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Full Schedule PDF

Wednesday Event Agenda & Session Options

9:00am-9:10am

Symposium Welcome

Join us for the launch of the 2023 6th annual First-generation Symposium. 

9:10am-9:15am

Break

9:15am-10:00am

Changing Campus Culture: First-gen Students at a Predominantly White Institution

Jane De León Griffin and Benjamin Longstreth

Bentley University was founded in 1917 as an urban night school for the working-class. Throughout our past century of growth, we have evolved into a suburban, predominantly white, predominantly male, and predominantly affluent four-year residential university. To diversify our student body, Bentley recently began a series of initiatives to increase the number of first-generation college students on our campus. Consequently, the number of first-gen students to join the university in fall 2022 increased by 65%, such that 25% of the incoming first-year class, roughly 300 students, are now first-generation. These changes in the demographics of our student body must be met with significant cultural change on our campus if our first-gen students are to succeed at Bentley and beyond. Our presentation will discuss strategies we employ to initiate and sustain changes in our campus culture, policies, business practices and mindsets, including financial support to students, new faculty and staff positions, new events and cultural traditions, an emphasis on student data collection, analysis, and governance, and, most importantly, leadership from the highest levels of the institution and collaboration across divisions, specifically Academic and Student Affairs.

9:15am-10:15am

TRIO Programs and Beyond: Integrating Student-centric Programs and Strategies

Christina Dilkes

The Federal TRIO Programs are Federal outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO Student Support Services (SSS) programs provide opportunities for academic development, assist students with basic college requirements, and motivate students toward the successful completion of their postsecondary education. Using a holistic approach to intrusive advising, SSS programs take participants from students to scholars to professionals, offering first-generation, income-eligible, and disabled students individualized pathways to success. This presentation explains the objectives of SSS programs, offering best practices that demonstrate how the program increases its cohorts' retention, academic standing, and graduation rates. Collaboration with student affairs and academic affairs become key. It then gives higher education institutions without TRIO programs strategies to include and/or strengthen proactive intervention for students who need it most--first-generation college students and underrepresented students of color or of lower socioeconomic status.

9:15am-10:15am

Why (Not) Me? Supporting Students in the New Majority Utilizing Performance Psychology

Paul Furtaw, Psy.D.

A key challenge faced by students who may be underrepresented in the traditional higher education arena is the need to differentiate between the difficulty inherent to academic/ professional advancement versus difficulty which arises due to feeling out of place personally and professionally. In short, is it me or is it them? Do I belong or am I a mistake? How does one persist when one’s existing identity is under threat because of the challenging nature of doing new and difficult things without a requisite sense of legitimacy and belonging to help fuel one’s efforts? This workshop will demonstrate the utility of key performance psychology concepts and skills to aid New Majority students in staying engaged and mentally strong in their efforts to obtain a college and/or graduate degree and the benefits which ensue. Students, staff members and faculty will receive guidance in how to adopt the performance mindset of an elite “mental athlete," drawing on the presenter’s lengthy experience spent fostering the success of “academic underdogs” as a university campus-based psychologist and performance coach.

9:15am-10:15am*

Investigating Barriers to Success: É«ÀÇÉçÇø 3+1 First-generation Students

Nicole Tota

In the past twenty years, first-generation college students and transfer students have both become increasingly large groups whose needs are complex and dynamic, yet who are, overall, less likely to graduate on time or at all compared to their traditional, non-first-generation peers. This qualitative study of several seniors in the RCBC 3+1 program, a partnership between É«ÀÇÉçÇø and É«ÀÇÉçÇø College of Burlington County, reveals the structures that can be put in place to better support first-generation transfer students. Using a theoretical framework of Cultural Capital Theory (Bourdieu, 1986), Ecological Systems Theory (Bronfenbrenner, 1977), and Social Cognitive Career Theory (Lent, et al, 1994), I hypothesize that unclear institutional policies, programmatic gaps, and limited feedback from first generation transfer students in the development of the RCBC 3+1 program have exacerbated the challenges that first-generation transfer students experience. However, this has been offset by the work of advisors within the program, who have encouraged self-efficacy and the building of cultural capital through empowering students to ask the right questions and to explore their opportunities.

*Also offered on Thursday at 10:40am.

9:15am-10:30am

Supporting First-gen Students in Overcoming Career Readiness Barriers

Lisa Cardello, Ed.S., Sofia Abreu, M.Ed., Erica Franklin, M.Ed.

First-generation college students face unique challenges in their career readiness, specifically in regard to securing internships and other experiential learning opportunities, finding mentors, and building a professional network. This session will discuss practical strategies that staff and faculty can utilize in an effort to support first-gen students in these areas of their career development.

10:30am-10:40am

Break

10:40am-11:25am

The Lessons Learned and Experiences Gained Navigating (Graduate) Student Life as a Dad and Mentoring a First-generation Graduate Student

Mitja Trkov, Ph.D.

Parenting often presents challenges on its own. Combining it with challenges of graduate studies and financial instability brings additional challenges and puts a higher pressures to handle everyday life situations. In this talk, I will present two experiences from my life. First, I will highlight my path of being an international graduate student while raising two little kids. Following, I will focus on my experience of (partially) mentoring a first-generation graduate student while being a postdoc. In the first part, I will discuss about the challenges of students as parents. I will provide an example of how I took my first exam in the US as a graduate student with a wrist band from a hospital when my son was born. In addition, I will discuss about financial and emotional balancing of graduate student life, while also taking care of two little kids, due to my wife working 80+ hour shifts. In the second part of the talk, I will discuss about my experiences when I was partially mentoring a first-generation PhD student while I was a postdoc. During those times, I had an opportunity to observe some of the challenges of that student, due to a limited support from student’s family and how important it was to provide not just academic support, but also a moral support to keep the student continuing with the studies.

10:40am-11:40am*

The True Cost of First-gen Guilt

Zachary Desjardins, M.S. SAA, MPA and Shannon Sousa, M.S.

First-Generation College Students (FGCS) are the pioneers and trailblazers of higher education for their families. Higher education has its own unique culture, language and history which can be difficult for many first-generation college students to understand. Every semester FGCS travel through unknown territory, navigating the “hidden curriculum” while possibly carrying significant guilt for leaving their families and other responsibilities at home. This guilt manifests itself in low-retention and academic persistence rates, a poor sense of belonging both in the collegiate environment and at home with their family, and lack of engagement in the campus community. This presentation will draw on intersectionality, appreciative advising techniques, the role of advisors as cultural navigators, and personal anecdotes to uncover where this “guilt” comes from to illuminate how First-Gen University Professionals can help FGCS navigate the complexities of a “double life”. First-Gen University Professionals’ intentionality in addressing this pervasive guilt can help integrate first-generation college students into the culture of higher education and empower them to take greater agency in their own academic and personal journeys. With the support of inclusive institutional policies and First-Gen University Professionals, FGCS can graduate on-time, discover their true potential, and inspire and elevate the many generations to come.

*Also offered on Wednesday at 12:30pm.

10:40am-11:40am

Taking the Journey Together: Academic Advising for First-generation Student Success

Claude Taylor

This interactive session intended for first-gen students, faculty and staff will guide participants through an exploration of the essential elements of academic advising practices for first-gen college student success. Participants will be asked to actively engage in conversation and self-reflection around guidelines for developing meaningful academic advising relationships informed by social justice principles that promote first-gen college student success.

10:40am-11:40am

Faculty Panel

Angela Cirucci, Ph.D., Subash Jonnalagadda, Ph.D., Brittany Bronson, M.S., Miles Coleman

Addressing the unique strengths and needs of the New Majority requires careful analysis of data from multiple sources, personal reflection, and a commitment to flexibility both in and out of the classroom. The Faculty Panel will address all of those, as well as their own first-generation paths, during this session. The panel will conclude with audience questions and answers.

11:40am-12:30pm

Break

12:30pm-1:30pm

Leveraging First-gen Assets: Tips and Tricks for Reaching First-gens in the Digital Space

Amanda Coltri, M.S.L.

TikToks, Fleets, Memes, Emojis, Hashtags – Connecting with our Gen Z first-gens means speaking their language. Research shows that while first-generation college students struggle to gain footing with their continuing-generation peers in the analog world, the two groups maintain an equitable amount of social capital in online settings (É«ÀÇÉçÇø-Kenyon, 2018). This makes it more important than ever to leverage technology to reach first-gen students. Higher education support roles that were once strictly analog are becoming more and more immersed in the digital world. Join Amanda Coltri, associate director of enrollment systems and onboarding operations at É«ÀÇÉçÇø, as she exposes secret tips and tricks on how to keep up with the lingo, integrate technology into your everyday work, and expand your impact in the digital space. This short but informative session will cover digital communication strategies that can help you take your digital game from #weaksauce to #savage.

This TED-style session addresses the NASPA technology competency area. Audience members will learn about user-friendly tools and strategies that tech-cautious higher education professionals can leverage to integrate technology into their practice. Some of the tips we’ll cover include: user-friendly tools that elevate your online presence, taking your website to the next/interactive level, and how to really reach students in the digital space.

12:30pm-1:30pm*

Creating an Inclusive Environment for First-generation, Transfer Students in Postsecondary Institutions

Andrew Gold, M.A.

First-generation, transfer students in postsecondary education are a diverse and expanding demographic on college and university campuses, but they are not consistently recognized for the great potential they bring to their respective institutions. As scholars at 4-year colleges and universities, first-generation, transfer students hold similar graduation and retention rates as their traditional counterparts, and they bring valuable lived experiences to their programs. Additionally, they make up a diverse population on campus, as they are comprised of students of color, parents, veterans, students from low-income backgrounds, and at times all of the above. Therefore, to support the academic success of this student population, 4-year institutions must create inclusive spaces, and improve representation. The aim of this interactive presentation is to recognize the success of first-generation, transfer students in higher education, and to share ideas to improve their overall experiences through academic advising, teaching, and creating inclusive spaces and organizations that build a sense of belonging for academic success.

*Also offered on Thursday at 10:30am.

12:30pm-1:30pm*

The True Cost of First-gen Guilt

Zachary Desjardins, M.S. SAA, MPA and Shannon Sousa, M.S.

First-Generation College Students (FGCS) are the pioneers and trailblazers of higher education for their families. Higher education has its own unique culture, language and history which can be difficult for many first-generation college students to understand. Every semester FGCS travel through unknown territory, navigating the “hidden curriculum” while possibly carrying significant guilt for leaving their families and other responsibilities at home. This guilt manifests itself in low-retention and academic persistence rates, a poor sense of belonging both in the collegiate environment and at home with their family, and lack of engagement in the campus community. This presentation will draw on intersectionality, appreciative advising techniques, the role of advisors as cultural navigators, and personal anecdotes to uncover where this “guilt” comes from to illuminate how First-Gen University Professionals can help FGCS navigate the complexities of a “double life”. First-Gen University Professionals’ intentionality in addressing this pervasive guilt can help integrate first-generation college students into the culture of higher education and empower them to take greater agency in their own academic and personal journeys. With the support of inclusive institutional policies and First-Gen University Professionals, FGCS can graduate on-time, discover their true potential, and inspire and elevate the many generations to come.

*Also offered on Wednesday at 10:40am.

12:30pm-1:45pm

Students in Medicine Panel

Carleigh Burns, Patricia Petersen, Naya Lopez, Elena Sierra, and Alex Vega

Please join us for the First Gen Students In Medicine Panel. This year’s theme, “A Mosaic of Success: Higher Education for the New Majority,” explores our awareness that there is no one-size-fits-all approach to successfully supporting First Gen students inside or outside the classroom. This unique cross campus panel will include students from É«ÀÇÉçÇø School of Osteopathic Medicine, Cooper Medical School of É«ÀÇÉçÇø, and É«ÀÇÉçÇø Glassboro. During this panel, they will share insights gained on their unique journey concluding with audience questions and answers.

1:45pm-1:55pm

Break

1:55pm-2:40pm

In Search of Student Success: The Journey of one University to Better Support its First-generation College Students

Jackie Masloff, Ph.D.

This presentation and discussion will focus on how the grass roots efforts at a mid-size university outside of Boston developed over a period of four years of volunteer ship to support and raise awareness about the first-generation college student population at the university to more formal support of these students from both academic and student affairs. The talk will cover the several programs and initiatives that were developed during that time and remain to this day, the leadership from a new first-generation president, as well the challenges faced. Discussions will center on the efforts and challenges those from other college face in their support of their first-generation students.

1:55pm-2:55pm*

Student Engagement: A Fluid Process with Varied Approaches to Success

Leah A.B. Johnson

Student Engagement: A fluid process with varied approaches to success expands the view of student success to encompass an individual achieved experience through clear outcomes, collaborative effort and individualization of academic support. The topic looks at the various profiles of the new majority impacted by a post pandemic experience, delves into the notion of collaborative programming and services as a necessity more than an option and outlines best practices utilized on a campus where the new majority is the population, pedagogical and support services shifts are the present climate.

*Also offered on Thursday at 10:30am.

1:55pm-2:55pm

Her-Story: A Narrative Study on the Lived Experiences of First-generation African American Women Who Transfer to a Predominately White Institution

DeLithea Davis, Ed.D.

This presentation focuses on narrative research findings exploring the experiences of first-generation African American women who transfer to a predominately White institution. More specifically, the study focused on Black female students' ability to succeed at a predominately White institution while navigating against dominant majoritarian views and negative stereotypes. The study focused on the resilience and success of Black women as they worked towards obtaining an education. Black feminist thought and Anti-Deficit Achievement theory assisted the study in identifying negative stereotypes, oppression, and the women's abilities to be successful.

1:55pm-2:55pm

Keep Being the First

Brittany Bronson, M.S.

At 18 years old, Brittany Bronson joined the group of marginalized students classified as "first generation" college students. By 20, Brittany had a new classification: "Pregnant and/or Parenting First Generation" college student. These additional marginalized identities combined with the already complex intersectional experiences of being a Black woman in a predominantly white space greatly impacted the level of support needed to graduate with her bachelor's degree. But she did. Then she took a risk, and became a first generation graduate student completing her Masters with a set of twins. She then took another chance at being the first to complete a doctoral degree. All of those life experiences prepared her to teach the first Applied Capstone Course for the Master of Arts in Diversity & Inclusion program at É«ÀÇÉçÇø. This session will highlight the grit, self efficacy, and lived experiences that encouraged Brittany to keep being the first. Attendees will learn about the lived experiences of a previously pregnant/parenting first generation college student, the necessary faculty support that drove success, and institutional barriers she encountered along the way. 

Wednesday Event Agenda & Session Options