The current project uses our university’s new student survey to compare previously reported trends in first-generation college student (FGCS) retention with those found on our campus and discusses potential directions for future research and intervention programs. Consistent with previous research, our data showed that financial concerns were a particularly strong predictor of freshman-to-sophomore retention. FGCS reported that they were significantly more concerned about money and expected to maintain employment throughout their college career at higher rates. This emphasis on work reduces the amount of time FGCS engage in college-related activities and hinders their feeling of connection with their peers. For example, our FGCS expected to encounter more difficulty performing well academically, fitting into the campus environment, and making new friends than non-FGCS students. Our future research agenda extends these findings to other aspects of campus life, examining issues such as cultural fit, family ties, and university inclusiveness.

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

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The current pattern of class size increases and funding decreases have forced introductory course instructors to develop increasingly creative teaching methods. The use of undergraduate teaching assistants (UTAs) is a viable option, especially if departments lack funding for graduate teaching assistants. According to previous research, the use of UTAs is beneficial for both the students and the UTAs themselves. However, the nature of the direct relationship between students and UTAs is unknown. This project looked at the frequency and content of student interactions with UTAs in two large sections of introductory psychology. Each section was divided into eight teams with a UTA heading each team. To explore the interactions between UTAs and students, team GroupMe conversations were obtained for two week-long periods during the semester. Teams were categorized as high, medium, and low engagement based on the number of interactions reported; the interactions were then coded based on topic. We examined the relationship between UTA interactions, self-report data (e.g., course satisfaction, subject matter interest, satisfaction with UTAs), and academic outcome variables such as exam scores and final grades. We found that low-interacting groups more frequently engaged in classrelated conversations, while high-interacting groups more frequently engaged in humorous and non-class-related dialogue. Low-interaction groups rated their UTAs lower in quality, responsibility, and usefulness than the high-interaction groups. However, frequency of interaction did not predict class interest or ratings of team usefulness. The frequency of team interaction significantly predicted final course grades, with the medium-interaction groups earning the highest marks.

Belief in psychological misconceptions has potential repercussions for both students and potentially society as a whole. We present a creative and engaging myth refutation assignment that uses an infographic format to promote the refutation of psychological misconceptions. A total of 166 students completed the myth refutation assignment, along with pre-assignment surveys to measure transformative experience, interest, and critical thinking. An end-of-semester myth quiz was given to assess long-term learning. Frequency of correct responses was higher for quiz questions that corresponded to the myth chosen for the students’ project, indicating that the assignment was effective at promoting learning. None of the other variables were significant predictors of myth refutation at the end of the semester.