For many students, starting college is exciting, but it can also feel overwhelming. There are new classes, new people, new expectations and new systems to figure out. Even when students are motivated and ready to succeed, it is not always clear where to go for help, who to ask or what step to take next.
This can be especially true for students who are the first in their families to attend college. These students bring strength, determination and purpose with them. The issue is not that students are missing something. The issue is that colleges often expect students to already know how to navigate systems that are new to them.
At Texas Wesleyan University, we are working to change that.
Beginning this fall, Texas Wesleyan is launching a new First-Year Experience model designed to make support more visible, consistent and personal for incoming students. Instead of waiting for students to find help on their own, we are building connection directly into the first year.
The backbone of this work is our required first-year seminar course, but the larger shift is the creation of an official First-Year Experience team. First-Year Experience staff will serve as instructors, mentors and guides for incoming students throughout their entire first year. The relationship begins in the classroom, where students learn about college expectations, campus resources and how to navigate Texas Wesleyan, but it does not end when the course ends. Even after the course is over, the same FYE staff member will continue serving as a familiar point of connection for students as they move through the rest of their first year.
In many ways, the FYE team will serve as the front door to the university. They are not replacing advisors, faculty, financial aid counselors, tutors or other campus partners. Instead, they will help students find those people earlier, with more confidence and less confusion. When a student is unsure where to start, the FYE team will help them take the next step.
This approach grew out of what we learned from a pilot program over the past three years. The pilot showed us that students are more likely to stay engaged when they know someone is paying attention, checking in and helping them understand their options.
One student from the pilot program shared: “It helped to have someone checking in before things got overwhelming. I did not feel like I had to wait until there was a problem to ask for help.”
That is the kind of experience we want every incoming student to have. Support should not feel hidden or reserved for moments of crisis. Asking questions, meeting with a mentor and using campus resources should feel like a normal part of college life.
For us, building a stronger first year is about more than improving retention. It is about creating a campus experience where students feel known, supported and ready to keep going. Students should not have to find the right door by chance. We have to design the first year so connection, guidance and belonging are already waiting for them when they arrive.
