Many faculty and staff at the University of Minnesota got their start in higher education as first-generation college students — those who don’t have family members who’ve completed a four-year degree. Now serving as mentors and leaders, their experiences continue to inspire and empower the next generation of students to pursue their dreams — no matter where they start.

Brian Dingmann

Brian Dingmann, associate professor in the Math, Science and Technology Department at the Crookston campus, was pushed by his parents to get an education, even if it wasn’t attainable for themselves. Living on a rural farm in central Minnesota, it was common to make sacrifices for the family. But Dingmann’s parents were determined to help their children go further. When his dad dropped him off at St. John’s University, he gave a nod and simply said, “If you need anything, call,” though neither of them truly understood what that meant. But by getting involved, making friends and finding a career-defining interest, he’s received the highest level of education in his field. “You learn by doing; sometimes stumbling, sometimes struggling, but always moving forward,” Dingmann says.

Today, Dingmann is proud to be a mentor at a campus with a large percentage of first-gen students. For the past 22 years, he’s taken time to check in with his students and inspire them to try new things like study abroad. Their achievements — no matter how small — are always worth celebrating when getting started may not have been easy. “It’s exciting to hear other journeys of first-gen students, and see that we can be successful,” Dingmann says. “I see myself in them.” 

What’s one thing University faculty and staff can do to support first-generation students?

“Have informal conversations with students. Talk about their life and what they want to do to encourage making the most of the college experience.” 

Elise Grabowska

For Elise Grabowska, assistant director of student engagement and events at the Morris campus, their journey to college happened thanks to her community. Grabowska was formally declared homeless as a senior in high school and didn’t have the capacity to think beyond tomorrow. But their friends and their parents helped support them along the way, from general encouragement to filling out the FAFSA. “I’m very lucky that I had people who took me in as their own,” Grabowska says. In college, Grabowska was — self-admittedly — too involved on campus, but those clubs and committees helped them live as part of a community instead of in survival mode. Seeing more of what college and the world had to offer pushed them to complete a bachelor’s degree with a double major, a minor and a certificate, and a few years later receive a master’s degree.

Now working in higher education, Grabowska is always mindful of the courage it takes to apply, arrive and complete college. When interacting with students, they work to demystify their struggles and acknowledge how vulnerable it can be to share traumas when writing application essays or applying for financial assistance. “The beautiful part about working on a small campus is that you really get to know students and can provide that intentional support based on each individual,” Grabowska says

What’s one thing University faculty and staff can do to support first-generation students?

“Recognize each student as an individual because everyone has such unique skill sets, oppressions and privileges that have created the experiences that they navigate."

Debbie Katona

Motivation for attending college came in various ways for Debbie Katona, living learning communities coordinator at the Rochester campus. Like her older sibling, she applied for college because they took that courageous first step. Her mother was also active throughout the journey, helping find every loan she could and filling out the FAFSA each year. “Looking back, it was great to have a supportive family member who wasn’t afraid of the unknown,” Katona says. Katona got into the only school she applied to and was a student-athlete. She credits participating in College in the Schools, where she took college courses while in high school. They helped set her up for success — from how to write a paper to having transferable college credits — making it a bit easier to be a first-gen student. While she couldn’t participate in a traditional graduation ceremony due to the COVID-19 pandemic, Katona remains proud of all it took to receive her degree.

In undergrad, faculty and staff openly celebrated being first-gen and fostering community with others. Katona keeps that celebration going in her role by motivating her 18 student employees and nurturing the growth of Rochester’s first-gen Living Learning Community. Being Indigenous also played an important role in her journey and guides her mentorship with Indigenous students to pursue their dreams. “Yes, it is confusing and hard being in this 1% of graduates for Indigenous people,” Katona says. “But encouraging them through that in my work is cool.”

What’s one thing University faculty and staff can do to support first-generation students?

“Avoid defaulting to a deficit model when thinking about first-gen students. Be an active member on campus and in our students’ lives to know what’s there for them.”

Ashley Metz

The world became wider for Ashley Metz, program adviser in the Learning Abroad Center at the Twin Cities campus, thanks to AFS Intercultural Programs’ exchange student partnership with her high school. Growing up in a very small town, the diversity of thought and experience gained by interacting with and hosting exchange students expanded Metz’s ideas of what she could do post-high school. And when overwhelmed by being the first in her family to navigate college systems, she would fall back on that early exposure to bravery and perseverance. “Knowing that others figured it out by embracing being outside of their comfort zone encouraged me to do the same,” Metz says.

In her work, Metz approaches student interactions with an open mind. By avoiding acronyms and jargon, providing thorough details and working with students to outline next steps, she helps them bypass avoidable confusion to manage the many moving parts of studying abroad. Metz and her Learning Abroad Center colleagues are working to increase access for first-gen students by offering a first-gen scholarship and intentionally providing more transparency around financial planning. “The more resources, the better,” she says. “Ultimately, it's about providing support, leading with transparency, and showing up with authenticity."

What’s one thing University faculty and staff can do to support first-generation students?

“It's easy to get caught up in how much work there is to get done, but stopping to actively listen and meet the students where they are will best serve and empower them.”

Lisa Paulson

At six years old, Lisa Paulson, assistant professor in the College of Education and Human Service Professions at the Duluth campus, entered Big Brothers Big Sisters of America and changed the trajectory of her life. Her mentor, Nancy, was a guiding figure who helped Paulson stay on top of schoolwork, get involved and see that opportunity exists beyond circumstance. While Paulson grew up with a lot of love and care from her single mother, the two faced many barriers to get Paulson involved — both in and out of the classroom — that many take for granted. But Nancy remained a constant, driving her to sports practice, nurturing her interests and helping her attain a full-ride scholarship. “Overcoming these barriers takes work, resources, access and people to believe in you,” Paulson says. After getting her bachelor’s degree, she continued down the academic path all the way to a PhD.

“I don't take lightly that we get to prepare future mentors who get to be the difference makers and inspire people to go on and break the mold,” Paulson says about her role as an educator and University alum. In her classroom, there’s always recognition and celebration of students’ struggles, privileges and the work it took to get where they are today. To build a foundation of belonging and mentorship, it takes vulnerability and acknowledgement of people’s realities to make real change. And while she instills that mentality in her students, Paulson tries not to forget to look inward, too. “I'm still learning to take pride in my journey and recognize that a lot of things had to go right to get to where I am,” she says. 

What’s one thing University faculty and staff can do to support first-generation students?

“Remember that just because a student made it into college, it doesn't end there. They still need a lot more resources and connections.”

 Share your first-gen story and explore a companion story about first-generation students.