I joined this project to help create something meaningful and lasting at Rutgers. As a freshman, it was difficult for me to make those simple, academic decisions that would eventually lead to the rest of my life. If it wasn’t for my counselor, I may have fallen behind. Thus, I joined this collaborative to help instructors help students like me. I’ve always wanted to be part of something bigger than myself and this collaborative has allowed me to do so.
To me, inclusion in the classroom begins with a bridge of understanding between the teacher and student. The instructor recognizes that first-generation students may have different experiences and approaches to learning and takes necessary steps to address these barriers. Awareness translates into action: instructors assess the current tools and pedagogies used to instruct their students and redesign them with inclusion in mind. This could mean looking over the syllabus and making it easier to understand- going over it on the first day and being transparent, clear, and thorough. It’s offering support to students on the first day and every day throughout the entire semester…extending this support to assignments and creating opportunities for first-gen students to feel included. Essentially, it’s about actively removing barriers to success that first-generation students face and fostering this success by adapting the classroom environment.