Connecting With Busy Students: Q&A With Jennifer Rolen

Stories From the Field

Connecting With Busy Students: Q&A With Jennifer Rolen

Jennifer Rolen is the assistant dean and associate director of Stanford University’s Diversity and First-Gen Office. She discusses working with first-generation students, strategies for helping them amid their packed academic schedules, and the power of partnerships.

SPARQ: In your experience at the DGEN office or generally, what are programs you have seen to be effective in supporting first-generation college students?

Rolen: The Opportunity Fund has been helpful in providing resources for students, such as computers, travel, conference attendance, and family travel support. The First-Generation Community Mentoring Program has also been successful in creating relationships and sense of belonging for students, which research shows helps students thrive both academically and socially.

SPARQ: What are some challenges, if any, to implementing these programs?

Rolen: Time is always a challenge. The rigorous schedule of students can make it hard for students to attend programs or meet with mentors, but we seem to get a relatively good turn out anyway.

SPARQ: How has the office framed its resources in ways that students want to make use of them rather than being in need of them?

Rolen: We have all had our own experience being first-gen and/or low-income while in college. So instead of “you need this,” it’s a matter of sharing what we know, and advocating for students when we can and when necessary. We really want to connect students with resources and empower them to take advantage of all that Stanford has to offer.

SPARQ: How does the DGEN office navigate garnering support for this specific demographic of students among all the other demands of the university?

Rolen: We work closely with campus partners, not just in Student Affairs, but in VPUE (Vice Provost for Undergraduate Education), VPGE (Vice Provost for Graduate Education) and with faculty. We stay current on research being done on the FLI (first-generation and/or low-income) populations at Stanford and other institutions, and attend and present at conferences to gain support of peer institutions as well.

SPARQ: How does working with FLI (first-generation and/or low-income) students influence the programs that the office puts on?

Rolen: We try to be intentional about our programs, focusing on what we learn through students and current research. As we have developed more relationships and learned more about current students, we have been able to focus more closely on specific programs that have been more successful, like the Mentoring Program, Tax Workshops, and Financial Literacy.