The University of Pittsburgh’s Student Success Framework promotes that access to education is a significant priority for the institution. Likewise, there has been a steady increase in enrollment of at-promise students at Pitt.
Based in the research (Culver et al., 2021) and our own priorities, we define at-promise student populations as students who are:
- From low-income families who are socioeconomically disadvantaged.
- First-generation college students.
- Underrepresented racial and ethnic minorities.
- Making a college transition or transfer.
- Exploring different majors, minors, opportunities, and career options.
- In need of academic intervention.
- Geographically isolated or educationally disenfranchised.
- International and studying at Pitt.
- With disabilities and access and functional needs.
- Socioeconomically disadvantaged and who self-identify as members of the LGBTQ+ community.
- Currently serving or having previously served in a branch of the armed forces.
Research supports collaborative, holistic, and shared student success practices to support these student populations. As such, the Office of the Provost Student Success Team emulates and supports the Ecological Validation Model of Student Success, which illustrates how validating experiences can become embedded within our campus policies, practices, and structures. Validation is a process through which institutional partners show interest in students’ academic success and personal well-being. In this process, the onus for student success is placed on institutional agents who provide support drawing on the assets, strengths, and capabilities that at-promise students possess.
The Student Success Team:
- Trains stakeholders on validation and belonging interventions;
- Identifies and collaborates with existing programs; and
- Creates a culture in which all interactions with students strive to be validating.
References
Binning, K. R., Blatt, L., Chen, S., & Votruba-Drzal, E. (2021). Going to college with a posse: How having high school peers on campus supports college achievement. AERA Open, 7. 1-18.
Culver, K. C., Rivera, G.J., Acuna, A. A., Cole, D., Hallett, R., Kitchen, J. A., Perez, R. J., & Swanson, E. (2021). Engaging at-promise students for success through innovative practices: Proactive advising and shared academic courses [Brief]. Pullias Center for Higher Education.
Hallett, R., Bettencourt, G.M., Kezar, A., Kitchen, J.A., Perez, R., & Reason, R. (2021). Re-envisioning campuses to holistically support students: The ecological validation model of student success [Brief]. USC Pullias Center for Higher Education.
Kitchen, J., Perez, R., Hallett, R., Kezar, A., Reason, R. (2021). Ecological validation model of student success: A new student support model for promoting college success among low-income, first-generation, and racially minoritized students. Journal of College Student Development, 62. 627-642.
Kezar, A., Perez, R., & Swanson, E. (2021). Hubs of Innovation to scale changes needed to support At Promise Students [Brief]. USC Pullias Center for Higher Education.
Pascarella E, Pierson C.T., Wolniak, G.C. & Terenzini P.T. (2014). First-Generation College Students, The Journal of Higher Education. 75(3), 249-284.
Stebleton, M & Soria, K.M. (2012). Breaking down barriers: Academic obstacles of first-generation students at research universities. The Learning Assistance Review, 17, 7-19.
Tyton Partners. (July 2022). Driving Towards a Degree: Closing Outcome Gaps Through Student Supports.