This presentation was shared at the NACADA 2013 Region 9 Conference and provides an overview of how the Promising Futures Program, a first-generation college student support program that I created and directed, piloted a summer bridge program and faculty/staff mentoring program to promote first-generation student success.

1. Molly Morin
Academic Advisor • Academic Advising Center
Program Director • Promising Futures Program
Chapman University
NACADA Region 9 Conference 2013
March 19th, 10-10:50 a.m.
Advising First-Generation College Students:
Piloting a Mentoring and Summer Bridge Program
to Facilitate Student Success

2.  Background on first-generation college students
 Understanding the needs of first-generation
college students
 Promising Futures Program Highlights
 Mission of Promising Futures
 Background/History of the Program
 Pilot Mentoring Program Overview
 Pilot Summer Bridge Program Overview
Agenda

3. An Invisible Identity

4.  First-generation college students
represent 31% of college and university
students across the U.S.
 A college degree is seen as a source of
social mobility
 Going to college is a source of pride and
pressure for first-generation students as
they navigate through the unfamiliar
institution of higher education
General Information on the
First-Gen Student Experience

5.  First-generation students are more likely to:
 Identify as low-income students and are
disproportionately Latino/a
 Be enrolled part-time, have lower educational goals
than students with family members who have attained a
bachelor’s degree, and thus often take longer to
complete a bachelor’s degree
 Have added responsibilities of needing to work to
support their academic endeavors and fulfill family roles
Characteristics of First-Generation Students
through Higher Education Literature

6.  First-generation students are more likely to:
 Have lower retention rates and are less likely to be
involved in student clubs and organizations than
other students at the college level
 Have lower overall grade point averages and lower
SAT and standardized testing scores
 Be commuter students
 Study abroad and attend graduate school at lower
rates than their continuing-generation peers
Characteristics of First-Generation Students
through Higher Education Literature Cont’d

7.  Independent
 Resilient
 Hardworking
 Ambitious
 Responsible
 Family-oriented
 Able to balance
multiple
responsibilities/roles
 Strong perseverance
Too frequently first-generation students are researched through
a deficit lens, focusing on what these students lack and need,
but we also need to move forward to focus on the strengths
these students bring with them to the university environment!
Strengths of First-Generation
College Students

8. From Your Personal Experiences

9.  Chapman University (est. 1861)
 Four-year private, liberal arts
university in Orange, CA
 Undergraduate enrollment: 4,400
 Average class size: 23
Institutional Context

10.  A first-generation college student is defined as a
student whose parent(s)/legal guardian(s) have not
completed a bachelor’s degree at a four-year college or
university.
 Dept. of Education definition was adopted for inclusivity
 Approximately 20% of Chapman’s incoming class this
Fall 2011 term is first-generation, and 22% in Fall 2012
 We have about 60-70 students involved in the program
each year, but notify large listserv of all events
The First-Generation Student
Experience at Chapman

11.  The mission of the Promising Futures Program is to
develop a sense of community among first-generation
college students at Chapman and to support the
academic success of first-generation students through
programming including:
 General meetings, study sessions, workshops, mentoring, and
socials (2-3 events per month)
 Funding is available to partially support activities that enhance
the academic experience of first-gen students such as:
○ Graduate school preparation/exam fees, study abroad flights,
graduate school application fees and program costs (student
assistant wages for 3-5 hours/week and food for events)
 This is an optional support system for first-generation students
through the Office of the Chancellor
Mission of the Promising
Futures Program

12. Mentoring Program

13.  Who will be the mentors? Faculty? Staff? Students?
 How will students be recruited?
 How will mentors and mentees sign up?
 What are the goals of your mentoring program?
 How often will mentor/mentees meet?
 Will you/are you able to provide financial/material incentives?
 How will you train mentors and mentees?
 How will you match mentors/mentees?
 How will you and how often will you gain feedback?
 Are there campus policies you should be aware of?
 Are you duplicating services already in place on-campus?
Factors to Consider Before Piloting a
Mentoring Program

14. Promising Futures Mentoring Program
Goals of the Mentoring Program:
 To guide and support first-generation college students at Chapman
 To help students develop and achieve their academic goals
 To help students feel connected to Chapman by being matched with a
staff/faculty mentor who can help them navigate and make the most
out of their experiences at Chapman
 To assist in the retention of first-generation college students at
Chapman
Mentoring Program Guidelines
 Mentors and mentees will meet at least three times each semester
 Mentors and mentees will provide feedback on their experiences and
evaluation of the mentoring program two times each semester
 Mentors and mentees agree to a year-long commitment
 Mentors and mentees will contact Promising Futures Program staff at
any time with any questions or concerns

15. Promising Futures Mentoring Program
Student Mentee Responsibilities and Benefits:
 Attend an information session on the mentoring process
 Maintain regular contact and communication with your mentor
 Use mentor support to make a smooth transition into university
life and excel academically
 Become knowledgeable in utilizing campus resources to facilitate
your success at Chapman
 Gain experience in working one-on-one with a supportive
member of the university community
Faculty/Staff Responsibilities and Benefits:
 Read the mentoring support packet and, if possible, attend the
mentor meeting in Fall 2012 (TBA)
 Make initial contact/outreach to your mentee once you are paired
 Serve as a role model and source of support for our Chapman
first-generation college students
 Help guide your mentee in their personal and academic growth

17. Mentor Volunteer Form Cont’d
Added in 2012

19. Mentee Application Form Cont’d
We try our best to match students based on preferences and what they share
in their application with mentors who share similar interests

20.  For support and encouragement
 I have lots of questions and sometimes asking
people who have had parents go through college
look at me and question why I don’t know the
answer already. This is where a mentor will help.
 I hope to gain guidance since my family cannot
guide me, considering they have not experienced
college life
 To gain a sense of confidence in what I am doing
Mentees – Why Participate?

21.  Mentor Recruitment Process:
 E-mail sent to all faculty, staff, and administrators
explaining the goals and responsibilities of our pilot
program in August 2011
○ No previous experience needed, just a genuine desire to help!
○ Staff volunteers needed a signature from supervisor since it
may take away from work time
 3-5 hours per semester commitment
○ Were asked to contact me if interested
 Received replies from about 60-70 mentors of interest
 Did not recruit for additional mentors in second year,
unless we were referred to ask someone to be added to
our list
Overview of Mentoring Program

22.  Mentee Recruitment Process
 First-Generation Orientation Session, Fall
Welcome Social Events, E-mail, Facebook
 Students given until a week and a half into the
semester to submit form
 Mentor match is made before the end of the 3rd
week so that their first meeting is before the end of
the first month of the semester
 About 40 matches made each year
○ With about 5 matches made in the spring for the term
Overview of Mentoring Program

23.  Mentor Support Packet
 Given at mentor meeting (1-hour)
and e-mailed out to all mentors for
reference
 Included information on:
○ What is a mentor, qualities of a
mentor, overview of characteristics
and needs of first-generation
students, tips for communicating
with your mentee, sample
questions you can use when
communicating with your mentee,
goals and responsibilities of
program, directory of on-campus
resources
Mentor Training Resources

24.  Mentee Meeting
 One hour presentation reviewing:
○ Goals of mentoring program, mentee
responsibilities, benefits of mentoring, tips for
communicating with their mentor, how a
mentoring relationship can enhance their
Chapman experience and beyond!
Mentee Training Resources

25. Year 2011 2012
Starbucks gift cards
($10/mentor to use with
mentee)
$430 N/A
Food for
Socials/Mentor Training
$120 $120
Student Asst. Wage
($9/hour work-study)
about 30 hrs./semester
N/A $162
Total Budget $550 $282
This program could be ran without a budget as long as you have the time and
take advantage of your status as a non-profit for donations when possible .
(be aware of your campus food policy for events)
Mentoring Program Budget Breakdown

26. In the future:
 Creation of a mentor blog to share
resources and seek support/feedback from
fellow mentors
 Utilize mentors to lead workshops for the
students
 Have mentees sign a mentee agreement
statement affirming that they are aware of
the student mentee responsibilities
Year 1 to Year 2 changes:
• Required mentees to attend mentee meeting
• Only gain feedback once a semester not twice
(middle of fall semester and at end of year)
• Added Fall Mentor/Mentee Mixer event in 2012
Future Directions

27.  A better outlook on the possibilities that lie in my future - I've
expanded my horizons because now I know my background
does not dictate how far I can go in life.
 I gained an additional support system, my mentor was always
cheering me on. The knowledge that I am not alone in pursuing
a college education as a first-generation student is inspiring!
 Confidence in myself and what I can achieve
 I learned a lot about Chapman and the resources available to
me and that it okay to ask for help when I need it!
 Tips and advice from someone who made it through
themselves
What did Mentees Gain?

28.  100% responded that they would recommend
other first-generation students sign up for the
mentoring program
1. Academic Progress: 95%
2. Goal-setting: 88%
3. Networking: 78%
4. Using Campus Resources:
72%
5. Family Relationships: 67%
6. Financial Concerns: 55%
7. Study Tips: 50%
8. …and more!...
Topics discussed with mentor (from mentees) – in order by frequency:
Mentee Feedback

29. First-Generation Summer
Bridge Program

30.  What is your budget?
 How many students will you open this up to? Do you have a
target population you are seeking to serve?
 How will students be informed about this program? How will
they sign up? Will there be a cost to students?
 How long will it be? When will it take place?
 How will students be housed? What about commuters?
 What types of sessions/workshops will be provided?
 Will parents/guests be invited? If so, for what portion?
 Who will be your campus partners in implementing event?
 What limitations might you have to keep in mind?
Factors to Consider Before Piloting a
Summer Bridge Program

31.  Partnership with Office of Orientation and First
Year Experience idea developed Jan. 2012
 2-day program prior to New Student Orientation
 Family members/guests invited to part of Day 1
 Mailed welcome letter explaining bridge
program goals and included paper application
and provided online application option
 Would be free for first 50 students to sign up
 We ended up with 40 participants attended
Overview Summer Bridge Program

32.  Benefits of Participation:
 Receive information on topics beneficial to your success as an incoming
college student; topics to be covered include goal-setting, time management,
study success strategies, financial aid, managing personal finances, & more!
 Connect with current Chapman first-generation college students and first-gen
alumni as well as faculty/staff who were first-generation themselves when
they went through college
 Continued follow-up and support from Summer Bridge Program Staff
throughout the academic year, as well as the opportunity to be matched with
a faculty/staff mentor for the 2012-2013 academic year to serve as a support
 Summer Bridge Program Goals:
 To facilitate the smooth transition of first-generation college students into
university life by providing them with the skills needed to be academically
successful
 To help participants take advantage of campus resources and opportunities in
order to succeed
 To develop a sense of community among incoming and current first-
generation college students
Overview Summer Bridge Program

33.  I hope to gain more information about resources that are
available to me in order to ease my transition to college
 To meet other first-generation students to know that I am not
alone – having these connections will allow me to have
confidence to reach out to others if I need support
 To gain greater insight and skills for challenges I may face
during my time at Chapman
 To gain a better understanding of exactly how college works
Summer Bridge – Why Participate?

35. Application Form Cont’d

36.  Developing curriculum – benchmarked other
schools to see what was included
 On-campus students got to move in early –
coordinated with residence life
 Summer Bridge Student Assistants hired for 5
hours/week (June-Aug) – hired in May 2012
 Utilized campus partners to deliver presentations
and to coordinate parking/catering
Overview Summer Bridge Program

37. Day 1 Agenda – Saturday, August 18th
Time Session Topic/Activity
9:30 – 10:00 a.m. Check-In
*student assistants directed traffic to check-in location*
10:00 – 10:30 a.m. Welcome and Introductions – Overview of the Summer Bridge
Program
10:40 – 11:30 a.m. The College Experience: What to Expect and How to Support Your
Student (English and Spanish option available)
11:40 – 1:00 p.m. Lunch with students and parents
1:10 – 2:00 p.m. Financial Aid Presentation (Span.-speaking fin. aid counselor
present)
2:10 – 3:00 p.m. Students: Team Building Activity
Guests: Optional Campus Tour (Eng. and Span. option available)
*Note: Guests portion concludes after campus tour*
3:10 – 4:00 p.m. Learning Strategies/Study Skills Overview
4:10 – 5:00 p.m. Q & A Panel with Current First-Generation College Students
5:00 – 6:30 p.m. Dinner
6:30 – 8:00 p.m. Social Time *time to relax and hang out* ☺

38. Day 2 Agenda – Sunday, August 19th
Time Session Topic/Activity
9:00 – 9:50 a.m. Continental Breakfast
10:00 – 10:50 a.m. Morning Activity/Team Building
11:00 – 11:50 a.m. Panel of First-Generation Faculty/Staff for Q & A
12:00 – 1:20 p.m. Lunch
1:30 – 2:20 p.m. Review of the Language of Higher Education
2:30 – 4:00 p.m. Personal Finance Session
4:10 – 5:20 p.m. Culminating Experience
5:30 – 6:00 p.m. Wrapping-Up/Assessment

39. Item Estimated
Amount
Food (lunch for students and guests for Day 1;
dinner for Day 1 and breakfast and lunch for Day
2 for students; Breakfast, Lunch, and Dinner for
students who continued to be on-campus prior to
start of orientation)
$3,900
Snacks (for breakfast for students who moved in
early and for social time)
$50
Printing/Supplies/Postage Costs $300
T-Shirts for Student Assistants $75
Student Assistant Wages ($9/hr.) $900
Total $5,225
Estimated Budget Breakdown
Plus – Student Wages from Promising
Futures for 3 additional student
assistants during event: $360

40.  Served mostly local students
 Had 4 out of state students
 Served mostly incoming freshman
 Had 4 transfer students
 About 70% of attendees brought at least one
guest with them to Day 1 program
 About 40% of attendees requested early move-in
 100% would recommend incoming first-gen
students to participate in bridge program
Data/Feedback on Program

41.  Friendships before new student orientation that can
continue throughout the year
 Knowledge of resources that will help me be successful
 Confidence that I can do it and will not be alone!
 A better understanding of university life and what to expect
 A sense of relief that there are other students going
through the same transition
 A way to get my Chapman experience off to the right start!
 Opportunity to interact with faculty/staff, some of who were
also first-generation! Great to see role models!
What did Bridge Attendees Gain?

42.  Adding a session on Student Employment
 Addressing culture shock more directly
 Inviting parents who attended last year to join
this year to serve as a parent resource
 Reunion for this group within the first two weeks
of the Fall semester
Future Directions

43. More Photos

44.  Choy, S. P. (2001). Students whose parents did not go to
college: Postsecondary access, persistence, and
attainment. (NCES 2001-126). U.S. Department of
Education. Washington, D.C.: National Center for
Education Statistics.
 Pascarella, E. T., Pierson, C. T., Wolniak, G. C., &
Terenzini, P. T. (2004). First-generation college students:
Additional evidence on college experiences and
outcomes. Journal of Higher Education, 75 (3), 249-283.
 Terrell, M. C., & Hassel, R. K. (1994). Mentoring
undergraduate minority students: An overview, survey,
and model program. New Directions for Teaching and
Learning, 57, 35-45.
References

45. Thank you for joining!
Questions?