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The University of North Georgia's (ÐÇ¿Õ´«Ã½) Division of Student Engagement and Success has selected the four inaugural recipient projects of First-Generation college student research grants. These grants support research on tools aimed at serving this population of students.

"ÐÇ¿Õ´«Ã½'s First-Generation research grants are a powerful investment in understanding and supporting students who are the first in their families to attend college and earn a degree. Translating research into meaningful practices will strengthen not only our work, but students' sense of belonging and success at ÐÇ¿Õ´«Ã½," said Jennifer Herring, associate director of Student Impact Initiatives. "This investment will help us continue to build momentum across our campuses and advance our vision of becoming a premier higher education choice for First-Generation students in Georgia."

Recipients will present their initial findings at the initial First-Generation Student Research Symposium at ÐÇ¿Õ´«Ã½'s Gainesville Campus in March 2027. The grant recipients are:

• Dr. Emily Crawford Das, assistant professor of mathematics, "Belonging in the classroom: Academic micro-communities and sense of belonging among First-Generation students at ÐÇ¿Õ´«Ã½."
• Dr. Michael Lanford, associate professor in the Doctor of Education (Ed.D.) in higher education leadership and practice program, "Investigating the impact of peer mentoring for First-Generation STEM students applying for nationally competitive awards."
• Dr. Heather Scott, University College associate dean and associate professor of higher education, "Nighthawk Next Chapter: First-Gen common reader program at ÐÇ¿Õ´«Ã½."
• Dr. Katherine Adams, associate professor and Ed.D. program coordinator, and co-principal investigator Dr. Kelly Long, an assistant professor in the Ed.D. program, "Understanding the impact of First-Generation student designation on academic advising practices at the University of North Georgia." 

Crawford Das, an assistant professor of mathematics, is designing her project to target a small number of First-Generation students and see how they respond to additional mentoring.

"We want to give them small-group time with faculty members talking about targeted topics," Crawford Das said. "We hope that this will be really impactful and have the chance to be transformative for students. It's wonderful to be in a place that has a commitment to this population."

Scott said her project will examine the impact of students reading the book "Educated" by Tara Westover together. Westover's book shares how she grew up in a family that didn't believe in college before her brother attended college and inspired her. Westover eventually earned a Ph.D. from Cambridge University.

The goal of this common reader program is to build a sense of belonging.

"We want to have the students see themselves represented in some way," Scott said. "We want to help them reach their highest potential as they pursue their purpose."

Lanford is working alongside Ed.D. student Jennifer Schaeffer on his research project. Schaeffer works at Embry-Riddle Aeronautical University.

"Peer mentoring can increase participation in any elite opportunity," Schaeffer said. "I really enjoy researching higher ed and learning about topics that can make a difference for all students."

Adams and Long's project delves into how designating students as First-Gen adjusts the way advisors work with them.

"This initiative is designed to improve institutional awareness and enable more intentional advising interventions. However, little is known about how such designations translate into day-to-day advising practices or influence advisor behavior," Adams said. "Findings from this study will inform ÐÇ¿Õ´«Ã½'s ongoing efforts to enhance student success strategies and foster equity in advising."

Lanford is also grateful for ÐÇ¿Õ´«Ã½'s support of these research projects.

"This can build momentum across the institution," Lanford said. "It can be a launchpad for similar initiatives in the future."