Finding the Pathway for First Generation Student Success...obstacle to higher education than family...
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Finding the Pathway for First Generation Student Success Canadian SEM Summit May 4, 2014 Windsor, Ontario
Transcript of Finding the Pathway for First Generation Student Success...obstacle to higher education than family...
Finding the Pathway for
First Generation Student
Success
Canadian SEM Summit
May 4, 2014
Windsor, Ontario
Facilitators
Susan Gottheil, University of Manitoba
Joe Henry, Sheridan College
Clayton Smith, University of Windsor
First Generation Student Panel:
◦ Melissa Macksoud
◦ Hakeem Subair
◦ Maria van Duinhoven
◦ Yvette Buxton
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Welcome
...to the SEM Summit
...to our Pre-Summit Workshop
...to WINDSOR!
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Special Thanks to the SEM Summit
Planning Committee Ray Darling, University of Waterloo
Darren Francis, University of the Fraser Valley
Jody Gordon, University of the Fraser Valley
Susan Gottheil, University of Manitoba
Maria Lucido- Bezeley, Sheridan College
Karen McCredie, Capilano University
Clayton Smith, University of Windsor
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Introductions
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Our Approach
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Today’s Agenda
Defining “first generation” students
Why focus on this subset of students?
What challenges do first generation students and institutions that serve them face?
FG Panel: Real World Stories
--------------Lunch-------------------------------------------------
The SEM Framework
Sheridan College Model of Student Success
A Holistic Approach
Key Issues: Discussion
Are there best practices?
Insights and Lessons Learned
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“First Generation”:
Is There a Definition?
Literature reviews show that the
definition changes depending on the
author and the concept’s usage
What definition should we use for our
SEM Summit discussions?
Are there sub-sets within this group –
and can their experiences be generalized?
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Why Should We Focus on
First Generation Students?
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Why Focus on FG Students?
Parental education is one of the strongest indicators of whether or not youth pursue PSE* ◦ Students with at least one university-educated
parent are 40% more likely to attend university than those who have a high school education or less (Zhao, 2012)
◦ Throughout Canada having no family history of college or university is a significantly greater obstacle to higher education than family income (Finnie, Childs & Wismer, 2011; Zhao 2012)
*NOTE: Parental education and Aboriginal identity represent the two largest negative effects on PSE participation (Norrie & Zhao, 2011)
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Why Focus on FG Students?
FG university students have higher leaving rates and lower graduation rates
These patterns are in contrast to FG college leaving rates where no such gaps exist
FG immigrants have higher leaving rates than non-immigrants and much lower graduation rates ◦ Yet FG immigrants access PSE, especially
university, at considerably higher rates than non-immigrants
Aboriginal students have the highest leaving rates than any group
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Results from the US-based
Baccalaureate & Beyond
Longitudinal Study
First Generation status is a significant predictor
of GPA controlling for an extensive array of
background and intervening variables.
Results suggest that first-generation status
significantly explains differences in cumulative
GPA, accounting for nearly 22% (p < .001) of
GPA variance.
-Strayhorn (2006)
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Lumping all FG Students together
is a blunt policy tool.
- Finnie, Childs & Qiu, 2012
BUT...
What Challenges Do First
Generation Students Face?
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The issues First-Generation students face during the high school to university transition include: ◦ adapting to a wholly new learning and possibly living
environment;
◦ developing a personal academic plan;
◦ building effective and supportive networks on campus;
◦ managing time and financial resources;
◦ enhancing learning skills;
◦ personal development; and
◦ managing relationships with family, friends and members of the university community.
-Cushman, 2006
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Challenges Faced By Students
Underpreparedness- “curriculum gap”,
lower high school grades
Motivation/skepticism of benefits of PSE
Cultural barriers (parents/community
expectations, how to navigate academic
environment)
Self-confidence
Self-advocacy (connections with faculty,
use of support services)
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Challenges Faced By Students
(Cont’d)
Connection to social learning/high
impact educational practices
Financial barriers
Family/community/work obligations
Inadequate social support networks
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What Challenges Do PSE
Institutions Face in Attracting
and Supporting FG Students?
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Institutional Challenges
Defining FG students
Identifying FG students
Outreach to parents and communities
Financial Supports
Academic supports
Mentoring and social supports
Unwelcome campus climate
Assessment of programs
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FG Student Panel:
What is it REALLY like?
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Our Panel
Melissa Macksoud – Behavioural Cognition
Neuroscience Student
Hakeem Subair – Business Admin Student
Maria van Duinhoven –
Psychology/Criminology Student
Yvette Buxton – Social Work Student
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Lunch
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A Few Theoretical Frameworks
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Enrolment Management:
The Classical Definition
Enrollment management is an organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to college, student attrition and retention, and student outcomes. These processes are studied to guide institutional practices in the areas of new student recruitment and financial aid, student support services, curriculum development and other academic areas that affect enrollments, student persistence and student outcomes from college.
- Hossler, 1990
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Promoting Student Success:
The Student Success Continuum
Recruitment /
Marketing
Admission
Orientation
Co-curricular
support Degree/goal
attainment
Academic
support Retention Financial
support
Student’s college /university career
Classroom
experience
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The Student Success Continuum
Recruitment /
Marketing
Admission
Orientation
Co-curricular
support Degree/goal
attainment
Academic
support Retention Financial
support
Student’s college /university career
Classroom
experience
Traditional Enrolment Perspective
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The Student Success Continuum
Recruitment /
Marketing
Admission
Orientation
Co-curricular
support Degree/goal
attainment
Academic
support Retention Financial
Aid
Student’s college /university career
Classroom
experience
The SEM Perspective
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The Enrolment Funnel is Different for Different Students
Student Type:
Aboriginal Students
New Canadians
International Students
First Generation Students
Northern Canadians
Rural Students
Students with Disabilities
Dislocated Workers
Francophone Students
Sole Support Parents
Low-income Students
Visible Minority Students
High-Achieving Students
SEM is Achieved by…
Establishing clear goals for the number & types of
students
Promoting student academic success by improving
access, transition, retention, & graduation
Enabling effective strategic & financial planning
Supporting the delivery of effective academic programs
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SEM is Achieved by (Cont’d)…
Creating a data-rich environment to inform decisions & evaluate strategies
Improving process & organizational efficiency
Establishing top quality student-centred service
Strengthening communications & collaboration among departments across the campus
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- Bontrager, 2004
Sheridan College’s
Model of Student Success
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Success is Unique to Every
Individual
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Varied Approaches to Success
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Investment in Student Support
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Integration of Services
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What we learned
Increased number of students retained or
on path
Significantly increased graduation rates
across the college
Return on the investment for services not
a take away
Continue to focus the diverse needs of all
first year students
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A Holistic Approach
“Holistic programme which encompasses all aspects of first-year student experience in the context of an invitational and equitable institution. It comprises both curricular and extra-curricular initiatives, and is far more than a single event, programme, or course. It attempts to establish an ethos and a way of life, through which all first-year students will experience the transition into university life.”
-University of Johannesburg, 2009
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A Successful Synergy: Focusing on
Teaching and Learning
Building a FYE
program
Rewarding teaching
excellence
First Generation
Student Success
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Components
Initial 2-week orientation and registration program to kick-start the FYE
Extended orientation that involves embedding themes from the initial orientation throughout the first semester
Considerable financial and education capital has been invested in faculty tutorial program
Academic excellence program in the residence halls
Support for co-curricular activities
Development of a teaching excellence award program
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FG Students: Key Issues
Recruitment & Outreach
Academic Preparation and Support
Affordability and Financing Studies
Elevating Aspirations and Increasing
Motivation
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Discussion on Key Issues
How does the issue impact FG students ◦ Access?
◦ Success?
What “best practice” initiatives are you aware of (your institution or elsewhere) that have tried to address the issue?
Is there more information or research needed to address this issue for FG students?
What can be done in your unit/institution/ province to help FG students in this regard?
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What Are the Best Practices on
Your Campus?
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What Insights/“Lessons
Learned” Have We Garnered
From Today’s Session?
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Insights/Lessons Learned
What is important is “what happens in the
process of success (our emphasis) for
students (i.e., making meaningful
connections, feeling a sense of academic and
social belonging, realizing one’s potential and
finding the right program/institutional fit)”.
- Joe Henry, HECQO Blog, November 15, 2013
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Insights/Lessons Learned
Take a holistic integrated approach – barriers seldom occur in isolation
Remove information bottlenecks – familiarize students with campuses, programs, policies, processes
Provide financial support (grants and bursaries vs. loans)
Create bridging, transition and access programs
Be culturally responsive
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Insights/Lessons Learned (cont’d)
Attend to needs and experiences of individual students
Provide early, proactive and “intrusive” intervention
Provide on-going support to students
Peer mentoring/establishing cohorts is critical
Engender leadership and community involvement
Have school boards, colleges and universities work together to create pathways
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Reflections from our Student Panel
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Comments & Questions
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Some References
Auclair, R. et al (2008) First-Generation Students: A Promising Concept? Transition Research Paper 2. Montreal: Millenium Scholarship Foundation.
Cushman, K. 2006. First in the family: Advice about college from first-generation students. Providence, RI: Next Generation Press.
Deller, F. and Tomas, S. (2013) Strategies for Supporting Youth Education: A snapshot of Early Intervention Programs in Ontario Toronto: HEQCO.
Finnie, Ross, and Mueller, Richard E. (2008). The Effects of Family Income, Parental Education and Other Background Factors on Access to Post-Secondary Education in Canada: Evidence from the YITSA MESA Project Research Paper. Toronto: Educational Policy Institute.
Finley, A. McNair, T. (2013) Assessing Underserved Students’ Engagement in High-Impact Practices Washington, D.C.: Association of American Colleges and Universities.
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Some References (Cont’d)
Finnie, R., Mueller, R., Sweetman, A. & Usher, A. (eds.) (2008) Who Goes? Who Stays” What Matters? Accessing and Persisting in Post-Secondary Education in Canada Montreal: McGill-Queen’s University Press.
Finnie, R., Childs, S. & Wismer, A. (2011) Under-Represented Groups in Postsecondary Education in Ontario: Evidence from the Youth in Transition Survey. Toronto: HEQCO.
Finnie, R. Childs, S. and Qiu, T. (2012) Patterns of Persistence in Postsecondary Education: New Evidence for Ontario. Toronto: HEQCO.
Finnie, Ross, Stephen Childs and Andrew Wismer. (2010), First Generation Post-Secondary Education Students (Version 02-24-10) MESA Project L-SLIS Research Brief. Toronto,: Canadian Education Project.
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Some References (Cont’d) Henry, Joe “Definition Dilemmas: What is Student Success? HECQO Guest Blog, November 15, 2013.
Norrie, K. Zhao, HJ. (2011) Issue Paper No. 8 An Overview of PSE Accessibility in Ontario Toronto: HECQO.
Palameto, B. & Voyer, J.P. (2010) Willingness to Pay for Post-Secondary Education Amojg Under-Represented Groups Toronto: HEQCO.
Smith, C. & Gottheil, S (2011) “Increasing Accessibility: Lessons Learned in Retraining Special Population Students in Canada” College & University, v.86, 4.
Strayhorn, T.L. (2006). Factors Influencing the Academic Achievement of First-Generation College Students. NASPA Journal, 43 (4), 82-111.
University of Johannesbourg (2009). Proposal to senate: A first year experience at the University of Johannesburg. Johannesburg, South Africa: Author.
Wright, A. et al (2008) Institutional Strategy and Practice: Increasing the Odds of Access and Success at the Post-Secondary Level for Under-Represented Students. Montreal: Canada Millennium Scholarship Foundation.
Zhao, Huizi (2012) Postsecondary Education Participation of Under-Represented Groups in Ontario: Evidence from the SLID Data Toronto: HEQCO.
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Contact Us!
Susan Gottheil, [email protected]
Joe Henry, [email protected]
Clayton Smith, [email protected]
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What is Next?
SEM Summit Welcome Reception:
Classic Club (located on the 20th floor
of Forum Tower at Caesars Windsor)
SEM Summit Starts Monday at
8:00 - 8:30 am Continental Breakfast
8:30 - 9:00 am Introductions & Framing our
Summit Discussions
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