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There is a need for effective online learning strategies for First-Generation (FG) college students. Equity and efficacy can build academic attainment, a higher quality of life, advancement opportunities, and lifelong learning. A qualitative analysis of FG engineering students at a Tier 1 university in the Southwestern United States resulted in the identification of four concepts: (1) environmental factors, (2) self-directed learning, (3) multimedia incorporation, and (4) a sense of belonging. Lessons learned can inform educators and institutions regarding student control, modality of course design, assessment, and organizational change to enhance the FG experience and success.

When Inclusion and Diversity Are Not Enough: A Case Study of Instructional Practices and Barriers to Success for First-Generation Engineering Students