Running Head: BUILDING CONNECTIONS: OUTREACH AMBASSADORS

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Building Connections:
Outreach Ambassadors
Vanessa R. Calonzo
SDAD 578-Spring 2012
Seattle University

Introduction
When students decide to go to college, there may be many questions influencing this
decision. Can I get into the college of my choice? Can I afford to go to school? Does the school
have the program I want to study? Where are my friends going to school? Will I find support
here? How will this impact my family? Can I find transportation? Can I actually do this? One
population these questions may affect is First Generation Students (FGS). FGS are defined by
the Department of Educations National Center for Education Statistics (NCES) as someone
whose parents did not attend college (NCES, 1998; NCES, 2001). Being the first person in a
family to navigate these questions and all the steps associated to enrolling in a college can be an
intimidating process for many people. FGS face a variety of barriers that can play a role in their
access and persistence in college.
According to NCES, FGS have some distinctive traits compared to students whose
parents attended a college. FGS are more likely to be older (25+), have lower incomes, have

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dependents, enroll only part-time in a college, and work while going to school. When making
decisions on where to enroll, major factors include gaining financial support, ability to live at
home, and being able to work and go to school at the same time. FGS have lower rates of
persistence with higher rates of leaving, but when FGS attain their intended degree, they are just
as likely to make equitable wages compared to Non-FGS (NCES, 1998; NCES, 2001). It is
evident that FGS have characteristics that shape how they access college resources, how they
prioritize needs, and how they will persist once they get into a college setting.
With FGS making up a large portion of students in the community college system
(American Association of Community Colleges [AACC], 2012), it is imperative that community
college educators be aware of their needs to not only help them get in the door, but to also
facilitate interventions that ensure connections to support systems in the college. One
intervention that can serve as a conduit between the pre-college and the first-year experience is
an Outreach Ambassador Program. Using Alexander Astins (1999) theory of involvement, the
Outreach Ambassador Program is designed to empower two populations of FGS, prospective and
current FGS at the college. Research will be examined on the demographics, persistence, and
perceptions of FGS to give insight into the barriers the Outreach Ambassador Program will
address. Outreach Ambassadors serve as vital peer mentors of successful students who have
made connections to the campus and persisted. Through the Outreach Ambassador Program,
Outreach Ambassadors will be able to (a) promote connections to faculty, staff, and key
resources during the enrollment process, and (b) promote increased involvement of current FGS
at the college by creating events that address common FGS needs. FGS will be able to find
connections to the college campus that will enhance their college access and persistence.
Literature Review

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Research on FGS is gaining more attention as higher education professionals, faculty, and
policy makers look to understand the FGS experience. In the journal article, The Importance of
Being First: Unique Characteristics of First Generation Community College Students, Inman
and Mayes (1999) further explore characteristics of FGS entering from the University of
Kentucky Community College System. The researchers examined the data from a survey of
4,620 students. Of these students, 41.9% were FGS and 58.1% had at least one parent who
attended some college. The results of the study parallels much of the information indicated in the
reports by NCES (1998; 2001) including descriptions of FGS typically having lower incomes,
being older, having more financial dependents, preferring educational institutions close to home,
and likelihood of working more hours. Unique to the study, the researchers indicated FGS were
more likely to be female, older, not directly coming from high school, with families of their own.
The researchers emphasize understanding the characteristic of FGS is vital in assisting
administrators, faculty, and recruiters in identifying better ways to support these students. The
research helps identify the kinds of resources FGS might need in their college experience. These
needs could include financial, time-management, family, housing, and job resources.
Inman and Mayes (1999) also describe community colleges as being the best suited to
meet the needs of FGS. The researchers refer to the works of Dougherty (1999) when they
indicate, Open-admissions policies, comparatively low tuition costs, and more convenient
location of campuses are central advantages of community colleges. With community colleges
having large (42%) populations of FGS (AACC, 2012), building support programs that keep in
mind FGS characteristics can assist in the retention of a large portion of the student population in
general. These programs might not only be beneficial for FGS, but can serve as generalizable
support practices other populations of students with common needs can also benefit from. With
community colleges already serving many of the same demographics as FGS (AACC, 2012)

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there is opportunity to leverage resources already in existence that serve one or many of these
common demographics.
Another important factor influencing the success of FGS is perception. In the journal
article, Defining College Readiness from the Inside Out: First-generation College Student
Perspectives, Byrd and MacDonald (2005) examined participants perceptions of readiness. This
qualitative study was based on in-depth phenomenological interviews of eight students at a small
liberal arts university in the Pacific Northwest. Most of the participants were surprised by their
accomplishments in college. The journal article indicated, One participant, when asked what he
would give as advice to for non-traditional students, said: [They] need to know its possible!
(Byrd & MacDonald, 2005, p.31). This study suggests that students entered the college
environment having perceived expectations that were lower than what they were capable. As a
way of addressing these perceptions of low capabilities, Outreach Ambassadors can serve as a
motivating force to encourage FGS they are capable of reaching their college goals. Once FGS
receive their degrees or certificates, they are just as likely to make equitable wages as Non-FGS
(NCES, 1998; NCES, 2001).
Byrd and MacDonald (2005) also indicated participants did not perceive themselves as
prepared as they transitioned into college. Most participants mentioned that they were not ready
for college when they were younger and that being older contributed to their readiness for
college. All the participants reported they lacked sufficient guidance and support from family or
their high school to prepare them for the college system (Byrd & MacDonald, 2005, pp. 31-32).
This study indicates there is a need for additional support for FGS as they prepare, enroll, and
transition into their first year of college. Navigating college options and the enrollment steps
could be an experience FGS feel they have to face alone, so it is imperative that positive

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connections are made between the student and the college campus so FGS can be empowered to
ask questions and access resources available.
Research indicates that FGS have lower rates of persistence in college. FGS are more
likely to be juggling priorities such as dependents and outside work demands, which may take
their focus away from school (NCES, 1998; NCES 2001; Inman & Mayes, 1999). Persistence is
a major subject examined in the journal article, Student Involvement: A Developmental Theory
for Higher Education (Astin, 1999). Astin (1999) presents student involvement theory as a simple
foundational framework for application in student development practice and research. Student
involvement is defined as the quantity and quality of the physical and psychological energy that
students invest in the college experience (Astin, 1999, p.518). The roots of the theory were
based on a longitudinal study (Astin, 1975) of student persistence and identified environmental
factors of students who dropped out. Major findings specified that students who live on-campus,
are involved in extracurricular activities or affiliations, who have an on-campus part-time job,
and students who feel they can identify with the values or cultures of the institutions tend to
persist at higher rates. These traits are the opposite of many of the traits of FGS, and the findings
paint a picture of reasons FGS may not be persisting at as high of a rate compared to Non-FGS.
Astin (1999) described community college students Most (if not all) students are commuters,
and a large proportion attend college on a part-time basis (thus, they presumably manifest less
involvement simply because of their part-time status) (p. 524). Educators are left with a
dilemma. Community colleges might be attractive to FGS because of the various options offered
to meet their preferences, but these preferences might lead them away from being a more
involved student. Interventions are needed to address this disconnect, and facilitate a positive
relationship between the student and the resources that can build their involvement with the
college campus.

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Theoretical Framework
To address the needs of FGS, student involvement theory (Astin, 1999) will be used as the
theoretical framework for the Outreach Ambassador Program. The more energy the student puts
into their college experience, the more likely the student will be enhanced in their cognitive and
affective development, influencing greater persistence. The Outreach Ambassador Program will
serve as an intervention tool to connect, inspire, and motivate FGS involvement with the
community college as a way to promote greater success as FGS navigate the enrollment process
and connect to resources.
Program
Overview
The Outreach Ambassador Program will be housed in the Student Outreach, Admissions,
& Recruitment (SOAR) department at South Seattle Community College (SSCC). In 2010, FGS
represented a little over half (51%) of the community college population at the community
college. SSCC is a diverse campus with 7,526 students who pursue Apprenticeships, Basic
Studies, Professional/Technical, Transfer, and Continuing Education programs. The average age
of students is 36 with 56% of students being of color (SSCC, 2011).
There will be six Outreach Ambassadors positions that will report to the Director of
SOAR. The Director is charged with hiring, training, and coordinating Outreach Ambassadors
and the programming in which they are involved. Outreach Ambassadors will be recruited in the
Spring Quarter of each academic year. Special recruitment will be focused on FGS applicants
encouraging them to apply. Students will be eligible to apply if they have Sophomore standing
by the Fall Quarter and have a 2.5 Cumulative GPA or higher. They must be able to demonstrate
some leadership, communication, and advocacy skills. Recruitment of applicants will be done
through targeted mailings, on campus flyers, advertisements on computer desktops, classroom
visits, and referrals by faculty and staff. Students will apply through a competitive application
process in which they will fill out an application, answer questions, and participate in an

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interview. Students are able to reapply to be Outreach Ambassadors, but four positions will
always be designated for new students. If students do not reapply to fill the two open spots for
returners, new students will fill the spots.
To ensure that students receive financial support, Outreach Ambassadors will be paid an
hourly rate of $10.00 per hour for their work on this program. As indicated by the research, work
opportunities are an important criterion for FGS (NCES, 1998; NCES 2001). By paying students
wages for this campus activity, we are promoting likelihood of more FGS applicants. Astin
(1999) also supports part-time, on-campus work as an opportunity to build relationships and
involvement to the campus. Astin indicates, Although it might seem that working while
attending colleges takes time and energy away from academic pursuits, part-time employment in
an on-campus job actually facilitates more retention (1999, p. 523). By using the Outreach
Ambassador Program as a part-time job opportunity, we also help to retain the student. The rate,
GPA, and credit minimum for Outreach Ambassadors reflect the current standards of similar
student leadership positions at the SSCC campus.
Outreach Ambassadors time commitment includes a two day, paid training retreat in the
Summer Quarter and regularly scheduled hours from the Fall Quarter through the Spring Quarter.
Student Ambassadors will commit 10 hours a week (excluding breaks) to regularly scheduled
trainings, meetings, outreach events, office hours, and programming. Meeting time is intended
for regular trainings, team building, event sign-ups, and updates. The meetings will occur once a
week at a regular scheduled time. Outreach Ambassadors will sign up for general outreach events
(fairs, tours, presentations) representing SSCC, and will provide current updates on programming
they are working on. During these meetings, they have the opportunity to ask questions on
support they may need. Regular trainings will occur during this time.
Outreach Ambassadors will have regularly scheduled hours at the Ask Me Information
Desk six hours a week. This centrally placed desk in the Student Services area is intended to

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serve as a general resource for people who need guidance navigating enrollment steps and
campus resources. This time will also be used to answer the main SSCC phone line for general
questions. This Ask Me Information Desk serves as way to support current students, community
members, and prospective students who need assistance.
The remainder of the Outreach Ambassadors time will be used for program
development. Outreach Ambassadors will be tasked with running and supporting informational
events throughout the academic year. Outreach Ambassadors will be connecting to campus
partners from other departments, services, and clubs to specifically target topics focused on
supporting FGS. Topics focused on prospective students will include See Yourself at South,
Community Connections, and Get a Start at South. These events will focus on motivating FGS to
build connections to the SSCC campus. These topics also address the indicated need for peer
inspiration. Topics that focus on current FGS include Funding Fest, Academic Resource Week,
and Meet a Mentor. All of these topics focus on indicated barriers FGS face and focus on
connecting students to faculty and staff resources on the campus. Astin (1999) supports the
connection to college personnel when he indicated, Students who interact frequently with
faculty members are more likely than other students to express satisfaction with all aspects of
their institutional experience (2001, p. 525). Each Outreach Ambassador will be assigned one
event to lead, and the other Ambassadors will support these events. Although these events will be
open to all students, Outreach Ambassadors will specifically target FGS through strategic
advertising. The overarching goal for all these programs is to promote involvement through
motivated connections to campus services and resources, thus increasing likelihood of
persistence. Each program will be assessed for overall impact and effectiveness.
Training
Outreach Ambassadors will attend a two-day training retreat in early September. The
purpose of the training retreat is to introduce Outreach Ambassadors to the expectations of the

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program and promote reflection on the personal experiences that helped them get to college.
Outreach Ambassadors will be trained on the following topics: expectations, community
college/office policies and procedures, and overview of campus programs and resources. This
training retreat will also focus on team building to get to know each other. Through the training,
Outreach Ambassadors will be able to gain foundational knowledge needed to be a resource at
SSCC. Outreach Ambassadors will also participate in reflection activities that will empower
them to articulate their process of becoming a college student and the factors that influenced
their success.
Training in the Fall Quarter will focus on strengthening core knowledge of SSCC.
Outreach Ambassadors will be able to refer people to programs, enrollment steps, services, and
resources by participating in activities that introduce them to key contacts, educate them on
services offered, and effectively assess their knowledge of this content. These training activities
include shadowing SOAR staff at general outreach events (fairs, tours, and presentations),
resource scavenger hunts, contact interviews, specialized games, and scenario role-playing.
During these trainings, they will also be taught fundamentals of program planning at SSCC and
effective communication strategies.
Winter and Spring Quarters will be focused on fairs, tours, presentations, program
development, reflection, and assessment. Meetings times will be used for updates and regular
check-ins. Trainings within the meeting will include reflection activities focused on helping
Outreach Ambassadors assess and improve their outreach skills and holistic development.
Reflection activities will also help to facilitate discussions on important topics they may face in
their work including Race, Gender, Sexual Orientation, Vocational Discernment, Faith, Ability,
Intellectual Development, and Multiple Identities. Training activities will include role playing,
discussions, practical scenarios, and guest speakers.

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Training will conclude at the end of Spring Quarter with an End of the Year Celebration.
Outreach Ambassadors will be recognized for their work and will receive a photo album of
events that happened throughout the year. Outreach Ambassadors will be assessed about their
experience through a survey and exit interview. This feedback will be used to evaluate the
program goals and changes for the next year.
Budget
The SOAR Department has funding that includes a Director, three Outreach Associates,
Goods and Services, and Travel. Space is provided in the SOAR department, but additional
computers are needed to accommodate communications, programming, and advertising needs of
the program. Additional Budget is needed to support the other functions of the Outreach
Ambassador Program. Here are the projected budgetary needs of the program:
Description
Outreach Ambassador Hourly Funding

Projected Cost
$22,200.00

Goods & Services

Technology
TOTAL

$2,500.00
$2,400.00

Details
6 Positions at $10 an Hour
12 weeks each quarter and 10
hours summer training
Copies, Supplies, Promotionals
3 computers
$27, 100.00

Conclusion
As community colleges look to support a diverse student body and ensure successful
completion of academic goals, it is imperative to understand the needs of one of the largest
populations of community college students, FGS. The Outreach Ambassador Program will serve
as strategy to promote involvement of FGS in connecting to campus resources. Outreach
Ambassadors will also serve as motivating role models for FGS who may need inspiration to
accomplish their goals.

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REFERENCES
American Association of Community Colleges. (2012). Fast facts: 2012 community college
facts sheet. Retrieved June 3, 2012, from:
http://www.aacc.nche.edu/AboutCC/Pages/fastfacts.aspx
Astin, A. (1999). Student involvement: A developmental theory for higher education. Journal of
College Student Development, 40(5), 587-598.
Byrd, K. L., & MacDonald, G. (2005). Defining college readiness from the inside out: Firstgeneration college student perspectives. Community College Review, 33(1), 22-37.
Inman, W., & Mayes, L. (1999). The importance of being first: Unique characteristics of first
generation community college students. Community College Review, 26(4), 3.
South Seattle Community College. (2011). Student statistics and enrollment data. Retrieved June
3, 2012, from: http://www.southseattle.edu/campus/studentstats.htm
U.S. Department of Education. National Center for Education Statistics. (1998). Firstgeneration students: Undergraduates whose parents never enrolled in postsecondary
education (Report No. NCES 98-082). Retrieved from http://nces.ed.gov/pubs98/98082.pdf
U.S. Department of Education, National Center for Education Statistics. (2001). Students whose
parents did not go to college: Postsecondary access, persistence, and attainment. (Report
No. NCES 2001126). Retrieved from http://nces.ed.gov/pubs2001/2001126.pdf

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