Topic resonated with us, especially when Dr. Jack talked about the importance of involving families in the college experience. We wonder what the outcomes would have been if transfer/parent/non-traditional age students were part of the study.

CSU is already implementing a lot of the suggested things that help support FG/LI students.

Would like to see the study replicated at different types of institutions (community colleges, large land grants, HBCUs or HSIs) since most of us don't have context of what it's like to attend/work at an Ivy League school to consider experiences of students.

Would have liked for the presentation to be more accessible (include closed captions or visuals/presentation)to ensure equity of information being received.

Would have been cool for Dr. Jack to "float" after his talk to each table to have more 1:1 time with him.

First Gen-stories, "What type of crutch are you for your family

Jobs: Convenience vs Networking opportunities. "Resumes hide as much as they reveal"

The student doesn't go to college the family does - importance of familial support in getting students to and through college

How can we take what we've learned and are talking about today and implement on larger scale for our students

being an intrusive advisor - what questions to ask, when, how and how to support students through what they share and ask for support in

"what are your outside of school responsibilities that your peers may not have?"

Inclusive language and inclusive programming

Office Hours are important - we give space for students to meet and share with us

Adaptability - we can adjust when things don't align with values in order to strengthen programs

Teams are diverse - Dr. Jack talked about representation and how much that matters

Inviting vs welcoming

Referrals/connections with other campus resources

Diverse team members

Actively working towards DEI work

Providing a wide range of programming that would best work with different schedules

Being student-centered

We need to be more strategic about our partnerships. We are missing very diverse communities in our partners

Allowing students to apply to C4E may allow for students to get connected later in their journey at CSU. Also addresses gaps in who we partner with

Gap in understanding of support for religious students - food, holidays, loans, housing, etc.

We need better training for staff - Labor shouldn't be on the students to educate us on the identities we don't hold

Involving families more (Ex: providing them with conversation checklists, Adelante, etc. )

Steering away from a "one size fits all" model

Bettering connections with campus partners

Accessible language (Ex: college language terminology guide)

Once students are here and we have that individual meeting, students "get it" and know what C4E can do for them

Equity framework

We have diverse teams and people who care about students and their success

Make sure SCs are updated changes to processes so that they can support students through confusion

focus on creating strong relationships with students initially so that they feel comfortable to share their truth with their SC (like when they are struggling)

time limitations - can be hard to create relationships or dig in deep to student needs in the limited time we have with them and our overall caseload capacity

SC training on intrusive advising - being able to go beyond just checking the "how are you" boxes

leverage students to increase community/involvement in the community through peer to peer connection (can we highlight students at partner summit or invite students to future partner summits?

what can we do before school starts/before students get here to share about C4E and requirements - change marketing strategy?