Empowering Students: The Impact of Faculty and Peer Connection on First-Year Students in LEAD

• In Event: Leveraging Connection to Improve Access to Higher Education: A Student and Faculty Case Study Discussion

Abstract

Objectives
The LEAD program addresses psychological barriers and systemic inequalities faced by students from traditionally underserved populations. LEAD promotes a sense of belonging and academic engagement by fostering connections with faculty, peer coaches, and fellow students. The program utilizes a cohort model to create a culturally similar support community, enhance social and familial capital, and boost student agency and educational confidence. This case study illustrates how LEAD's intentional design supports underserved students' academic and social success, fostering their sense of agency and belonging within the campus community.

Theoretical Framework
To evaluate the case, we examine its ability to foster a sense of belonging for students and grow confidence in their academic and social abilities. According to Maslow (1954), a sense of belonging is an essential need all humans share. Tinto (2017) identifies a sense of belonging as one of three key drivers of student motivation. For students, especially those of color, first-generation students, and those who may not be socially prepared for college, this sense of connection is crucial during their first semester to build a foundation of success. Strayhorn (2019) stresses early success as critical to student academic and social achievement. Through the cohort model, LEAD ensures students develop connections with peers, coaches, and instructors that improve the sense of belonging.

Modes of Inquiry
Programmatic indicators show students grow their sense of belonging in the LEAD program. Faculty and university partners meet weekly to discuss curriculum, implementation, and student issues. Methodologically, the program aims to create a culture of care that supports the whole student (Dewey, 1916). A holistic approach to students' social-emotional well-being is demonstrated through various touch points, with data highlighting the program's impact.

Data Sources/Evidence
Qualitative data is collected from students, faculty, and peer coaches. The program assesses referrals to campus services, the quality of student interactions, and student perception of connection and belonging. Quantitative data include coursework and GPA updates, recording missed assignments, and class attendance patterns. Additional qualitative data comes from the personal experience of faculty members, student course evaluations, and informal comments during classes and coaching sessions.

Substantiated Conclusions
LEAD fosters students' sense of belonging and autonomy, leading to increased agency, better access to campus resources, and higher self-efficacy. The program’s structure and support mechanisms effectively counteract systemic barriers, promoting student persistence and success.

Scholarly Significance
The case suggests that programs like LEAD, focusing on building connections and community, can significantly enhance the university experience for traditionally marginalized students. The cohort model and intentional support structures provide a replicable framework for other institutions. This descriptive case study provides insights into how targeted support programs can mitigate the effects of systemic oppression and psychological barriers, improving outcomes for traditionally marginalized students in higher education.

Authors

• Stuart Rhoden, Arizona State University

• Jennifer R. Miller, Arizona State University