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\nAs the first of her family to attend college, faculty expert Dr. Lisa Wi\u015bniewski dedicates herself to making higher education accessible for first-generation students.<\/strong><\/em><\/p>\n
Lisa \u2014 like many first-generation students<\/a> \u2014 confronted unique obstacles as she embarked on her journey through higher education \u2014 institutional familiarity, imposter syndrome, and a shift in her familial culture each presented foreign yet formative challenges.<\/p>\n Despite these obstacles, Lisa persisted \u2014 earning her bachelor\u2019s, master\u2019s, and doctorate degrees. Now an influential faculty leader at Goodwin University, Dr. Wi\u015bniewski wears many hats. In addition to her role as a professor, she leads the faculty senate, helps guide the implementation of Universal Design for Learning (UDL)<\/a>, hosts a UDL podcast<\/a>, and conducts research focused on learners like her \u2014 first-generation students.<\/p>\n As an institution emphasizing accessible learning, nearly 60%<\/a> of Goodwin students are first-gen learners.* While this experience may not be rare, it can be nonetheless isolating and difficult. We sat down with Lisa to discuss her advice on succeeding as a first-gen student.<\/p>\n Read on to discover how first-gen learners can make the most of higher education!<\/p>\n Choosing a college or university can be a challenge for any prospective student. For first-generation students, however, identifying the right fit may feel more stressful. Without the guidance of families who\u2019ve completed higher education, figuring out where to begin can be overwhelming.<\/p>\n Lisa encourages first-gen learners to explore their options. One way to start is by considering what you want to study<\/strong>. \u201cThere can be a bit of an assumption that every major is available at every school, but that\u2019s not true.\u201d Lisa continues, “Understanding what a school offers<\/a> and how it aligns with your goals is key. Do a little homework as to which programs are being offered.\u201d<\/p>\n It isn\u2019t just majors that prospective first-gen students should consider \u2014 through research and personal experience, Lisa has found that the size of a school is also a critical factor<\/strong>. \u201cI started at UConn,\u201d she recalls, \u201cbut it was too big for me. If you\u2019re unfamiliar with college, a smaller school is probably best for you. You\u2019ll have more one-on-one support.\u201d<\/p>\n – <\/em>Carlos Omar Argueta, graduate<\/em><\/strong><\/p>\n Other factors to consider? Location, location, location \u2014 and flexibility<\/strong>. \u201cSome first-generation students are of traditional college age and want a traditional experience,\u201d she explains, \u201cbut most have non-academic responsibilities and don\u2019t move far from home. So, look at the proximity to your home, see what\u2019s right for you, and consider the class times that are offered.\u201d<\/p>\n Finally, Lisa stresses that students shouldn\u2019t discount a school because of the price tag<\/strong>. \u201cA lot of the time, students follow the price tag, and that isn\u2019t necessarily the best route. Do some work to research scholarships and financial aid<\/a>. See what they offer and what you\u2019re eligible for. Something that\u2019s a great deal on paper might be a cheaper institution, but the school may not be aligned with your goals.\u201d<\/p>\n Finding the right school is often only the first step for first-gen learners. A lack of institutional familiarity (or knowledge of the structures and services provided by a school) can be a significant hurdle. Getting to know your university before classes even begin can be essential in overcoming this obstacle. \u201cBecome familiar with the campus<\/strong>,\u201d Lisa suggests. \u201cFind the time to come visit and take a tour.\u201d<\/p>\n Touring a campus doesn\u2019t only benefit you by providing a lay of the land \u2014 it\u2019s also an opportunity to establish connections and ask essential questions. \u201cDon\u2019t be afraid or embarrassed to ask questions<\/strong>,\u201d Lisa advises. \u201cI always say if you have the question, someone else does too. Have a conversation with someone on campus. More information is always better than none.\u201d<\/p>\n Still, Lisa expresses that it isn\u2019t just a student\u2019s responsibility to seek clarity \u2014 in fact, many first-gen learners may feel uncertain about what questions to ask. Instead, Lisa suggests, getting to know a school should be a two-way street \u2014 universities should operate transparently, anticipate questions and concerns, and make important information universally accessible<\/strong>. \u201cIt needs to be a relationship between the students and the institution,” she states. “Schools can certainly do a great job outlining policies and procedures, but not everything can be found in a handbook.\u201d<\/p>\n Lisa continues, \u201cThis is especially true with higher ed terminology. For example, what does a registrar<\/a> do? What does a dean do? If there are ways for institutions to make that information clear, whether it\u2019s through a new student orientation or another process, students will be more comfortable asking questions. At Goodwin, we provide students with an informational guide during their orientation. Without access to that information, they\u2019re not getting the support they need.\u201d<\/p>\n Acclimating yourself to higher education isn\u2019t only about knowing your school; it\u2019s also about making meaningful connections with others<\/strong>, which is particularly pertinent for first-gen students. \u201cSometimes, it makes the transition to college all the easier when you have people who recognize you and know your story,\u201d Lisa suggests.<\/p>\n When you begin your classes, you immerse yourself in an educational culture alongside other ambitious students. At universities like Goodwin, where a cohort model keeps you in toe with the same group of colleagues, this presents an opportunity to get to know other learners on a deeper level \u2014 providing one another with assistance, peer guidance, and collaborative support. “Finding study groups and classmates to help you navigate this new stage is important<\/strong>,” Lisa attests.<\/p>\n For first-gen students, familiarizing yourself with classmates can be especially intimidating. Imposter syndrome and anxiety may creep up, but Lisa encourages quelling these fears by avoiding any assumptions. \u201cFirst-generation students can feel like they\u2019re not starting on the same level as other students, but don\u2019t assume other students are more prepared than you<\/strong>,\u201d she advises. \u201cEverybody has a story. You may even be in a class with mostly first-generation students and not even realize it. Have an open mind and get to know your classmates. Be open to hearing their stories.\u201d<\/p>\n If you’re looking to establish peer connections outside of the classroom, there are other options you can explore, too. “Student engagement<\/a> is a great resource for helping you feel like part of the campus community,” Lisa posits. “See if there are clubs, activities, or even just an event that can help you meet people and familiarize yourself with the university’s culture<\/strong>.”<\/p>\n <\/p>\n <\/p>\n While connecting with others may be critical, Lisa stresses that opportunities for support extend beyond fellow students. Fostering faculty relationships facilitates your long-term success, not only as you work toward your degree, but as you embark on your professional future.<\/p>\n Lisa encourages first-gen learners to make an immediate effort to connect with professors<\/strong>. Making a positive impression through open communication can be indispensable in navigating your college career. \u201cCircumstances are different for every student, but first-generation students often have family obligations or other commitments,\u201d she details. \u201cIf something is going on, share it with your faculty if you feel comfortable doing so. Communicate early and often so they can work with you to plan and make accommodations as needed.\u201d<\/p>\n Faculty don\u2019t only aid in your success throughout the semester, either. In fact, if you continuously prioritize connections with former and current professors, you can progress toward achieving your professional goals. \u201cI always say faculty are the most underutilized resource,\u201d Lisa explains. \u201cWhen you pick a major, you\u2019ll often have the same professors more than once. Get to know what they do because we faculty don\u2019t just teach \u2014 we do research, too. We also have different connections in our fields<\/strong>. We have the ability to share these connections with our students.\u201d<\/p>\n Furthermore, Lisa reiterates that by knowing students well, faculty can provide tailored support and guidance upon graduation. \u201cThe best thing I can do for a student is give them a job recommendation, but I can\u2019t really do that if I don\u2019t know your goals and desires. Let your professors get to know you and get to know them<\/strong>.\u201d<\/p>\n It isn\u2019t only faculty you can build transformative relationships with \u2014 universities are full of resources and staff dedicated to your success. Lisa suggests thinking about your goals and necessities and working from there. \u201cBuild academic and personal support around what you need<\/strong>,\u201d she advises.<\/p>\n One place to start? Your classwork<\/strong>. \u201cWe have the Academic Success Center at Goodwin, and you can get free tutoring. They sometimes offer workshops focused on specific skills, too,\u201d Lisa continues, \u201clike how to best study for a science class. Take advantage of those resources.\u201d<\/p>\n Further encouraging first-gen learners to explore school services, Lisa suggests utilizing the library<\/a>. \u201cThe library is a great resource for researching and helping you with papers<\/strong>,\u201d she offers. \u201cOther support departments, like IT, are also essential. You\u2019ll have questions once in a while, so you should get to know where you\u2019ll need to go and who you\u2019ll need to talk to if an issue comes up<\/strong>.\u201d<\/p>\n Beyond academic support, first-gen learners can also benefit from holistic support services<\/strong>. \u201cCounseling is free to students here,\u201d she outlines. \u201cThat\u2019s an incredible opportunity to take care of yourself and what you need. These resources are accessible, and you should use them.\u201d<\/p>\n Moreover, universities like Goodwin offer students and graduates lifelong career services<\/a> \u2014 meaning you\u2019ll have access to tailored support even after graduation. \u201cYou can gain career readiness skills and engage in all different types of workshops<\/strong>,\u201d Lisa recommends. \u201cDon\u2019t think a workshop isn\u2019t for you. Take everyone you can.\u201d<\/p>\n Higher education is often synonymous with self-discovery. Part of the personal exploration process is accepting and embracing your identity as a learner. To make the most of this journey, consider the careers that best suit your interests, abilities, and aspirations<\/strong>.<\/p>\n \u201cIf you want a healthcare career but don’t enjoy math or chemistry, Nursing might not be the best program for you,\u201d Lisa suggests. \u201cHowever, we offer plenty of other healthcare programs, and you can find one that lends well to your skills.\u201d<\/p>\n Better still, Lisa suggests that by embracing your strengths and weaknesses, you can confront anxiety and imposter syndrome. \u201cMuch of imposter syndrome comes from worrying people will discover what you don\u2019t know. We all have some skills we take for granted or assume everyone has,” she outlines. “Examine your talents and know what skills you need to build off of. Surround yourself with the people and the resources that support you in building those skills<\/strong>.\u201d<\/p>\n Additionally, Lisa highlights how the Universal Design for Learning (UDL) framework helps students access high-caliber content while flexing to their individual strengths. A staple of Goodwin’s educational model, UDL provides multimodal opportunities to receive and express knowledge \u2014 creating equity and inclusion for diverse learners with eclectic skills. This principle can be particularly impactful for first-gen students. \u201cIf I am an English language learner and writing isn\u2019t a strength, I may be able to do a video presentation instead,” Lisa suggests. “Strategies like UDL help students guide and tailor their own learning.\u201d<\/strong><\/p>\n Apart from higher education and career-ready training, attending a college or university yields an additional, less measurable long-term effect \u2014 personal transformation. \u201cI always tell students the person who walked in the door at new student orientation should not be the same person at graduation,\u201d Lisa measures. \u201cIt\u2019s not just about academic growth. The college experience provides social and emotional growth as well.\u201d<\/strong><\/p>\n While the transformative value of higher education yields significant effects for every student, the context of these changes can create distinct challenges for first-generation learners. \u201cYou\u2019re introducing college into the culture of your family, and that\u2019s a change. The time you had available for family might change, and everybody has to adjust to that.\u201d<\/strong><\/p>\n Lisa continues, \u201cThere\u2019s that cultural expectation, and that can be a process for the whole family. There can be pressure on the student, too, to help the family socioeconomically but you may not be able to do that immediately after you graduate.\u201d<\/p>\n For many first-gen learners, this can be an isolating experience. \u201cYou may feel like you don\u2019t fit in at school, and also feel ostracized by your family,\u201d Lisa reflects.<\/p>\n Nonetheless, Lisa encourages embracing these obstacles with an open mind. \u201cUnderstand you\u2019ll be different after you graduate. Things will change and that might be hard, but we\u2019re here to help,\u201d<\/strong> she offers. \u201cFinding your people on campus can help you navigate your way to the person you’re trying to become.”<\/strong><\/p>\n Considering the college journey for first-gen students like herself, Lisa encourages learners not to define higher education by its obstacles but rather the fulfillment and self-realization that can be achieved. \u201cIn your journey, think about the person you want to become. Who do you want to be? How will college help you get there? It\u2019s going to be different for everyone, so be open to the process. You create your life.\u201d<\/strong><\/p>\n *Based on fall 2023 Institutional Profile<\/em><\/p>\n Dr. Lisa Wi\u015bniewski being honored at the Faculty Reception in November 2022, pictured with President Mark Scheinberg (left) and Vice President for Academic and Student Affairs Michael Pardales (right).<\/em><\/p>\n Dr. Lisa Wi\u015bniewski is a Professor of Sociology at Goodwin University. Her research has focused on immigrant students, the scholarship of teaching and learning, and effective teaching practices focused on Universal Design for Learning (UDL). With an interest in digital literacy, Dr. Wi\u015bniewski also hosts and produces the Community Conversations @ Goodwin University lecture series. The series if focused on current events topics and global citizenship. The lectures have redesigned for course curriculum in alignment with the UDL framework and Open Educational Resources (OER).<\/p>\n Dr. Wi\u015bniewski presents regionally, nationally, and internationally and has consulted on effective teaching practices (pedagogy, curriculum design, course design) at the higher education level. Lisa also served as the State Chair for the CT American Council on Education Women\u2019s Network. She is currently the President of the Faculty Senate at Goodwin University.<\/p>\n She also has several publications, podcasts, and blog posts featuring her work in teaching and advocacy. Her work has been featured in the Huffington Post, WNPR, McGraw-Hill, iHeart radio, and international press in Poland. Currently, she is focused on supporting individuals who have resettled in Connecticut from Ukraine to navigate the resources available. In this role, she works with Connecticut-based organizations to support and provide access to resources in the community. There is also a strong focus on partnerships with international scholars to spread awareness on this topic.<\/p>\n At Goodwin University, we start with you. With comprehensive support services, career-ready programs taught by expert faculty, and meaningful ties to the community, you\u2019ll be on the fast track to achieving your personal, professional, and academic goals. Learn how Goodwin can support your success today<\/a>! Call 800-889-3282 or text 860-467-1511.<\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"![\"\"](\"https:\/\/www.goodwin.edu\/enews\/wp-content\/uploads\/2024\/01\/ANTHONY_STILL_8-1-1-300x169.png\")
\nDedicated learners attend Goodwin University to pursue a career-focused education.<\/strong><\/em><\/p>\nTip #1: Find the school for you<\/h2>\n
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\n\u201cOne of the things my sister and I really liked about Goodwin is that it\u2019s a much smaller university. We felt lucky to be in smaller classes and get one-on-one support. Our cohort groups repeated, too, so you could get to know people in your program and study together.\u201d <\/strong><\/em><\/p>\nTip #2: Get to know your university<\/h2>\n
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\nTwo new students, excited and ready to attend Goodwin\u2019s 2024 Welcome Week.<\/strong><\/em><\/p>\nTip #3: Connect with colleagues<\/h2>\n
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\nGoodwin\u2019s Dental Hygiene students work together in our on-campus clinic to practice and hone their skills.<\/strong><\/em><\/p>\nDid you know that nearly 60% of Goodwin students are first-generation learners? Our programs are designed with your achievement in mind \u2014 putting accessibility, flexibility, and student-centered support at the forefront of everything we do. Learn how the Goodwin community can support your dream of higher education today!<\/em><\/a><\/h3>\n
Tip #4: Get to know your faculty<\/h2>\n
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\nGoodwin faculty work closely with students to provide one-on-one support and hands-on guidance.<\/em><\/strong><\/p>\nTip #5: Explore your resources<\/h2>\n
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\nGoodwin students and graduates can receive tailored professional guidance at Career Services.<\/strong><\/em><\/p>\nTip #6: Consider your strengths<\/h2>\n
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\nGoodwin students collaborating and connecting at the Hoffman Family Library<\/a>.<\/em><\/strong><\/p>\nTip #7: Embrace change<\/h2>\n
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\nAt 2023 Commencement, Goodwin graduates celebrated their journeys to the finish line.<\/strong><\/em><\/p>\nMaking the most of the journey<\/h2>\n
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\n“It\u2019s hard, and it may feel a little bit more intimidating for first-gen Latinos. You may see people who don\u2019t look like you, but if you reach out and seek support, you can find the people who understand you. If you want a college education and want to make a change, you can go for it. It may not be the typical experience, but it will be the best thing you ever chose.”<\/strong><\/em>
\n– Leslie Argueta Linares, graduate<\/strong><\/em><\/p>\nDr. Lisa Wi\u015bniewski<\/h3>\n
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