Conference concurrent Sessions
Monday - 11:30 A.M. | Monday - 2:00 P.M. | Monday - Igniter Talks, 3:30 P.M. | Tuesday - 10:00 A.M. | Tuesday - 11:30 A.M.
Concurrent Session One
Monday | 11:30 a.m. to 12:30 p.m.
Monday, Nov 14
11:30 a.m. to 12:30 p.m.
McKenna Hall
Room 204
Conference Track(s):
Community
Collaboration
Students as Humans: Recognizing, Cultivating, and Celebrating the Humanity of FGLI Students
In our endeavors to better serve students of marginalized demographics at institutions of higher education, we work hard to nurture a passion for learning and commitment for academic pursuits. We encourage individual perspectives through critical and creative thinking, we work to broaden academic performance, foster leadership skills, promote self-esteem, and highlight the importance of personal responsibility within our institutional communities and broader. However, this often results in an oversight when it comes to individual humanity. At what point do we recognize our students as more than solely extremely intelligent young adults? At what point do we guide these young scholars into creating a fulfilling life outside of the classroom? At what point do we celebrate them for being human and interacting with the world in ways that reflect their personal humanity? During this interactive workshop, we will think about the current programming for FGLI students in our respective institutions. This will include considering what areas outside of academic programming are currently in place at our institutions and brainstorming ideas for events and programming that promote students growing as people, not just as academics.
Madison Stewart | Princeton University
Coordinator and Communications Associate, Emma Bloomberg Center for Access and Opportunity
Madison graduated from Princeton University in 2022 with a concentration in Anthropology and a certificate in Archaeology. Her love for college access began in high school during her own experience in Morehead State University’s Upward Bound program. That continued throughout her undergraduate career as she participated in the Freshman Scholars Institute, was member of the Scholars Institute Fellowship Program, and worked for the Princeton University Preparatory Program. After graduating, Madison became a full time staff member in the Emma Bloomberg Center for Access and Opportunity at Princeton University where she works as the coordinator and communications associate.
Monday, Nov 14
11:30 a.m. to 12:30 p.m.
McKenna Hall
Room 206
Conference Track(s):
Community
Coalition
*** CANCELLED ***
Supporting FLI Mental Health: Exploring Meaning-Making, Stigma, and Community Approaches to Wellness
First-generation and/or low-income (FLI) college students often face unique mental health challenges related to their FLI identity and how this intersects with other salient identities. Drawing from relevant research as well as personal experience as a licensed professional mental health counselor, the presenter will provide a foundational overview of college student mental health trends, with a special focus on trends and challenges experienced among FLI students. Building upon this, the presenter will then provide background on barriers to support for FLI students, including stigma, financial barriers, and difficulty understanding mental health resources and needs. In addition, the presentation will feature a discussion of strengths of FLI students in navigating personal and community wellness, including approaches that may typically not be considered in our standard definitions of mental health support. Finally, the presenter will review practical strategies for non-clinical student affairs practitioners to cultivate a culture of collective wellness, including by enhancing positive meaning-making practices, reducing stigma related to mental health support, increasing access to on and off-campus supports, and increasing community knowledge of mental health resources. The intended audience is non-clinical staff seeking a foundational level of knowledge on FLI student mental health.
Jennifer Telschow | University of Chicago
Assistant Director, University of Chicago, Center for College Student Success
Jennifer Telschow (she/her/hers) is a licensed mental health counselor and student affairs professional, and currently serves as the Founding Co-President of the Stanford First-generation and/or Low-income Alumni Network (FLAN) and as a founding member of CO-FLAN, a national collaborative of FLI alumni networks. As a first-generation college graduate from a low-income (FLI) background, Jennifer’s work focuses on the connection between social class identity, generational status, and mental health of college students. She attended Stanford University, where she was a FLI student organizer and led several initiatives to create supports for FLI students, work that she continues as a leader in the alumni community. Jennifer received her Master's Degree in Counseling from Northwestern University, and currently serves as Assistant Director of the Center for College Student Success at the University of Chicago, where she continues to support FLI students through programming and direct support initiatives.
Monday, Nov 14
11:30 a.m. to 12:30 p.m.
McKenna Hall
Room 207
Conference Track(s):
Collaboration
Coalition
Monday, Nov 14
11:30 a.m. to 12:30 p.m.
McKenna Hall
Room 205
Conference Track(s):
Collaboration
Building "Backwards": When FGLI Starts with Faculty
Do you wish the FGLI/FLI Program on your campus had faculty engagement and support? Does it sometimes seem like your FLI Program operates in a silo? Come learn how the Chesick Program has grown from and continues to embed deep, transformative, collaboration with faculty over the past 10 years. Haverford College’s Chesick Scholars Program for FGLI/FLI students has a unique origin story – unlike most FGLI programs, it actually grew out of a summer academic program run by faculty that included faculty mentor involvement across students' time at the college, and until recently was housed in the Provost’s office. While many FGLI programs start in student life or student services and then branch out to engage faculty, the Chesick Program has had deep faculty roots from the start. (That doesn’t mean we don’t have our share of faculty-related issues!) This session will provide an overview of how Haverford’s FLI program has grown and changed over the last 10 years from being a boutique-style program for a chosen few “under-represented” students to now being a welcoming community for all FLI students on campus (~22% of the student body) that focuses on student support, community building, and resource sharing while still maintaining a strong connection to the faculty. The session will include group brainstorming and problem-solving about how best to enliven the faculty connection to your program on your campus.
Barbara Hall | Haverford College
Advising Dean
Barbara Hall is an Advising Dean at Haverford. In addition to advising students whose last names begin with certain letters of the alphabet, Barbara co-coordinates pre-major advising by faculty and the parallel Peer Academic Facilitator program. Barbara served as the director of the Chesick Scholars Program for FLI (first-generation/low-income) students from 2018-2021 and continues to co-direct the Chesick Mentoring Program, which extends the typical pre-major advising our faculty offer in ways that are attentive to and supportive of FLI student experiences, with Christina Rose. Prior to joining the Dean's Office, she taught in the Writing Program at Haverford for many years, and also held a similar appointment in the Haverford-Bryn Mawr Education Program.
Barbara grew up in rural Maryland but has has lived in Philadelphia now for over 25 years. She graduated from Bryn Mawr College with a BA in Philosophy, and later earned an MS. Ed. in Education, Culture and Society from the University of Pennsylvania. She is ABD in Cultural Anthropology (also at Penn), and is perpetually trying to finish her still-half-written dissertation on international adoption. Barbara was originally an ESL teacher, first in Japan and then at Penn, and served as Haverford's Multilingual Specialist in the Writing Center while teaching at Haverford..
Outside of work, Barbara enjoys hanging out with her wife and kids, watching quirky comedies and addictive tv dramas, cooking, reading, writing, and travel. (And bad puns.)
Julian Jackson | Haverford College
Assistant Director, Chesick Scholars Program
Julian is delighted to serve as the first Program Coordinator and now Assistant Director for the Chesick Scholars Program. Growing up in Norristown, PA and later moving into West Oak Lane, Philadelphia, Julian received his bachelor’s degree in Communication with a triple-minor in Spanish, Black American Studies, and Journalism from the University of Delaware in the spring of 2017. After taking a gap year, Julian continued his education at Temple University, where he obtained his master’s degree of education in Higher Education while working as the graduate assistant for Haverford’s Office of Academic Resources. As a FGLI student himself, Julian’s goal in the Higher Education field has always been to serve underrepresented and first-generation, low-income students, so he is very excited to work with you all in his new role!
Christina Rose | Haverford College
Director, Chesick Scholars Program
Christina Rose is the director of the Chesick Scholars Program for FLI (first-generation/low-income) students. In her role, she helps students connect with faculty mentors, offers academic and social programming throughout the academic year, and welcomes new FLI students to campus through the First-In programs and Horizons pre-Customs program over the summer. Prior to working at Haverford, she served as an advising dean and created programs for first-gen/low-income students at Bryn Mawr College. Christina is a Philadelphia native and graduated from Swarthmore College with a BA in English Literature and received PA teaching certification. She later earned an MEd in English Education from University of Florida and an EdD in Reading/Writing/Literacy from University of Pennsylvania's Graduate School of Education. She taught high school for 7 years before moving to higher education. When not at work, she is teaching fitness classes or hanging out with her teenage kids, Phoebe and Isaac, and their two dogs, Poppyseed and Peppercorn.
Developing a Liverpool Model: ‘How culture, character and collaboration are helping shape student success’
Under the collaboration track, this 60-minute session will outline the suite of programmes the University of Liverpool delivers in its metropolitan city region with school, university and charitable partners to benefit incoming and current students from under-represented groups.
As a research-intensive University within the UK Russell Group of leading universities, U of Liverpool has a long-standing civic mission to improve access to Higher Education (HE). More recently – within the last decade – improving access to HE also become an issue of increasing governmental scrutiny and regulatory oversight in the UK at a national level. Since 2020, each University in the English Higher Education system must produce an Access and Participation Plan, including setting binding targets to widening access to HE and ensure student success.
It is within this context that the presentation and subsequent Q&A seeks to draw out U of Liverpool’s achievements in improving the lives of students to date, the challenges and impediments to success and some key findings US education leaders may wish to explore to support success in their own context.
John Corish | University of Liverpool
Associate Director for UK Recruitment and Widening Participation
John is the Associate Director for UK Recruitment and Widening Participation at the University of Liverpool. He leads a fantastic set of teams who manage a university wide programme of outreach initiatives and projects, which support over 5,000 UK students each year to enter and succeed in higher education. He is an alumnus of the University of Liverpool and prior to working at the University held a series of senior public policy roles in city and regional government in the U.K.