I set out to review the existing literature relating to early arrival programs for historically excluded students. I began this search with an appreciative approach, which focuses on leveraging the cultural knowledge, skills, abilities, and contacts of socially marginalized groups (Cooperrider & Srivastva, 1987; Culver et al., 2021; Stavros, et al, 2016; Wilson & Kendrick,2022; Yosso, 2005). This approach focuses on how universities can work to become more open, safe, and comfortable for these students.

Historically excluded students may feel unwelcome and unsafe on campuses where are not represented (Wilson, 2022; Culver et al., 2021; Rendon, 1994). These students report lower levels of social belonging (Axxe, 2023) and increased levels of isolation (Jones,2023). Further, these students are impacted by historical barriers, lack of representation, and exclusion (Hurtado & Carter, 1997; Solorzano, 2000), leading to a “graduation gap” (National Center for Education Statistics, 2019).

In response to these students’ experience, early arrival programs have been found to improve student feelings of community (McDevitt, 2018), perceptions of campus climate (Culver et al., 2021), and academic and social integration (Pascarella et al., 1986). Further, they have a statistically significant positive effect on student retention, persistence, and academic achievement (McDevitt, 2018; Pascarella et al., 1986; Robbins et al., 2009).

According to the literature, the goals of early arrival programs should include improving student connections to their university, student perceptions of their university, student academic and social skills, and retention (Murray, 2022). In addition, these programs should meet student expectations and goals, which include making new friends, getting to know the campus, feeling prepared for the transition, and learning necessary information about their university (Murray, 2022; Morgan, 2011).

The “curriculum” of choice for early arrival programs should focus on academic “skills” (not content) (Robbins et al., 2009), emotional and self-regulation skills and resources (Robbins et al., 2009), career planning and goal setting (Harris & Wood, 2013; Rendon, 1994; Rubin-Johnson, 2023; Murray, 2022), campus introductions to services and people (Ackles, 2013; Joshi et al., 2020; Morgan, 2011), and social bonding activities for students (Bell & Chang, 2017).

Please see pages 5-11 of the attached document for more details.