This article written by Ralitsa Todorova, Christine Rocha, Zoë B. Corwin and Lauren Irwin highlights how pre-college messaging significantly shapes first-generation students’ expectations and experiences as they transition into higher education. Findings show that many students receive incomplete or misleading information prior to enrollment — particularly messages that portray college faculty as unapproachable, rigid or unsupportive. As a result, students often enter college hesitant to seek help or unsure of how to engage with instructors. However, once on campus, many reported more positive and supportive interactions with faculty than expected, while also relying heavily on staff, advisors and support programs when faculty support was inconsistent. These dynamics underscore the powerful role that high school educators, families and early messaging play in shaping students’ confidence, help-seeking behaviors and overall adjustment to college.
Based on these findings, the study recommends improving the accuracy and depth of pre-college messaging to better reflect the realities of college life. High schools, college access programs and institutions should collaborate to provide nuanced guidance that emphasizes both the availability of support and the importance of proactive engagement with faculty and staff. Additionally, institutions are encouraged to expand structured support systems — such as advising, mentoring and transition programs — and to actively involve families in the college preparation process. By aligning messaging with actual campus experiences and reinforcing a culture of support, educators and institutions can better equip first-generation students to navigate college successfully and persist beyond their first year.
Ronald Hallett, Zoë B. Corwin, Jonathan S. Toccoli and Adrianna Kezar published a new article that explores how faculty coordinators (i.e., faculty members who serve as liaisons to a comprehensive college transition program and other faculty who teach classes taken by program participants) can serve as “boundary spanners” to better connect instructors with campus resources and improve outcomes for low-income, first-generation and racially minoritized students. Findings show that higher education institutions often operate in siloed structures, making it difficult for faculty to access or coordinate with the wide range of student support services available. Faculty coordinators help bridge these gaps by acting as central points of contact, guiding instructors in responding to student needs, and connecting them with advising, counseling, financial aid and other support systems. This role not only enhances communication and collaboration across departments but also enables more proactive and holistic support for students, particularly when challenges arise early in the semester.
The study recommends expanding the faculty coordinator model as a strategy for institutional improvement and student success. By formally integrating these roles and dedicating time and resources to relationship-building across campus, institutions can reduce fragmentation and create more cohesive support systems. Faculty coordinators are also uniquely positioned to identify systemic barriers— such as financial obstacles or gaps in mental health access — and collaborate with stakeholders to implement solutions. Ultimately, the research suggests that redesigning campus structures to prioritize cross-functional collaboration, with roles like faculty coordinators at the center, can foster more equitable and effective learning environments for all students.