Student Expectations (and Surprise) of College Support

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Strengthening Persistence, Belonging, and Sense of Support for College Students (Table 1)

Abstract

Postsecondary instructors play a critical role in student success but high school students often receive conflicting messaging about how to engage with faculty. Much of pre-college messaging encourages students to be independent and not to seek out faculty support. Data from this paper derive from surveys and interviews of first-year students from the Promoting At-Promise Student Success (PASS2) Project, a study of student experiences in the University of Nebraska system. Students expressed surprise with instructors who were caring and proactively supporting students, because they expected educators would be unapproachable and unavailable for help. A better understanding of messages students receive and from whom could help educators guide students through college transition and success processes. Shifting messaging may strengthen student-faculty engagement.

Authors

• Ralitsa Todorova, University of Southern California
  Presenting Author

• Ronald Hallett, University of Southern California
  Presenting Author

• Lauren N Irwin, University of Iowa
  Presenting Author

• Zoë Corwin, University of Southern California
  Presenting Author

• Christine Rocha, University of Southern California
  Presenting Author