Dr. Peter Collier Portland State University February 2009

1. Leveling the Playing Field: Promoting First Generation Student Success 2008-2009 CHSIR Lecture Series Dr. Peter Collier Portland State University February 2009

4. first generation students: those for whom neither parent graduated from a four-year U.S. college or university

5. The percentage of incoming college students who are 1st generation is steadily increasing

6. FRINQ Context * UNST Prior Learning Study 2006

7. first generation students are most likely to be; • Female, older, with dependent children • African-American or Hispanic • Come from lower-income families • Delay entry into postsecondary education • Begin college at a 2-year institution • Need remedial coursework • Take classes part-time while working full-time • Stop in and out of college

8. the issue of persistence • students are most likely to drop out during their first year • academic performance is closely associated with 1st year persistence • the lower the number of credits completed during a student’s freshman year, the less likely that student is to complete any type of certificate or degree program

9. first-generation students and 1st year persistence • have limited information about the college experience • are less likely to receive informal family support in coping with problems. • are more than twice as likely to leave before their second year.

11. 1st generation students are more than twice as likely to leave college without a degree

12. What are some of the college adjustment issues first-generation students face ?

13. 1st generation student Issues They may question their legitimacy as college students

14. 1st generation student Issues they may be less prepared or may feel that they are less prepared

15. 1st generation student Issues they may not be aware of available campus resources or how to use them

16. 1st generation student Issues they may not have a clear understanding of how college works

17. 1st generation student Issues they are less likely to have effective strategies for being successful college students

18. Simplified: Model Academic System Connection Performance / Goal Commitment Goal Commitment Decision to persist Tinto’s Model of Persistence Background

19. Traditional Model of Ed achievement Student’s Abilities Student’s Performances Understanding of Course Material

20. Two Path Model Understanding of Professor’s Expectations Student’s Abilities Student’s Performances Demonstrated Capacity Cultural Capital Actual Capacity Academic Skills Understanding of Course Material Collier & Morgan, 2007

21. Students First Mentoring Program (SFMP) is a four year pilot intervention – supported by the U.S. Department of Education’s FIPSE program – designed to improve first generation student performance and persistence at PSU through expertise-development mentoring

22. •positively impacted low-income, first generation freshmen retention

23. •positively impacted low-income, first generation freshmen retention •positively impacted low-income, first generation freshmen gpa

24. •positively impacted low-income, first generation freshmen retention •positively impacted low-income, first generation freshmen gpa •positively impacted the average number of credits earnedby first generation freshmen

25. •positively impacted low-income, first generation freshmen retention •positively impacted low-income, first generation freshmen gpa •positively impacted the average number of credits earnedby first generation freshmen •Participating students were highly satisfied with the mentoring services they received

26. On-line Mentoring Works. Within the framework of the SFMP intervention, it appears WHAT mentoring information is provided is more important than HOW that information is delivered

27. Expertise Development Mentoringand promoting student success

28. Model of Student Problem-solving Identify the problem / issue

29. Model of Student Problem-solving Identify the problem / issue 2. Develop range of possible solutions

30. Model of Student Problem-solving Identify the problem / issue 2. Develop range of possible solutions 3. Select preferred solution

31. Model of Student Problem-solving Identify the problem / issue 2. Develop range of possible solutions 3. Select preferred solution 4. Act on choice & monitor outcomes

32. Experts are more likely to

33. Experts are more likely to • quickly recognize issue

34. Experts are more likely to • quickly recognize issue • develop multiple solutions that might work

35. Experts are more likely to • quickly recognize issue • develop multiple solutions that might work • generate high-success solutions

36. Experts are more likely to • quickly recognize issue • develop multiple solutions that might work • generate high-success solutions • evaluate solution more realistically

37. Experts are more likely to • quickly recognize issue • develop multiple solutions that might work • generate high-success solutions • evaluate solution more realistically • chose a high-success solution

38. Experts are more likely to • quickly recognize issue • develop multiple solutions that might work • generate high-success solutions • evaluate solution more realistically • chose a high-success solution • turn chosen solution into action that works

39. Expertise development mentoring (EDM) involves mentors sharing useful information about • what to do in order to succeed at the university, • insights into the culture of higher education, and • tips on how to become “more expert” students.

40. Underlying EDM is the idea that first generation students will make an easier adjustment to the university if they are given opportunities to utilize the expertise of already successful, first-generation PSU students

41. EDM helps participating students succeed by making them aware of available campus support services and showing how those services can help with college adjustment issues.

42. In addition, EDM provides students with a variety of scripts for how to use specific campus resources appropriately as well as strategies for key campus interactions

43. EDM Points of Impact Understanding of Professor’s Expectations Student’s Abilities Student’s Performances A B Demonstrated Capacity Cultural Capital Actual Capacity Academic Skills Understanding of Course Material

44. What’s next?

45. What’s next? Make the EDM materials available to ALL incomingstudents

46. University StudiesStudents First Success System http://sfss.pdx.edu

47. University Studies SFSS • potential adjustment issues andhigh likelihood-of-success strategies for addressing them before they become problems managing your time

48. University Studies SFSS • potential adjustment issues andhigh likelihood-of-success strategies for addressing them before they become problems • campus services along with tips on using each effectively; when possible linked to specific adjustment issues Living on campus -- the first-year experience

49. University Studies SFSS • potential adjustment issues andhigh likelihood-of-success strategies for addressing them before they become problems • campus services along with tips on using each effectively; when possible linked to specific adjustment issues • potential opportunities along with explanation of the value to students and how to prepare to make the most of them scholarships

50. “Access without support is not opportunity”Dr. Vincent Tinto Syracuse University