The journey towards earning a college degree presents challenges for every student, but for first-generation students, it is a path toward the unknown.
Brian Sloss, the dean of the College of Natural Resources at the University of Wisconsin-Stevens Point, was himself a first-generation student. From tackling a sometimes complex and overwhelming application process to finding a fulfilling career path, Sloss’s story highlights the transformative impact of education and the importance of resilience, as well as helps him understand how to help his students navigate their own journey.
Brian Sloss, dean of the College of Natural Resources
In recounting what led him to a college degree, Sloss expresses deep gratitude for his parents’ influence.
“I can’t remember a time in my early childhood and teenage years when my Mom and Dad didn’t talk about when I’d go to college, not if I went to college.” He credits his family, including his two sisters, as well as a K-12 school system that encouraged and embraced inquiry, curiosity and a sometimes-know-it-all attitude.
“My teachers throughout my K-12 education always pushed me and challenged me to continue learning and pursue my dreams.” Despite his parents and immediate extended family not having college degrees, his parents recognized the value of his academic potential and viewed college as a natural next step.
“I was lucky in the sense that Mom and Dad consistently told me I could achieve whatever I put my mind and effort to achieve. I took that support for granted, but I have learned how lucky I was to have a family that embraced my dreams and goals, not just theirs.” Sloss added. “The secrets of my success have very little to do with my talents and drive and much more to do with having family, friends and early mentors who showed me a world of opportunities beyond my everyday life. They were always telling me, ‘You can do this.’”
Like many first-generation college students, Brian lived in and attended a small, rural school district.
A young Brian Sloss shows an interest in animals at a young age, helping his grandpa feed the calves.
“I went to K-12 in the same building. I started on the east end of the building and graduated on the west end. My graduating class was less than 40!” Such a small district meant many of the larger processes of academia, such as course scheduling, course options, etc., were relatively simple compared to larger school districts with many options. This limited experience in the complexity of academic environments is still a common challenge in many of Wisconsin’s smaller, rural school districts, he said.
“I had amazing faculty and staff throughout my K-12 education. We were a small school district, but I was 100% academically ready for college. They always pushed me and challenged me to keep learning.”
Another common challenge for first-generation college students is simply understanding the distinctive ecosystem of higher education institutions.
“I don’t think that those in academia truly appreciate the intimidation factor and the confusion that arises from constructs and terms we take for granted, like referring to the registrar and bursar office, deans, professors, dean of students and many others. The system and vocabulary are not what everyday families and students – who have no experience in higher education – comprehend and understand. Part of this is ‘stepping up’ in your education, but so many parts could continue to evolve, be more descriptive, clearer and more comfortable.
“There are times you ask yourself whether I belong and can figure out the process, let alone the coursework,” Sloss said. Deciphering application requirements and understanding what to do next posed considerable hurdles, especially in a world without search engines and the internet. Sloss’s parents played a crucial role in supporting him as much as they could, working alongside him to decode application materials and navigate unfamiliar territory, ultimately resulting in his acceptance at Western Illinois University.
Dean Sloss pictured with, from left, CNR Dean Emeritus Christine Thomas, CNR alumnus and friend Tim Kroeff and Associate Professor of Fisheries Justin VanDeHey.
As a first-generation student stepping onto campus, Sloss encountered new and unfamiliar territory. Adapting to college-level study skills, managing personal responsibilities, managing social activities, and grasping unfamiliar college terminology presented fresh obstacles. Family emotional support is one thing; experienced advice and guidance is another. First-generation students have to go outside their familial network to find answers, Sloss said.
“At UW-Stevens Point, we’ve made strides in student support, but it’s an ongoing mission,” he said. “Are we reaching out in ways that students understand? Are we addressing their unique needs?” Self-assessment and adaptation to a changing world remain vital for fostering student success, he said.
Reflecting on his career path, Sloss credits a pivotal seasonal position at a zoo for sparking his passion for biology. This experience fueled his fascination with adaptation and rekindled a thirst for knowledge that set him on the path to graduate school. Despite encountering detours along the way, his commitment and support from family and friends led him to pursue a master’s degree, a doctorate and a career that combined his love for teaching and research.
Sloss’s story is a testament that support is available to those who seek it, and there are numerous avenues for achieving dreams. He encourages fellow first-generation students to embrace their own journey, emphasizing that setbacks are stepping stones to personal growth.
“Students can tap into their potential by confronting challenges and maintaining their quest for knowledge,” he said. “They have to know they’re not alone in facing the unfamiliarity of college. It’s a different world, but one they can navigate.”
Sloss also thinks college administration and academic leadership in general should continually ask themselves if our actions and words are resonating with their students, not just in what they want in academic options and engagement, but also in making students feel welcomed and understood in this new environment.
“As educational institutions continue to acknowledge and address the needs of first-generation students,” he said, “they must create an environment where these students can find a sense of place and comfort, allowing them to excel, overcome obstacles and achieve their goals.”
