Transitioning

As first-in-family learners transition into the university environment, it is vital to remain mindful that this cohort may have no 'significant other'in the family or community who they can ask questions of or seek advice from. Without this significant other, the institution needs to carefully create opportunities for the provision of such 'insider knowledge’. This stage of the student cycle provides for various forms of communication that is characterised by authenticity and accessibility.

• Provide faculty based information sessions for family; these should not simply be concentrated during initial orientation but rather offered at critical stages throughout the year.
• Send reminders to students and family about the range of supports available (again timed to critical stages) – such dissemination can be assisted via apps or social media

• Leverage FiF alumni to provide insights into the HE journey and also, include success stories. Harness various styles of communication to appeal to a broad range of students. For example, California State University produces a journal dedicated to FiF students and alumni); also First Gen Voices
• Use short video vignettes from staff and students - again from the US this example.

Consider providing academic mentoring to FiF students – this would include pairing FiF students with members of academic staff to meet regularly but in a relaxed environment (i.e. provide coffee vouchers). Ideally match FiF students with FiF academics. Internationally institutions are already doing this, for example the University of North Carolina offers a Chat 'n'Chew program that includes FiF academics and students (https://transition.unca.edu/first-generation-students)

Raise the FiF profile of academic or alumni staff throughout the institution – use video and related media to foreground the celebratory nature of the FiF student narrative. Some great Australian examples include:

• CSU First Degree website which foregrounds narratives of students (many of whom are first in their families/ communities to come to university): https://www.csu.edu.au/firstdegree/home
• Think Your Way website that is targeted at Indigenous students considering higher education (http://www.thinkyourway.edu.au/)
• Consider how this foregrounding can be visualised throughout the campus environment – for example, the University of Rochester has a First-Gen status 'badge' or sticker that staff/students can display

Include opportunities for FiF students to consider the strengths and capabilities they bring to the university environment. For example draw upon quizzes and self-assessments that encourage individuals to relate their existing skills to their studies – this will help to build confidence and self-esteem.
Examples of skills test are available here.

Students as partners: Consider using 'students as partners'in the design and development of approaches to making 'insider knowledge'visible as this will greatly assist in further unpacking the university environment. If you are interested in reading more about how to collaborate with students effectively then please see Dr Kelly Matthews OLT Fellowship work in this regard: http://itali.uq.edu.au/matthews-studentsaspartners