Inside First-Generation Success, Part 2: A Four-Year University Perspective on Access and Belonging – Higher Ed Careers

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What does it take for first-generation students to thrive when the transition to college often requires decoding unfamiliar systems, juggling family responsibilities, and finding community in spaces where they may not immediately see themselves represented?

This Higher Ed Careers interview is the second installment in a two-part series. In Part 2, Lauren Lane, editorial associate at HigherEdJobs, speaks with Jaclyn Rodriguez, director of the Office of First-Generation Student Success at the University of Memphis. Following National First-Generation College Celebration on Nov. 8 and the week of programming many campuses hosted, Rodriguez offers a look at how one four-year university supports first-generation learners through community building, campus partnerships, and year-round engagement. While every campus approaches this work differently, her perspective highlights one model that has taken root at a large public institution.

If you didn’t catch Part 1, it highlights how one community college supports first-generation learners through outreach, partnerships, and wraparound services.

Rodriguez: I think a lot of us in higher education, and especially in the first-generation space, have a similar story. I was drawn to this work in the beginning because I was also a first-generation student at the University of Memphis, so I was connected to it personally. I remembered how difficult it was navigating on my own at times and how out of place I felt during those first few weeks.

I was pretty hard on myself as a first-generation freshman. Honestly, I didn’t even know there was a name for what I was back then, but I knew that I felt extremely lost and behind the other students at times. A faculty member was there for me and helped me find my way, and from that point on, I was fine and knew how to find the support I needed.

I was one of the lucky ones though. Many other first-generation students did not have that interaction, which has led many universities to see increased dropout rates and a lack of sense of belonging among first-generation students. As a faculty and staff member now, I want to be the lifeline for students in the same way that faculty member was for me, but I also want to ensure increased resources and support so no student, whether first-generation or not, feels lost or overwhelmed by information.

In the office of first-generation student success at the University of Memphis, our motto is that we are here to simplify and unpack the college experience. No one has to figure it out on their own. We are there for everything from defining acronyms to developing scholarship programs and creating social events where students can meet peers and the staff around them.

Rodriguez: At the University of Memphis, our most impactful program has been the four-year First Scholars scholarship program, which not only provides financial support but also combines that aid with one-on-one monthly meetings with a dedicated staff member who focuses on academic progress, work and experiential learning opportunities, and leadership development.

Every student in this program also participates in community service projects, social events, workshops, and one-on-one peer mentoring. Over the years, this program has led to completion and retention rates that are both more than 90 percent for students within the program.

The data, the success of the program, and the lessons we learned from First Scholars led to the formation of the broader office of first-generation student success. From there, we were able to take the best practices we learned and expand outreach and services for all first-generation students on campus.

Since that time, we have developed a peer mentor program, one-on-one advising and coaching with dedicated staff, and a faculty and staff first-generation champion network that is always willing to support our programming and students who reach out to our offices.

We have also developed a nine-year First-Gen Week tradition with multiple events, such as the career closet pop-up and sapphire awards. These events have hosted more than 600 and more than 450 students. First-Gen Week is very popular at the University of Memphis.

We also run workshops, training sessions, and socials during welcome week, homecoming, and peak advising periods to bring the entire campus community together so both first-generation and non-first-generation students can quickly find a support group. Our largest event during welcome week this year hosted more than 1,200 students and has led to increased visibility for our office and more student walk-ins and appointments than ever before.

Rodriguez: The University of Memphis career closet is one way our office has reached out to students. The career closet has been an excellent way to support students and prepare them for career fairs and the workforce. It also gets them into our space, where we can share other resources.

For example, it isn’t uncommon for us to help a student find scholarships or figure out their major or class schedule while they are shopping. As with all of our events and programming, we always connect as we go, so students aren’t just attending a Bridgerton-themed masquerade ball. They are also hearing about programs like our dance majors, who performed at the ball, or exhibiting their own artwork and talents. We also give internship credit to first-generation students studying graphic design or hospitality and resort management.

Students can visit by appointment, and walk-ins are welcome before each all-majors career fair. We host donation drive-thru events for professional attire throughout the year, with an easily accessible drop-off point open to the public. We receive suit donations weekly, if not daily, from faculty, staff, alumni, and community partners.

Rodriguez: Be present and aware. The faculty member who helped me saw me sitting on the same bench every day, staring off and not going to class, and took a moment to check in. That was all it took. She walked me to the right classroom. My issue was that I couldn’t find it and was too ashamed to ask again. She gave me her contact information so I could ask questions any time.

Don’t overthink or overcomplicate what you assume first-generation students don’t know or need to know. When building programming, don’t create it without student input. Talk to families at new student orientation to understand what needs to be addressed.

Always go in with the mindset that your job is to simplify and unpack information. Communication is key, and you must avoid acronyms or a tone that implies knowledge that may not be common. That isn’t a negative thing. It simply means students need you to unpack information more clearly.

You don’t need to read shelves of books about supporting first-generation students. Lead with compassion, keep it simple, and engage with students every day so you understand the need and how to meet it from their perspective. Every event, program, and initiative I’ve led at the University of Memphis was created in council with first-generation students. Their needs change from one cohort to another, and our programming evolves to match.

Rodriguez: We use First-Gen Week at the University of Memphis to highlight not only our students and programs, but to bring the whole campus together. Our goal is to make first-generation students part of the full college experience and to help them feel proud to be Tigers and first-generation.

We make each event open to everyone so first-generation students can celebrate, connect, and build community alongside other students.

Personally, I love watching everyone come together. I love my university, and I want others to build long-lasting, positive memories too. This university gave me everything as a first-generation student. It wasn’t just a degree. It was my home. First-Gen Week is another way I can welcome others and celebrate what it means to be part of a larger community.

Rodriguez: To follow our motto of keeping it simple, the best way to sustain our program and create space for growth is to find innovative ways to share our students’ success stories. We do that through brag reports, which we send to development officers, news outlets, and publications. We track alumni to share their career paths and explain how our programs supported them. And we lean heavily into social media with our students’ help.

We empower students to be our strongest advocates. Every event, every post, and everything we do is student-centered. First Scholars help sort clothing, talk with donors, assist students, and help design new events. Our peer mentors have met with more than 350 students in the past two semesters.

We also extend our reach beyond campus by visiting high schools, training counselors and helping families understand the transition to college.

The key is to never be complacent. Student needs change, and the office must adapt. One day, our students will be alumni, and they will be our strongest advocates for continuing this work.

Rodriguez: As we are a staff of two, we cannot support a population that is more than 50% first-generation without strong campus and community partnerships.

We collaborate with organizations such as New Memphis, churches, law offices, news stations, department stores, businesses, and homeless shelters to support the career closet. Because of these partnerships, we have more than 15,000 items in the closet and receive about five carloads of donations each week.

We collaborate with every department on campus, including faculty and staff first-generation champions, campus recreation, residence life, alumni and development, student academic success, advising, student involvement and parent and family programs, and we engage student organizations across campus.

Academic departments such as social work, art, hospitality, and resort management offer internship credit for students supporting our efforts.

This work cannot be done in a silo. Presence, collaboration, and community connection make it sustainable.

Rodriguez: The people, especially our students. I will always have hope as long as students, faculty, and staff come together to celebrate first-generation identity and find new ways to bring us together. We don’t have to overthink it, but we do have to be present and work toward helping each other.

We build inclusion and belonging by being open and by continually working to simplify the things higher education tends to overcomplicate.

Interested in the community college perspective? Read Part 1 of this series, featuring Christina Mortellaro of SUNY Genesee Community College.