The First-Generation Symposium, held on March 28, welcomed 203 educators, including faculty, staff, and administrators from USC and other colleges and universities across the state, for a day of reflection, learning, and dialogue centered on strengthening support for first-generation college students.

The event was a collaboration among the Center for Teaching Excellence (CTE), Graduation and Retention Network (GARNET), First-Generation Center, Office of Access and Opportunity, TRIO Programs, Center for Integrative and Experiential Learning (CEIL), Division of Student Affairs and Academic Support, and Horseshoe Catering.

The symposium highlighted both the opportunities and challenges facing first-generation students, who comprise approximately 20% of USC’s undergraduate population. Kem Saichaie, Executive Director at the Teaching and Learning Center at the University of California, Los Angeles, encouraged attendees in his keynote address to move away from deficit-based thinking and instead focus on the strengths and assets first-generation students bring to college. Saichaie emphasized that when educators lead with students’ existing values, motivations, and resilience, support efforts become more effective, and students are more likely to view themselves as capable and empowered.

LaNaé Budden, Director of the First-Generation Center, shared USC-specific data that offered valuable insight into the experiences and outcomes of first-generation students and helped attendees identify areas where additional support and outreach may be needed.

Educators emphasized the importance of visibility, connection, and creating a sense of belonging. “I learned that having a sense of humor is important to first-generation students,” one attendee shared. “It’s something I’ve noticed before, but I wasn’t able to articulate what it was. Now I see it as a strength.”

Many attendees highlighted the student panel as a meaningful part of the day, particularly in emphasizing how faculty and staff relationships influence student confidence. As one attendee shared, “Showing up for first-gen students is more than checking in on how they’re doing. It’s establishing relationships, giving advice when no one else can, and so much more.”

Others focused on actionable steps they plan to take. “I plan to use the Values Affirmation survey and the results of the First-Gen Success Poll to guide my teaching strategies in the future,” one educator noted. Another shared, “I learned a lot about the number of first-generation students at USC and how there is a need to make space for those students to feel safe and to share their values. I hope to track more data within my office to help cater events and resources.”

With strong engagement, relevant data, and actionable ideas, the First-Generation Symposium continues to serve as a key professional development experience for educators committed to student equity and success.