Supporting First-Generation Students’ Adjustment to College With High-Impact Practices

Abstract

This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, four-year institution in the northwest. Using constructs drawn from social cognitive theory and social cognitive career theory, it explores how high-impact practices such as learning communities, writing-intensive courses and ePortfolios might impact first-generation students' adjustment during their first year of college. The findings of the research on students' writing in their first-year composition course suggest that the cumulative impact of engaging in multiple high-impact practices improves students' literacy and study skills. Additionally, these educational practices appear to increase students' self-appraisal of their academic abilities in general and their institutional commitment. As a consequence of their increased self-efficacy and engagement, this study suggests that students are more likely to experience better academic outcomes, leading them to persist in their studies and be retained after their first year at college.

Beyond the Bridge

“…SBPs are often referred to as a high-impact practice, as designated by the Association of American Colleges and Universities (Johnson, 2013), that increases students' persistence and completion rates. As such, universities often utilize SBPs to give students adequate exposure to postsecondary resources like academic tutoring, writing workshops, and faculty mentoring that will assist them in successfully completing their degree (Conefrey, 2018;Swanbrow Becker et al, 2017).…”

“…Considering that many summer bridge students are first-generation students that may have had little exposure to college life, formal and informal opportunities to socialize and learn from others have been found to be a key element that contributes to the success of students enrolled in SBPs (Atherton, 2014;Lopez, 2016;Martin, 2015;Strayhorn, 2011). The community created through bridge programs frequently mediates feelings of doubt and otherness often experienced by students of color, lowincome, and first-generation college students as they transition into college (McGlynn, 2012;Reid & Moore, 2008) Indeed, students who attend summer programs have been found to have an increased sense of social support from peers and faculty in comparison to peers who did not attend an SBP (Clauss-Ehlers & Wibrowski, 2007;Conefrey, 2018;Swanbrow Becker et al, 2017). The support experience has been found to continue beyond the bridge program into the students' remaining undergraduate years (Strayhorn, 2011).…”

Assessing the relationship among service quality, student satisfaction and loyalty: the NIGERIAN higher education experience

“…To compete effectively, institutions are consequently adopting marketing concepts that portray students as customers, and ensuring all strategies are targeted at increasing student enrolment. Students search for institutions that are capable of delivering exceptional, unforgettable and individual educational experiences ( Conefrey, 2018 ). Furthermore, as consumers, students search for educational platforms that will develop the capacity needed for lucrative careers.…”

High-Impact Practices for Transforming Online Learning

“…For first-year students, some of whom had not visited campus, there was also a feeling of disconnect from their institution. What they were missing were the aspects of the educational experience that typically promote student success: community, connection, a sense of belonging, and a growth mindset (Conefrey, 2018).…”