Proactive Advising with First-Generation Students: Suggestions for Practice


  • Elizabeth Kalinowski Ohrt George Mason University



advising, first-generation, practice, proactive, students


No Abstract Provided.

Author Biography

Elizabeth Kalinowski Ohrt, George Mason University

Elizabeth Kalinowski Ohrt is the director of advising for the College of Humanities and Social Sciences at George Mason University in Fairfax, Virginia, where she is also pursuing a Ph.D. in education. She thanks Dr. Supriya Baily for her guidance and support on this piece. Ms. Kalinowski Ohrt can be reached at


Barnett, E. A., Bork, R. H., Mayer, A. K., Pretlow, J., Wathington, H. D., Weiss, M. J., & National Center for Postsecondary Research. (2012). Bridging the gap: An impact study of eight developmental summer bridge programs in Texas. NCPR Brief. National Center For Postsecondary Research.

Brown, T., & Rivas, M. (1994). The prescriptive relationship in academic advising as an appropriate developmental intervention with multicultural populations. NACADA Journal, 14(2), 108–111.

Bui, K. V. T. (2002). First-generation college students at a four-year university: Background characteristics, reasons for pursuing higher education, and first-year experiences. College Student Journal, 36(1), 3–11.

Chaney, B. W. (2010). National evaluation of Student Support Services: Examination of student outcomes after six years: Final report. Washington, D.C. Retrieved from

Creamer, E. G., & Scott, D. W. (2000). Assessing individual adviser effectiveness. In V. N. Gordon & W. H. Habley (Eds.), Academic advising. A comprehensive handbook (pp. 339–347). San Francisco, CA: Jossey-Bass.

Engle, J., Bermeo, A., & O'Brien, C. (2006). Straight from the Source: What Works for First-Generation College Students. Washington, D.C.: Pell Institute for the Study of Opportunity in Higher Education.

Fowler, P. R., & Boylan, H. R. (2010). Increasing student success and retention: A multidimensional approach. Journal of Developmental Education, 34(2), 2–10.

Glennen, R. E. (1975). Intrusive college counseling. College Student Journal, 9(1).

Hand, C., & Payne, E. M. (2008). First-generation college students: A study of Appalachian student success. Journal of Developmental Education, 32(1), 4–15.

Inman, W., & Mayes, L. (1999). The importance of being first: Unique characteristics of first-generation community college students. Community College Review, 26(4), 3–22.

Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. The Journal of Higher Education, 77(5), 861–885.

Kolenovic, Z., Linderman, D., & Karp, M. M. (2013). Improving Student Outcomes via Comprehensive Supports: Three-Year Outcomes From CUNY's Accelerated Study in Associate Programs (ASAP). Community College Review, 41(4), 271–291.

Lohfink, M. M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46(4), 409–428.

McClellan, J. L. (2014, November 13). Developing trusting relationships in academic advising: A review of the literature with recommendations for practice. The Mentor: An Academic Advising Journal. Retrieved from

McConnell, P. J. (2000). What community colleges should do to assist first-generation students. Community College Review, 28(3), 75–87.

Molina, A., & Abelman, R. (2000). Style over substance in interventions for at-risk students: The impact of intrusiveness. NACADA Journal, 20(2), 5–15.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.

Reisel, J. R., Jablonski, M., Hosseini, H., & Munson, E. (2012). Assessment of factors impacting success for incoming college engineering students in a summer bridge program. International Journal of Mathematical Education in Science and Technology, 43(4), 421–433.

Ramos-Sánchez, L., & Nichols, L. (2007). Self-efficacy of first-generation and non-first-generation college students: The relationship with academic performance and college adjustment. Journal of College Counseling, 10, 6–18.

Riehl, R. J. (1994). The Academic Preparation, Aspirations, and First-year Performance of First Generation Students. College and University, Vol.70, pp.14-220.

Schreiner, L. A. (2009). Linking student satisfaction and retention. Coralville, IA: Noel- Levitz.

Smith, W. L., & Zhang, P. (2010). The impact of key factors in high school to college transition among first- and second- generation students. Journal of the First-Year Experience & Students in Transition, 22(2), 49–70.

Swecker, H. K., Fifolt, M., & Searby, L. (2013). Academic advising and first-generation college students: A quantitative study on student retention. NACADA Journal, 33(1), 46–53.

Torres, V., Reiser, A., LePeau, L., Davis, L., & Ruder, J. (2006). A model of first-generation Latino/a college students' approach to seeking academic information. NACADA Journal, 26(2), 65–70.

U.S. Department of Education. (2010, September). National Center for Education Statistics [NCES]. Web tables: Profile of undergraduate students 2007–2008. Retrieved from