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Abstract
ABSTRACT Student affairs and faculty partnerships contribute richly to learners’ academic and personal development, particularly with respect to the holistic care of first-generation college students and other marginalized learners. Yet, we still hear the broken narrative that problematizes these partnerships and even speaks to the work of student affairs as a shadow curriculum compromising learning and inquiry. In this article, we offer a counter-story that centers the power and possibilities of student affairs and faculty collaboration in the context of one First-Gen+ Center’s mission to embrace faculty in support and improvement of a summer bridge program serving first-generation college students.
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