Kahl, A. (2025, February), Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach  Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. https://peer.asee.org/54084

\bibitem{asee_peer_54084}
  Kahl, A. (2025, February), \emph{Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach}
  Paper presented at 2025 Collaborative Network for Engineering \& Computing Diversity (CoNECD), San Antonio, Texas.
  https://peer.asee.org/54084

Alandra Kahl.  "Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach".  2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas, 2025, February.  ASEE Conferences, 2025.  https://peer.asee.org/54084 Internet.  25 Mar, 2025

\bibitem{asee_peer_54084}
  Alandra Kahl.
  "Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach".
  \emph{2025 Collaborative Network for Engineering \& Computing Diversity (CoNECD), San Antonio, Texas, 2025, February}.
  ASEE Conferences, 2025.
  https://peer.asee.org/54084 Internet.  25 Mar, 2025

@INPROCEEDINGS{asee_peer_54084
author = "Alandra Kahl"
title = "Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach"
booktitle = "2025 Collaborative Network for Engineering \& Computing Diversity (CoNECD)"
year = "2025"
month = "February"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/54084}
}

TY  - CPAPER
AB  - Keywords: Undergraduate, 1st Generation


In higher education, first-generation students often face unique challenges that can impact their academic success and overall college experience. To address these challenges and promote a more inclusive and supportive environment, a specialized First Year Seminar (FYS) course was designed and implemented at Penn State Greater Allegheny. This paper explores the development, execution, and outcomes of the course, which aims to enhance inclusion for first-generation students.

The course integrates various pedagogical strategies to support first-generation students, including tailored academic advising, mentorship programs, and skill-building workshops focused on critical thinking, time management, and effective communication. The curriculum is designed to foster a sense of belonging and community among students, encouraging them to share their experiences and challenges in a supportive environment. By incorporating diverse perspectives and promoting an understanding of different cultural backgrounds, the course aims to create a more inclusive campus culture.

A key component of the FYS course is its focus on career readiness through hands-on projects and activities. This program provides students with opportunities to explore different career paths, develop professional skills, and connect with industry professionals. By engaging in these career readiness activities, students gain practical experience and build a network that can support their future career aspirations. 

The effectiveness of the FYS course is planned to be assessed through both qualitative and quantitative measures. It is hoped that students feel more supported and confident in their academic abilities after completing the course. 

This paper also discusses the broader implications of implementing such a course, including the potential for replication at other institutions. By addressing the specific needs of first-generation students through targeted support and inclusive practices, higher education institutions can enhance the overall success and well-being of this vital student population. Integrating inclusion initiatives within the FYS curriculum can significantly impact first-generation students' academic journey, fostering a more equitable and supportive educational environment.
AU  - Alandra Kahl
CY  - San Antonio, Texas
DA  - 2025/02/09
PB  - ASEE Conferences
TI  - Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach
UR  - https://peer.asee.org/54084
ER  -