First-Gen Student Teaching Guide

This guide gives faculty members specific strategies to support First-Generation Niners. Approximately 33% of the undergraduate population at Charlotte are considered first-generation. As our institution continues to grow, supporting First-Generation students provides additional access for all students by eliminating the hidden curriculum and providing experiential learning opportunities. 

Asset-Based Framing

At Charlotte we want to use an asset-based approach to demonstrate to students that being the first in your family to attend/graduate from is a good thing. For example, instead of focusing on some of the challenges First-Gen students face, we primarily want to focus on and highlight their strengths (curiosity, determination, resilience, etc.)

Strategies

  • Share a welcome message in your syllabus or on the first day of class. Let students know they deserve to be in your course, and you are there for their development. Also, give them insight into your personal teaching philosophy.
  • Attempt to normalize academic challenges. Frame it as an opportunity for development, and not necessarily who they are. 
  • Ask students how you can support their goals
  • Revise assignments to include flexible formats that allow students to draw on their strengths, personal experiences, and cultural knowledge. 
  • Recognize the strengths that students contribute to your classroom. 

Belonging

The extent to which students feel comfortable on campus, with regard to school pride and receiving the resources they need. Belonging can also refer to the relationship a student has with their campus community. Are they excited to get engaged on campus, do they feel safe?

Strategies

  • Encourage students to get engaged on campus. Charlotte has so much to offer!
  • Openly communicate your own belonging story. When you were in college, how did you enhance your network?
  • Reimagine Office Hours – Invite, don’t just offer
  • Engage students informally, this will make you more approachable
  • Implement icebreakers with intention. Use these activities to allow students to share their backgrounds, values, and goals. 

College Capital

Is there a way to “do” college? College capital refers to a student’s understanding of the jargon, systems and policies on campus. For example, do students know why an internship is important, and have the skillset to secure an opportunity. 

Strategies

  • Translate jargon and explain common classroom terms. Students can also utilize the Niner Navigation Guide. 
  • Help students understand the importance of time in college. Elaborate on the return on investment of completing an internship over the summer, studying abroad, or gaining transferable skills through joining student organizations. 
  • Encourage students to advocate or ask for things they need. Create the open space to do so.