When Inclusion and Diversity Are Not Enough: A Case Study of Instructional Practices and Barriers to Success for First-Generation Engineering Students

Abstract

ABSTRACT There is a need for effective online learning strategies for First-Generation (FG) college students. Equity and efficacy can build academic attainment, a higher quality of life, advancement opportunities, and lifelong learning. A qualitative analysis of FG engineering students at a Tier 1 university in the Southwestern United States resulted in the identification of four concepts: (1) environmental factors, (2) self-directed learning, (3) multimedia incorporation, and (4) a sense of belonging. Lessons learned can inform educators and institutions regarding student control, modality of course design, assessment, and organizational change to enhance the FG experience and success.