Note: Pending publication in 2025.
Summary
This two-year project focuses on writing a chapter for the anthology Rethinking Higher Education Through the Experiences, Insights, and Strengths of First-Generation College Students. My chapter, titled First-Generation Experiences as Disruption of Innovation, and the Innovative Mindset for Thriving in Study Abroad Programs, explores how the unique perspectives and lived experiences of first-generation college students supports a transformation of innovation practices and the ability to thrive in study abroad programs. By redefining innovation beyond traditional entrepreneurial and commercial contexts, the chapter emphasizes the importance of empathy, critical thinking, and community engagement in equipping students to navigate complex and uncertain global environments.
This two-year project focuses on writing a chapter for the anthology Rethinking Higher Education Through the Experiences, Insights, and Strengths of First-Generation College Students. My chapter, titled First-Generation Experiences as Disruption of Innovation, and the Innovative Mindset for Thriving in Study Abroad Programs, explores how the unique perspectives and lived experiences of first-generation college students supports a transformation of innovation practices and the ability to thrive in study abroad programs. By redefining innovation beyond traditional entrepreneurial and commercial contexts, the chapter emphasizes the importance of empathy, critical thinking, and community engagement in equipping students to navigate complex and uncertain global environments.
Drawing from the principles of design justice and frameworks like discursive design, radical participatory design, and community-led practices, the chapter highlights how first-generation students can disrupt the status quo of innovation and champion futures rooted in human, social, and environmental justice. By integrating insights from experts, practitioners, and students from both the U.S. and global contexts, the chapter aims to reimagine study abroad programs as sites for transformative education and systemic change. Ultimately, it underscores the role of first-generation students as critical agents in reshaping international education and fostering more inclusive and equitable approaches to innovation in higher education.
Objective
The objective of the anthology is to serve as a valuable resource for higher education scholars and practitioners who aim to develop, implement, or enhance asset-based approaches and support systems for first-generation college students. This chapter specifically contributes by exploring how study abroad programs can be redefined to better support and amplify the strengths of these students, thereby fostering a more inclusive and equitable framework for international education.
The objective of the anthology is to serve as a valuable resource for higher education scholars and practitioners who aim to develop, implement, or enhance asset-based approaches and support systems for first-generation college students. This chapter specifically contributes by exploring how study abroad programs can be redefined to better support and amplify the strengths of these students, thereby fostering a more inclusive and equitable framework for international education.
Approach
This project employs secondary research methods, synthesizing existing literature, case studies, and expert commentary to analyze and propose strategies for enhancing study abroad programs with first-generation students in mind. By integrating diverse perspectives, the research aims to provide actionable insights and recommendations for educators and institutions.
This project employs secondary research methods, synthesizing existing literature, case studies, and expert commentary to analyze and propose strategies for enhancing study abroad programs with first-generation students in mind. By integrating diverse perspectives, the research aims to provide actionable insights and recommendations for educators and institutions.
Abstract
This chapter explores the transformative potential of first-generation college students as catalysts for redefining innovation and design education. It positions these students as disruptors who challenge traditional pedagogical models and institutional practices, particularly in interdisciplinary and study-abroad contexts. The analysis critically examines legacy structures such as lecture-based instruction, tenure, and market-driven innovation narratives, arguing that these frameworks limit social equity and innovation potential. Drawing on theories of design justice, critical pedagogy, and futures thinking, the work advocates for design education as a holistic educational approach that centers empathy, critical making, and socially conscious impact. It highlights how first-generation students’ experiences uniquely equip them to question, redefine, and innovate across systemic boundaries, aligning with a new paradigm of design education that prioritizes social impact and community engagement over commercial success.
This chapter explores the transformative potential of first-generation college students as catalysts for redefining innovation and design education. It positions these students as disruptors who challenge traditional pedagogical models and institutional practices, particularly in interdisciplinary and study-abroad contexts. The analysis critically examines legacy structures such as lecture-based instruction, tenure, and market-driven innovation narratives, arguing that these frameworks limit social equity and innovation potential. Drawing on theories of design justice, critical pedagogy, and futures thinking, the work advocates for design education as a holistic educational approach that centers empathy, critical making, and socially conscious impact. It highlights how first-generation students’ experiences uniquely equip them to question, redefine, and innovate across systemic boundaries, aligning with a new paradigm of design education that prioritizes social impact and community engagement over commercial success.
Keywords
First-generation college students, design thinking, innovation education, design justice, discursive design, futures thinking, holistic education, interdisciplinary learning, study abroad, social equity, systemic disruption, higher education reform, critical making, empathy-driven design.
First-generation college students, design thinking, innovation education, design justice, discursive design, futures thinking, holistic education, interdisciplinary learning, study abroad, social equity, systemic disruption, higher education reform, critical making, empathy-driven design.
