Advising First Generation College Students
Terre Lucas
Building Educational Strengths and Talents (BEST) Program
Cathy Blat
University Center for Academic Excellence
Fall 2011 – New Freshmen Demographics
FG
(N = 1,007)
Non FG/Blank
(N = 2,162)
Total
(N = 3,169)
AFRICAN AMERICAN
14.0%
14.8%
14.5%
AMERICAN INDIAN
0.8%
0.3%
0.5%
ASIAN
7.1%
4.2%
5.1%
HISPANIC
8.8%
6.0%
6.9%
INTERNATIONAL
0.4%
3.2%
2.3%
MULTIPLE
4.7%
3.5%
3.8%
PACIFIC ISLANDER
0.0%
0.0%
0.0%
UNKNOWN
2.4%
3.2%
3.0%
WHITE
61.8%
64.7%
63.8%
Source: Institutional Research Census Data
Fall 2012 – New Freshmen Demographics
FG
(N = 1,033)
Non FG/Blank
(N = 2,508)
Total
(N = 3,541)
AFRICAN AMERICAN
13.5%
14.7%
14.3%
AMERICAN INDIAN
0.7%
0.5%
0.5%
ASIAN
6.0%
4.7%
5.1%
HISPANIC
11.1%
5.5%
7.1%
INTERNATIONAL
0.4%
2.4%
1.8%
MULTIPLE
4.9%
4.1%
4.3%
PACIFIC ISLANDER
0.1%
0.2%
0.1%
UNKNOWN
3.1%
2.6%
2.7%
WHITE
60.2%
65.4%
63.9%
Source: Institutional Research Census Data
Fall 2011 New Freshmen
Incoming Characteristics
FG
(N=1,007)
Non FG/Blank
(N=2,162)
Total
(N=3,169)
PGI
2.79
2.77
2.78
HS GPA
3.71
3.64
3.66
SAT V
515
527
523
SAT M
540
548
545
Source: Institutional Research Census Data
Fall 2012 New Freshmen
Incoming Characteristics
FG
(N=1,033)
Non FG/Blank
(N=2,508)
Total
(N=3,541)
PGI
2.84
2.82
2.83
HS GPA
3.76
3.69
3.71
SAT V
517
526
524
SAT M
544
552
550
Source: Institutional Research Census Data
Partnerships in Advising
 Provide just in time information on resources to advisees
 Beginning of the semester
 Getting Organized Workshop
 Complete a LASSI – Learning and Study Strategies Inventory
assessment followed by an Individual Consultation (IC) with a
GA
 Tutoring/SupplementaI Instruction (SI) for potentially
challenging courses
 Midterm
 Bounce Back from Setbacks Workshop
 Schedule an IC to discuss Time Management issues
 Tutoring/SI for courses with midterm grade deficiency reports
Partnerships in Advising
 Provide just in time information (continued)
 End of the semester
 Test Taking/Stress Management workshops
 Final exam review sessions – Reading Day
 Students on Probation
 49er Rebound program
 SOS Mentoring
 Academic Strategies course (UCOL 1300)
 Niner Focus
 Encourage students to apply for Tutoring/SI positions
Building
Educational Strengths & Talents
BEST Profile
 A federal TRIO Student Support Services Program
committed to facilitating the success of select populations
of students adjust to the culture of higher education.
 Services offered include
 BEST Choices Learning Community
 UCOL1200(2), UCOL2200 (on demand) & LBST2212
 Academic advising & coaching
 Tutoring & access to other resources
 Access to a private computer lab
 Assistance with assessments & career exploration
 Exposure to diverse cultural activities
Support for Select Populations
 BEST is charged with facilitating the success of
college students who are
 among the first in their family to attend college;
 are from families with limited incomes; and/or
 whose ability to learn is somehow impacted.
 Additionally, all Achievers have an identified
academic need.
 BEST Achievers, on average

93% - Good Standing
 50% - GPA 3.0 or higher
 Retention & graduation rates rival those of the
institution
 At least one Achiever will study abroad each
semester
Flying Solo
Prepared For …
… Reality
Characteristics of First-Gens
 Less, different type of, parental support
 Diverse perceptions of the first-gen experience
 Different expectations
 Lower self-esteem
 Lack of preparedness
The “New” Unpreparedness
 Recent definitions of “underpreparedness” have
expanded to include a lack of understanding
 about behavioral skills needed to succeed (which includes a
pervasive unwillingness to take an instructors’ advice)
 that learning is an active, shared responsibility with faculty
Sally Rings, 2001
Registration & Advising
“Who should I talk to (Where should I go to talk) about …”
“What does this mean to …”
“When should I …”
“Why am I taking this …”
“How do I address …”
Pillars of BEST Advising: Intentionality
 Impact of statement, “You should have known…”
 Flying solo
 Allocation of resources
 Personal SMART Goal(s)
 Questions & curiosity
 Community
 Willful blindness
 “Get our hands dirty”
“If it takes a village to raise a child, build one!” Malik Compton Rock
Academic Coaching
What’s your story?
Why are you here (… and so I want to help people)?
How will you make “it” happen?
Appreciation for academic advising
Advising Drives Success
 Advisors – know how the car works and they teach new car owners how
to use the Owners Manual
 Mentors – share his or her personal experience about becoming an
expert driver
 Coaches – sit in the passenger seat and support the driver in doing
whatever it takes to develop his or her own driving style
The Next Steps
 CAP workshops
 Individual Consultation (IC)
 Celebrate “Trailblazers”, “Survivors” and “Overcomers”
 Find your point of connection
 Think in advance about how you’ll relate
 Be mindful of hidden “isms”
 Work together to create an academic community
 Mention goals to students
 Ask them for their question
 Hone your “one question” & share it so we can follow up
 Referrals
…How can we make this happen?
… Thank you