it provides a framework for developing and implementing first-generation programs. And while the entire book provides brilliant insights for those who seek to specifically support first-generation college students, the common themes are also applicable to higher education practitioners in general. Chapter authors illuminate the importance of identifying first-generation college students, student needs, and stakeholders and of encouraging higher education practitioners to establish campus buy-in, create opportunities for student engagement, and promote mental health and wellness for their students.
Throughout the detailed descriptions and explorations of practices and programs for first-generation college students, the authors stress the importance of empowering them through asset-based thinking. Knowing that housing professionals will be drawn to the section on residential LLCs, the authors provide extensive details on the design, administration, and implementation of these communities, focusing particularly on students’ learning outcomes.
This book is an excellent resource for anyone who is passionate about first-generation students and appreciate how much they contribute to the institution. Student affairs professionals must support these students, and this book serves as a refreshing reminder of how they can accomplish this in an intentional and empathetic way.
Serenity Wolf is the recruitment and inclusive excellence coordinator for the College of Science at Clemson University in South Carolina. Tony W. Cawthon is an Alumni Distinguished Professor at Clemson.
