University of Portland First Generation brochure

then increases during the second year. FGEN and traditional freshmen cohorts have shared the same top three majors for four consecutive years in a row. These majors include nursing, business, and biology.

2010 2011 2012 FGEN Trad.

FGEN Trad. FGEN Trad.

3.69 3.67 3.68 3.68 3.66 3.64 High School College after Yr 1 3.20 3.28 3.14 3.28 3.11 3.29 College after Yr 2 3.27 3.31 3.25 3.35 Figure 3. GPA: Average of freshmen cohorts, 2010-2012 WHAT YOU CAN DO • Assist students in navigating their college life & goals • What do students want to achieve during their time at UP? • What are the students’ hobbies and interests?

• Are they interested in participating in clubs or sports?

• Help students see the bigger picture of a degree • Why is it important for students to have a Bachelor’s Degree in the 21st century?

• What opportunities will degree completion open for students?

• Encourage and support major and career exploration • Provide students with materials about majors at UP • Guide students through the process of setting career goals • Encourage students to visit Career Services • Provide students with materials for goal management and achievement • Get to know students on a more personal level by understanding their family background • Do students have support from back home?

• Do students live on-campus, off-campus, at home?

• Are they making new friends?

• Have knowledge of programs and resources on campus that could be helpful to first-generation students • Career Services • Franz Center for Leadership, Entrepreneurship, and Innovation • Learning Assistance Counselor • Learning Resource Center • Moreau Center • Shepard Freshmen Resource Center • Office of Undergraduate Scholarship Engagement

Advising First-Generation Students

Advising Resources http://nces.ed.gov http://www.nacada.ksu.edu/Resources/Clearinghouse.aspx http://diverseeducation.com/article/50898/# http://diverseeducation.com/article/50898/# First-Generation Resources http://firstinthefamily.org http://www.imfirst.org/ REFERENCES Chen, X. (2005). First Generation Students in Postsecondary Education: A Look at Their College Transcripts (NCES 2005-171). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Davis, J. (2010). The first-generation student experience: Implications for campus practice, and strategies for improving persistence and success. Sterling, VA: Stylus Publishing, LLC. Engle, J., Bermeo, A., & O’Brien, C. (2006). Straight from the source: What works for first generation students. Washington, DC: The Pell Institute.

Terenzini, P., Springer, L., Yaeger, P., Pascarella, E., & Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1-22.

Warurton, E., Bugarin, R., & Nunez, A. (2001). Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students. Washington, DC: U.S. Department of Education. National Center for Education Statistics.

Higher Education Act, 1998 Higher Education Act Amendments Subpart 2. Federal Early Outreach and Student Services Programs. Chapter 1, Federal Trio Programs Sec. 402A. 20 U.S.C. 1070a 11.

First-generation (FGEN) students are defined by the Higher Education Act as “(A) An individual both of whose parents did not complete a baccalaureate degree; Or (B) In the case of any individual who regularly resided with and received support from only one parent, an individual whose only such parent did not complete a baccalaureate degree” (1998).

Rev. 8/14

At UP 10% of the student population comes from a family with no college background. In addition, another 7% of the students comes from families who might have some college experience, but do not have a baccalaureate degree. Both groups of students are susceptible to retention issues, but students whose parents have no college experience have a higher risk of failure.

UNDERSTANDING THE FIRST-GENERATION STUDENT First-generation students often enter college with little family support and guidance. Parents and guardians usually do not understand how higher educational institutions work, and therefore cannot guide their student through this process. Families might also not be supportive of their student’s decision to take the four-year route. This is where academic advisors can take the lead in helping educate these students about college life and guiding them to make positive academic and professional choices.

WHAT YOU MIGHT EXPECT FROM A FIRST-GENERATION STUDENT First-generation students commonly lack an understanding of the full range of benefits that derive from earning a bachelor’s degree, making them more present-oriented, while traditional peers might be more future-oriented (44, Davis).

Choosing a major can be challenging for this group of students and often the decision takes a much longer time, compared to traditional students (Chen & Carroll , 2005). This is concerning because students who take longer to choose a major are also more likely to take longer to graduate and are therefore more likely to dropout (46, Davis). First-generation students also tend to gravitate towards majors that are known for providing high salaries (44, Davis). This choice can also pose problems as students might not be invested in the area of study due to interest, therefore degree completion could be problematic down the road.

Many times students are coming from urban and rural schools with low teacher expectations, limited resources, and a lack of rigorous coursework (Engle et al., 2006; Chen & Carroll, 2005). As a result, students enter college with lower cognitive levels and abilities. By clearly stating and setting expectations, faculty members can support students as they transition from high school classes to college classes.

In January 2014, UP surveyed the first-generation population to find out about their confidence in various areas related to success in college.

Students expressed the lowest levels of confidence in these areas: % Confident Finance Education 28% Class Discussions 56% Seek Academic Resources 72% Study Skills 74% Develop Relationships with Other Students 75% Communication with Professors 79% Achieve Professional Goals 81% NATIONAL AND UP DEMOGRAPHICS OF FIRST-GENERATION STUDENTS Various studies show that FGEN students commonly have one or more of the following characteristics: they tend to be female, older than traditional college students, a member of an ethnic or racial minority group, non-native English speakers, have dependent children, and come from low-income families (Engle, 2007; Choy, 2001). Research also shows that FGEN students tend to delay entry into a post-secondary institution and enroll into two-year institutions rather than four-year institutions, compared to their non-FGEN peers (Chen & Carroll, 2005). Because firstgeneration students typically come from low-income families, working full-time and going to school half-time is a recurrent theme (Terenzini et al., 1996).

There are some similarities and differences between UP FGEN and national FGEN students. Being a small, private, residential, Catholic institution, UP has inherent benefits for FGEN students. The high proportion of students living on campus and interacting residentially with staff and student peers leads to a greater connection to the campus. Having many students who share a spiritual identity also contributes to a greater connection with the campus. UP admission criteria, as a private school, is more rigorous than some large public institutions, which leads to higher educational attainment for all UP students. However, UP FGEN students are still showing lower levels of engagement and educational attainment than their traditional student peers.

Data on UP FGEN students reveal there is a higher distribution of females to males (66% and 34% respectively) from freshmen cohorts between

2010 and 2014. While this is similar for the average of traditional freshmen cohorts, the female distribution of traditional students is lower compared to FGEN females; females are at 58% and males 42%. Transfer student data from 2011 to 2014 display that the percentage of transfer FGEN students is increasing each year.

Higher rates of first-generation students come from minority populations than traditional students. The proportion of FGEN and traditional students who classify their ethnicity as white varies substantially. The average percent of FGEN students who have classified themselves of FGEN Traditional white ethnicity over the past four Hispanic 23% 9% freshmen cohorts is 40%. This is Black 1% 1% drastically different than the 67% Asian 19% 9% average for traditional students Indian 1% 0% in these cohorts. A higher Hawaiian 3% 1% percentage of FGEN students White 40% 67% also come from Oregon and Multi-racial 7% 9% Hawaii compared to traditional Unknown 2% 3% students.

Figure 1. Ethnicity: Average % of freshmen cohorts, 2010-2013 UP student family income shows a noticeable divide between FGEN and their traditional student peers. The average of the four cohorts displays that 19% of FGEN students come from families who make less than $35,000 a year. More than half of the students in this income bracket, originate from very low income households; 11% of FGEN students come from families that make less than or equal to $25,500, the maximum income for maximum Pell grant FGEN Traditional eligibility. These percentages are < $35,000 19% 5% more than tripled when compar<=$25,500 11% 3% ing them to traditional students.

Figure 2. Income: Average % of freshmen cohorts, 2010-2013 Major academic differences can be seen between FGEN and traditional students via average SAT scores and GPA differences. FGEN students have noticeably lower SAT scores compared to their peers. Academic data for FGEN students show that students begin their undergraduate careers with a higher or similar GPA average as traditional students. The cumulative average GPA drops for both groups after their first year and

At UP 10% of the student population comes from a family with no college background. In addition, another 7% of the students comes from families who might have some college experience, but do not have a baccalaureate degree. Both groups of students are susceptible to retention issues, but students whose parents have no college experience have a higher risk of failure.

UNDERSTANDING THE FIRST-GENERATION STUDENT First-generation students often enter college with little family support and guidance. Parents and guardians usually do not understand how higher educational institutions work, and therefore cannot guide their student through this process. Families might also not be supportive of their studentâ&#x20AC;&#x2122;s decision to take the four-year route. This is where academic advisors can take the lead in helping educate these students about college life and guiding them to make positive academic and professional choices.

WHAT YOU MIGHT EXPECT FROM A FIRST-GENERATION STUDENT First-generation students commonly lack an understanding of the full range of benefits that derive from earning a bachelorâ&#x20AC;&#x2122;s degree, making them more present-oriented, while traditional peers might be more future-oriented (44, Davis).

Choosing a major can be challenging for this group of students and often the decision takes a much longer time, compared to traditional students (Chen & Carroll , 2005). This is concerning because students who take longer to choose a major are also more likely to take longer to graduate and are therefore more likely to dropout (46, Davis). First-generation students also tend to gravitate towards majors that are known for providing high salaries (44, Davis). This choice can also pose problems as students might not be invested in the area of study due to interest, therefore degree completion could be problematic down the road.

Many times students are coming from urban and rural schools with low teacher expectations, limited resources, and a lack of rigorous coursework (Engle et al., 2006; Chen & Carroll, 2005). As a result, students enter college with lower cognitive levels and abilities. By clearly stating and setting expectations, faculty members can support students as they transition from high school classes to college classes.

In January 2014, UP surveyed the first-generation population to find out about their confidence in various areas related to success in college.

Students expressed the lowest levels of confidence in these areas: % Confident Finance Education 28% Class Discussions 56% Seek Academic Resources 72% Study Skills 74% Develop Relationships with Other Students 75% Communication with Professors 79% Achieve Professional Goals 81% NATIONAL AND UP DEMOGRAPHICS OF FIRST-GENERATION STUDENTS Various studies show that FGEN students commonly have one or more of the following characteristics: they tend to be female, older than traditional college students, a member of an ethnic or racial minority group, non-native English speakers, have dependent children, and come from low-income families (Engle, 2007; Choy, 2001). Research also shows that FGEN students tend to delay entry into a post-secondary institution and enroll into two-year institutions rather than four-year institutions, compared to their non-FGEN peers (Chen & Carroll, 2005). Because firstgeneration students typically come from low-income families, working full-time and going to school half-time is a recurrent theme (Terenzini et al., 1996).

There are some similarities and differences between UP FGEN and national FGEN students. Being a small, private, residential, Catholic institution, UP has inherent benefits for FGEN students. The high proportion of students living on campus and interacting residentially with staff and student peers leads to a greater connection to the campus. Having many students who share a spiritual identity also contributes to a greater connection with the campus. UP admission criteria, as a private school, is more rigorous than some large public institutions, which leads to higher educational attainment for all UP students. However, UP FGEN students are still showing lower levels of engagement and educational attainment than their traditional student peers.

Data on UP FGEN students reveal there is a higher distribution of females to males (66% and 34% respectively) from freshmen cohorts between

2010 and 2014. While this is similar for the average of traditional freshmen cohorts, the female distribution of traditional students is lower compared to FGEN females; females are at 58% and males 42%. Transfer student data from 2011 to 2014 display that the percentage of transfer FGEN students is increasing each year.

Higher rates of first-generation students come from minority populations than traditional students. The proportion of FGEN and traditional students who classify their ethnicity as white varies substantially. The average percent of FGEN students who have classified themselves of FGEN Traditional white ethnicity over the past four Hispanic 23% 9% freshmen cohorts is 40%. This is Black 1% 1% drastically different than the 67% Asian 19% 9% average for traditional students Indian 1% 0% in these cohorts. A higher Hawaiian 3% 1% percentage of FGEN students White 40% 67% also come from Oregon and Multi-racial 7% 9% Hawaii compared to traditional Unknown 2% 3% students.

Figure 1. Ethnicity: Average % of freshmen cohorts, 2010-2013 UP student family income shows a noticeable divide between FGEN and their traditional student peers. The average of the four cohorts displays that 19% of FGEN students come from families who make less than $35,000 a year. More than half of the students in this income bracket, originate from very low income households; 11% of FGEN students come from families that make less than or equal to $25,500, the maximum income for maximum Pell grant FGEN Traditional eligibility. These percentages are < $35,000 19% 5% more than tripled when compar<=$25,500 11% 3% ing them to traditional students.

Figure 2. Income: Average % of freshmen cohorts, 2010-2013 Major academic differences can be seen between FGEN and traditional students via average SAT scores and GPA differences. FGEN students have noticeably lower SAT scores compared to their peers. Academic data for FGEN students show that students begin their undergraduate careers with a higher or similar GPA average as traditional students. The cumulative average GPA drops for both groups after their first year and

At UP 10% of the student population comes from a family with no college background. In addition, another 7% of the students comes from families who might have some college experience, but do not have a baccalaureate degree. Both groups of students are susceptible to retention issues, but students whose parents have no college experience have a higher risk of failure.

UNDERSTANDING THE FIRST-GENERATION STUDENT First-generation students often enter college with little family support and guidance. Parents and guardians usually do not understand how higher educational institutions work, and therefore cannot guide their student through this process. Families might also not be supportive of their studentâ&#x20AC;&#x2122;s decision to take the four-year route. This is where academic advisors can take the lead in helping educate these students about college life and guiding them to make positive academic and professional choices.

WHAT YOU MIGHT EXPECT FROM A FIRST-GENERATION STUDENT First-generation students commonly lack an understanding of the full range of benefits that derive from earning a bachelorâ&#x20AC;&#x2122;s degree, making them more present-oriented, while traditional peers might be more future-oriented (44, Davis).

Choosing a major can be challenging for this group of students and often the decision takes a much longer time, compared to traditional students (Chen & Carroll , 2005). This is concerning because students who take longer to choose a major are also more likely to take longer to graduate and are therefore more likely to dropout (46, Davis). First-generation students also tend to gravitate towards majors that are known for providing high salaries (44, Davis). This choice can also pose problems as students might not be invested in the area of study due to interest, therefore degree completion could be problematic down the road.

Many times students are coming from urban and rural schools with low teacher expectations, limited resources, and a lack of rigorous coursework (Engle et al., 2006; Chen & Carroll, 2005). As a result, students enter college with lower cognitive levels and abilities. By clearly stating and setting expectations, faculty members can support students as they transition from high school classes to college classes.

In January 2014, UP surveyed the first-generation population to find out about their confidence in various areas related to success in college.

Students expressed the lowest levels of confidence in these areas: % Confident Finance Education 28% Class Discussions 56% Seek Academic Resources 72% Study Skills 74% Develop Relationships with Other Students 75% Communication with Professors 79% Achieve Professional Goals 81% NATIONAL AND UP DEMOGRAPHICS OF FIRST-GENERATION STUDENTS Various studies show that FGEN students commonly have one or more of the following characteristics: they tend to be female, older than traditional college students, a member of an ethnic or racial minority group, non-native English speakers, have dependent children, and come from low-income families (Engle, 2007; Choy, 2001). Research also shows that FGEN students tend to delay entry into a post-secondary institution and enroll into two-year institutions rather than four-year institutions, compared to their non-FGEN peers (Chen & Carroll, 2005). Because firstgeneration students typically come from low-income families, working full-time and going to school half-time is a recurrent theme (Terenzini et al., 1996).

There are some similarities and differences between UP FGEN and national FGEN students. Being a small, private, residential, Catholic institution, UP has inherent benefits for FGEN students. The high proportion of students living on campus and interacting residentially with staff and student peers leads to a greater connection to the campus. Having many students who share a spiritual identity also contributes to a greater connection with the campus. UP admission criteria, as a private school, is more rigorous than some large public institutions, which leads to higher educational attainment for all UP students. However, UP FGEN students are still showing lower levels of engagement and educational attainment than their traditional student peers.

Data on UP FGEN students reveal there is a higher distribution of females to males (66% and 34% respectively) from freshmen cohorts between

2010 and 2014. While this is similar for the average of traditional freshmen cohorts, the female distribution of traditional students is lower compared to FGEN females; females are at 58% and males 42%. Transfer student data from 2011 to 2014 display that the percentage of transfer FGEN students is increasing each year.

Higher rates of first-generation students come from minority populations than traditional students. The proportion of FGEN and traditional students who classify their ethnicity as white varies substantially. The average percent of FGEN students who have classified themselves of FGEN Traditional white ethnicity over the past four Hispanic 23% 9% freshmen cohorts is 40%. This is Black 1% 1% drastically different than the 67% Asian 19% 9% average for traditional students Indian 1% 0% in these cohorts. A higher Hawaiian 3% 1% percentage of FGEN students White 40% 67% also come from Oregon and Multi-racial 7% 9% Hawaii compared to traditional Unknown 2% 3% students.

Figure 1. Ethnicity: Average % of freshmen cohorts, 2010-2013 UP student family income shows a noticeable divide between FGEN and their traditional student peers. The average of the four cohorts displays that 19% of FGEN students come from families who make less than $35,000 a year. More than half of the students in this income bracket, originate from very low income households; 11% of FGEN students come from families that make less than or equal to $25,500, the maximum income for maximum Pell grant FGEN Traditional eligibility. These percentages are < $35,000 19% 5% more than tripled when compar<=$25,500 11% 3% ing them to traditional students.

Figure 2. Income: Average % of freshmen cohorts, 2010-2013 Major academic differences can be seen between FGEN and traditional students via average SAT scores and GPA differences. FGEN students have noticeably lower SAT scores compared to their peers. Academic data for FGEN students show that students begin their undergraduate careers with a higher or similar GPA average as traditional students. The cumulative average GPA drops for both groups after their first year and

then increases during the second year. FGEN and traditional freshmen cohorts have shared the same top three majors for four consecutive years in a row. These majors include nursing, business, and biology.

2010 2011 2012 FGEN Trad.

FGEN Trad. FGEN Trad.

3.69 3.67 3.68 3.68 3.66 3.64 High School College after Yr 1 3.20 3.28 3.14 3.28 3.11 3.29 College after Yr 2 3.27 3.31 3.25 3.35 Figure 3. GPA: Average of freshmen cohorts, 2010-2012 WHAT YOU CAN DO • Assist students in navigating their college life & goals • What do students want to achieve during their time at UP? • What are the students’ hobbies and interests?

• Are they interested in participating in clubs or sports?

• Help students see the bigger picture of a degree • Why is it important for students to have a Bachelor’s Degree in the 21st century?

• What opportunities will degree completion open for students?

• Encourage and support major and career exploration • Provide students with materials about majors at UP • Guide students through the process of setting career goals • Encourage students to visit Career Services • Provide students with materials for goal management and achievement • Get to know students on a more personal level by understanding their family background • Do students have support from back home?

• Do students live on-campus, off-campus, at home?

• Are they making new friends?

• Have knowledge of programs and resources on campus that could be helpful to first-generation students • Career Services • Franz Center for Leadership, Entrepreneurship, and Innovation • Learning Assistance Counselor • Learning Resource Center • Moreau Center • Shepard Freshmen Resource Center • Office of Undergraduate Scholarship Engagement

Advising First-Generation Students

Advising Resources http://nces.ed.gov http://www.nacada.ksu.edu/Resources/Clearinghouse.aspx http://diverseeducation.com/article/50898/# http://diverseeducation.com/article/50898/# First-Generation Resources http://firstinthefamily.org http://www.imfirst.org/ REFERENCES Chen, X. (2005). First Generation Students in Postsecondary Education: A Look at Their College Transcripts (NCES 2005-171). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Davis, J. (2010). The first-generation student experience: Implications for campus practice, and strategies for improving persistence and success. Sterling, VA: Stylus Publishing, LLC. Engle, J., Bermeo, A., & O’Brien, C. (2006). Straight from the source: What works for first generation students. Washington, DC: The Pell Institute.

Terenzini, P., Springer, L., Yaeger, P., Pascarella, E., & Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1-22.

Warurton, E., Bugarin, R., & Nunez, A. (2001). Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students. Washington, DC: U.S. Department of Education. National Center for Education Statistics.

Higher Education Act, 1998 Higher Education Act Amendments Subpart 2. Federal Early Outreach and Student Services Programs. Chapter 1, Federal Trio Programs Sec. 402A. 20 U.S.C. 1070a 11.

First-generation (FGEN) students are defined by the Higher Education Act as “(A) An individual both of whose parents did not complete a baccalaureate degree; Or (B) In the case of any individual who regularly resided with and received support from only one parent, an individual whose only such parent did not complete a baccalaureate degree” (1998).

Rev. 8/14

then increases during the second year. FGEN and traditional freshmen cohorts have shared the same top three majors for four consecutive years in a row. These majors include nursing, business, and biology.

2010 2011 2012 FGEN Trad.

FGEN Trad. FGEN Trad.

3.69 3.67 3.68 3.68 3.66 3.64 High School College after Yr 1 3.20 3.28 3.14 3.28 3.11 3.29 College after Yr 2 3.27 3.31 3.25 3.35 Figure 3. GPA: Average of freshmen cohorts, 2010-2012 WHAT YOU CAN DO • Assist students in navigating their college life & goals • What do students want to achieve during their time at UP? • What are the students’ hobbies and interests?

• Are they interested in participating in clubs or sports?

• Help students see the bigger picture of a degree • Why is it important for students to have a Bachelor’s Degree in the 21st century?

• What opportunities will degree completion open for students?

• Encourage and support major and career exploration • Provide students with materials about majors at UP • Guide students through the process of setting career goals • Encourage students to visit Career Services • Provide students with materials for goal management and achievement • Get to know students on a more personal level by understanding their family background • Do students have support from back home?

• Do students live on-campus, off-campus, at home?

• Are they making new friends?

• Have knowledge of programs and resources on campus that could be helpful to first-generation students • Career Services • Franz Center for Leadership, Entrepreneurship, and Innovation • Learning Assistance Counselor • Learning Resource Center • Moreau Center • Shepard Freshmen Resource Center • Office of Undergraduate Scholarship Engagement

Advising First-Generation Students

Advising Resources http://nces.ed.gov http://www.nacada.ksu.edu/Resources/Clearinghouse.aspx http://diverseeducation.com/article/50898/# http://diverseeducation.com/article/50898/# First-Generation Resources http://firstinthefamily.org http://www.imfirst.org/ REFERENCES Chen, X. (2005). First Generation Students in Postsecondary Education: A Look at Their College Transcripts (NCES 2005-171). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Davis, J. (2010). The first-generation student experience: Implications for campus practice, and strategies for improving persistence and success. Sterling, VA: Stylus Publishing, LLC. Engle, J., Bermeo, A., & O’Brien, C. (2006). Straight from the source: What works for first generation students. Washington, DC: The Pell Institute.

Terenzini, P., Springer, L., Yaeger, P., Pascarella, E., & Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1-22.

Warurton, E., Bugarin, R., & Nunez, A. (2001). Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students. Washington, DC: U.S. Department of Education. National Center for Education Statistics.

Higher Education Act, 1998 Higher Education Act Amendments Subpart 2. Federal Early Outreach and Student Services Programs. Chapter 1, Federal Trio Programs Sec. 402A. 20 U.S.C. 1070a 11.

First-generation (FGEN) students are defined by the Higher Education Act as “(A) An individual both of whose parents did not complete a baccalaureate degree; Or (B) In the case of any individual who regularly resided with and received support from only one parent, an individual whose only such parent did not complete a baccalaureate degree” (1998).

Rev. 8/14