TDNet Discover

The purpose of this capstone is to explore how microcredentialing certification can support faculty and staff in mentoring first-generation college students at a mid-sized public university. For the utility of this study, microcredentialing certification will be generally defined as a structured, competency-based professional development approach through which participants earn digital credentials reflecting specific mentoring competencies. The theory guiding this study is Tinto’s student integration model, as it emphasizes the importance of academic and social integration in student persistence and success—elements that can be strengthened through effective mentoring relationships. This study will be guided by the following primary research question: How does participation in a microcredentialing certification program influence faculty and staff’s approach to mentoring first-generation college students? The research will take place in a university setting where a mentoring microcredential pilot program is currently developed. The sample will include 10–15 faculty and staff members who voluntarily engage in the certification process. Data will be collected through semi-structured interviews, reflective journal entries, and document analysis of submitted artifacts from the microcredentialing program. The data will be analyzed using thematic coding to identify patterns related to mentor preparation, engagement, and perceived effectiveness in supporting student integration. This study aims to provide insights for institutions seeking innovative, competency based strategies to improve support systems for first-generation students.