TRIO SSS enhances student success for those who are first in their family to go to college, meet income eligibility, and/or have a disability through 1:1 tailored advising, academic support, courses and activities. TRIO participants are part of a national network linked through a United States Department of Education grant.
SSS is one of eight federally funded equal opportunity educational programs nationwide that engage and support students from disadvantaged backgrounds to persist and succeed in their academic endeavors. TRIO programs serve students in middle school through college. The University of Minnesota hosts three programs that are housed in the College of Education and Human Development - Upward Bound (high school students), McNair Scholars (UMN undergrads interested in pursuing a graduate degree), and Student Support Services (UMN undergrads).
TRIO Programs are located in Suite 40, Education Sciences Building. Feel free to call 612-625-0772 or email [email protected] with questions.
Who are TRIO SSS students?
Only 90 incoming first-year students are selected each year to be part of this four-year program that supports and increases educational success! Campus wide, in any given year, we have approximately 400 TRIO SSS participants.
SSS students are admitted as first-years into the College of Education and Human Development. They are assigned a TRIO SSS/CEHD advisor and are supported in selecting and declaring a major. If they choose CEHD majors they stay with their TRIO advisor. If they are admitted to a major and college outside of CEHD, they are assigned an advisor in their new college.
TRIO SSS students are also Presidential Emerging Scholars students. To find out if you have a TRIO SSS student on your caseload, look for the “NTRS” code in APLUS Characteristics or under “Student Groups” in PeopleSoft (NOTE: do not use the “TRIO” code.).
We have limited space for ICT/NAS students each year. Reach out to Padah Vang ([email protected]) or Consuelo Gutierrez-Crosby ([email protected]) regarding availability.
Nuances of working with TRIO SSS students
TRIO students are high achieving students with skills in navigating multiple cultures, the ability to speak multiple languages, strong familial and community ties, as well as a wide variety of lived experiences. TRIO SSS students vary across race, ethnicity, nationality, religion, physical/mental ability, gender, language, family status, income, etc. Backgrounds and lived experiences impact how they navigate the institution as well as may limit their ability to access the full spectrum of the college experiences, especially engagement in high impact practices that promote student success.
- Pell grants, the scarcity of need-based scholarships, and other financial aid for TRIO SSS students often falls short. Fees for high impact activities are often non-existent.
- Less than half of the TRIO SSS students live on-campus their first year compared to over 80% of their peers. The bulk of TRIO SSS students are commuters, some traveling far distances, either driving (and incurring high parking fess) or using public transportation (resulting in long commute times).
- Food insecurity, housing instability, and safety may pose frequent challenges and impact their ability to focus on academics and/or find time to navigate the University bureaucracy, an already unfamiliar process.
- Academic culture and college life are unfamiliar. Families and communities may not understand the full spectrum of the college experiences that includes out of the classroom activities and opportunities.
Tips for Advising TRIO SSS Students
Like all students, TRIO SSS students benefit from guidance, support, and trusted advocates assisting them in navigating the complexities of college life at the U. Most TRIO SSS students, by the time they get to you, will have built strong relationships with one or more TRIO SSS advisors. They are used to advisors who have been advocates, references, coaches, cheerleaders, mentors, and overall, helped them to build community and be a source in creating navigational capital. The overall UMN Advising Framework is a good base to work from, in addition, keep these things in mind:
- Establish rapport early. Getting to know TRIO SSS students and building trust goes a long way. If you are running into a problem connecting with a particular student, reach out to their former TRIO SSS advisor for insights.
- Be aware of and understand institutional barriers and nuances: Higher Ed, the U, our Colleges and Programs have a lot of hidden rules we assume students know. Find out what the student understands about particular bureaucratic procedures and walk them through any challenging processes. Make the implicit explicit.
- Reinforce and value students’ cultural capital: Acknowledge their experiences, what they bring to their college journey and how the breadth, depth and differences of their experiences enhance learning for themselves and their peers.
- Engage in challenging conversations and answer questions: Students may encounter situations inside and outside of the classroom regarding class, race/ethnicity, religion, gender, and more. Be a sounding board and source of support in helping them to address the challenges.
- Be responsive and available: Make time for students and their families. Families are often the biggest source of support for students. Sometimes students need assistance in communicating with parents about college activities and expectations.
- Make real connections with the places on campus where TRIO SSS and other underrepresented students on campus find community; network with your peers who work with low-income and first-generation students
- Invite and Include TRIO SSS students in recruitment, orientation, and other leadership activities.
Programming & Activities: Explore. Engage. Emerge.
TRIO SSS carries out programming that creates connections, builds community and links together students’ academic, career, leadership and social journey. These opportunities guide students in exploration and engagement preparing them to emerge from the U ready to take on what is next.
TRIO Affinity Group (TAG)
TAG provides a sense of belonging and safe space for TRIO, PES, First-Gen and TRIO like students to come together and engage in dialogue regarding challenges, concerns, and successes in navigating and experiencing life as a first gen, underrepresented and/or disabled college student at the U. Students have the opportunity to share their experiences in a space that fosters understanding, validation, and personal development. Encourage students to join us Fridays from 12-1 in Appleby 311.
Integrated Learning (IL) Courses (EDHD 1620)
ILs are open to any PES, First Gen, and/or Pre-health Pathways students. IL courses are student–centered, 2 credit courses designed to reinforce concepts by emphasizing active learning instruction, culturally-relevant pedagogy, community-building learning activities that are complementary to the core curriculum. They provide foundational academic skill building for students to promote their continued success in upper-level, major required courses. Students build a knowledge base supporting enhanced understanding of terminology, core theories, and research. ILs are taught by an instructor-advocate who is connected with academic advisors & invested in student success. Though ILs are paired with core courses, they have different instructors and curriculum.
Integrated Learning courses are offered in the following subjects: Psychology 1001, Biology 1009, and Chemistry 1081.
IL Enrolled Students Can Expect to:
- participate in an in-person learning community of like-peers
- expand/enhance their understanding of intro-level core course content
- learn about and practice broad college student educational strategies and techniques for current and long-term academic success in STEM and/or social science courses
- proactively be exposed to learning support resources and supports across campus
What NOT to Expect from IL Courses:
- courses that reproduce core course content
- a tutoring session, some tutoring may naturally happen, but students will also be encouraged to seek tutorial support with learning support resources on campus
- a space for students to get their homework done
Student testimonials:
- "The instructor clarified psych lectures."
- "Class was helpful for midterm preparation."
- "Received support when falling behind."
- "Improved organization and formed study groups."