Presented By: Aaron Giorgi, West Virginia University

Research has laid the case that First-Generation college students (FGCS) experiences in college are different than continuing-generation (CGCS) peers. Pre-college entrance variables, college engagement variables, and college success and outcome variables all favor CGCS leading to defining FGCS as an at-risk population within colleges. Research has documented FGCS deal with identity diffusion as they enter college. FGCS also lack familial cultural capital that would prepare them to navigate the complex college experience. Consequently, FGCS typically do not build positive support networks or seek appropriate help when needed to successfully navigate collegiate academic situations. Due to the COVID-19 pandemic, colleges implemented safety policies that moved delivery of instruction and services to remote, and digital methods. Many students returned home during this time. For FGCS this typically meant re-entering a world they left when moving to college. A year later, these same colleges reopened in person campus activities. The purpose of this qualitative study is to explore how FGCS variables of student identities, college engagement strategies, and abilities to leverage support networks changed in response to colleges transitioning to various delivery methods in response to the COVID-19 pandemic. One-hour interviews using a pre-designed, semi-structured interview protocol were conducted with students at West Virginia University in the Davis College of Agriculture, Natural Resources and Design. Population was defined as FGCS who were enrolled for at least one semester prior to COVID-19 policy enactment to ensure they could speak to the multiple transitions into, and out of, on-campus learning. Researchers concluded the following: (1) participants developed unique strategies to leverage non-traditional supports; and (2) FGCS espoused an identity tied to practical collegiate outcomes. Continued exploration of post-COVID experiences of new undergraduate FGCS who experienced at-home learning during high school is warranted to develop and leverage campus support systems.