Boundary Crossing/STEM Success

FUTURE ACT GRANT/TITLE III-PART F

ACTIVITY 2: Boundary Crossing [1] : A TSU blueprint for enhancing STEM first-generation undergraduate student degree completion

This project seeks to improve the success rates of first-generation undergraduate students (first-gens) enrolled in science, technology, engineering, and mathematics (STEM) courses at TSU. A first-generation student is a U.S. student whose biological parents or guardian(s) have not yet earned a four-year college degree (Inkelas et al., 2007 [2] ; Center for First-Generation Student Success/the First-Gen Forward Network, https://firstgen.naspa.org/why-first-gen/students/are-you-a-first-generation-student).

Nationally, the retention and graduation rates of first-gens often lag behind those of students whose parents have a bachelor's degree. According to the FirstGen Forward Network, six years after entering postsecondary education, 56% of first-generation students had not earned any credentials (The FirstGen Forward Network, 2017). Also, first-gens often graduate at a rate of 24% compared to 59% for continuing-generation students. However, by 2031, 72% of jobs in the U.S. will require postsecondary education or training (FirstGen Forward Network, 2025). College graduates earn more, are better employed, and participate more in civic society, so the achievement gap between first-gens and continuing students has social, civic, political, and economic repercussions far beyond college. Developing support for first-gen students to close the completion gap benefits students, TSU, and society, ultimately resulting in 4.4 million more graduates nationally and a net benefit of $700 billion to the U.S. economy (https://www.firstgenforward.org/).

This project uses Yosso's (2005) community cultural wealth model to address this challenge by introducing a 4-year support system grounded in research and best practices, students' strengths, and institutional dynamics to help TSU first-gens achieve their college dreams and build prosperous lives beyond campus.

Boundary Crossing [3] : A TSU blueprint for enhancing STEM first-generation undergraduate student degree completion will annually serve an estimated 700 students from freshman through senior year. It is designed as a strengths-based program to increase the course completion rate and prepare students for careers in the physical and natural sciences, mathematics, computer science, information technology, life sciences, agriculture, engineering, nursing, and allied health professions.

Performance indicators include, but are not limited to, increasing credit completion rates, enhancing campus navigational skills, increasing career networking and exposure opportunities, building upon existing family support to provide intentional support, enhancing financial literacy opportunities, and developing students' abilities and desire to participate in high-impact opportunities, while raising campus awareness about first-gens and supporting their sense of belonging.

Based upon the university's four-year completion rates of 2024, the anticipated outcome is to develop initiatives and data collection strategies to ensure that by year 5 of the grant, an increasing number of coached undergraduate first-generation students have completed major-related courses promptly to graduate within 4 years, researched a preferred career, participated in career experiences, and enhanced their social capital through professional networking and mentorship.

The You First Project Staff will perform comprehensive job monitoring and guidance, utilizing tools that align students' options and majors with their interests and strengths. The program's framework of Life Design Catalyst, appreciative philosophy, and proactive advising methodologies will rely on a caseload management approach. The professionals will use holistic strategies to earn students' trust and cooperation, enhance motivation, and ultimately foster engagement in completing their degrees. Online interactions are encouraged as often as possible to allow students who must work to participate fully. Activity review, support, and capacity building will be constantly championed and promoted. Amongst cohorts of first-generation students may be students on early alert, probation, or suspension. They will deploy the proactive advising methodology to address challenges some students may face, including unintentional institutional barriers that may hinder academic success.

Major Student Engagement Events & Opportunities:

Alpha Alpha Alpha First-Generation Student Honor Society
Trailblazers: First-Generation Student Club
The Annual First-Generation College Celebration (Fall-November 8)
- ST1R Up Your Network
- First-Gen Art Exhibition
Life-After-TSU (Spring)
Character Resume (Fall & Spring)
Annual Graduation Celebration (spring)

University Partners (Selected list)

Retention, as a university enterprise, has long been a theme among researchers and practitioners in student success. Project Boundary Crossing emphasizes that the retention, persistence, and graduation of first-generation students must be a whole-TSU endeavor. Consequently, we intentionally designed the project to involve various stakeholders and units, including, but not limited to, Institutional Research and Planning, Advisement, faculty, department chairs/deans, Career Services specialists and liaisons, Counseling Center, Student Affairs/Residence Hall directors, International Education, Athletics, TRIO/McNair, the Library, and Alumni Affairs.

[1] Boundary crossing” comes from a rich analytical tradition exploring the many ways that humans create groupings that help them make sense of the world while also establishing identifiable differences among those in different groups. With a college degree comes social mobility. With a completed degree and new career trajectories, this initiative will help first-gens cross boundaries. They will move from one group of people, settings, and experiences into another. (Karp, M. M., Lyons, S., Stalowski, N., & Fugate, M. (2025). First-generation College Students’ Career Entry: College Perspectives. Washington, DC: FirstGen Forward and Phase Two Advisory).

[2] Inkelas, K. K., Daver, Z. E., Vogt, K. E., & Leonard, J. B. (2007). Living–learning programs and first-generation college students’ academic and social transition to college. Research in Higher Education, 48(4), 403–434.

[3] Boundary crossing” comes from a rich analytical tradition exploring the many ways that humans create groupings that help them make sense of the world while also establishing identifiable differences among those in different groups. With a college degree comes social mobility. With a completed degree and new career trajectories, this initiative will help first-gens cross boundaries. They will move from one group of people, settings, and experiences into another. (Karp, M. M., Lyons, S., Stalowski, N., & Fugate, M. (2025). First-generation College Students’ Career Entry: College Perspectives. Washington, DC: FirstGen Forward and Phase Two Advisory).