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experiencesandoutlooksaswemoveintoapost-COVIDenvironmentandtrytorecoverfromwhattheresearchersperceiveasdamagetothesocialstructureofthedepartmentcausedbythepandemic.Wewillalsocontinuetotrackstudents'experiencesthroughtheiracademiccareerstoseewhethertimeimprovestheareastheseinitialfindingssuggestarelacking.Thegoalistotrytocreateapictureofhowwellweasadepartmentareservingthestudentsthattheliteraturesuggestsare“atrisk”fornotsucceedingacademicallyorleavinguniversity,especiallyfirst-generationstudentsand/orthosecomingfromhighschoolswithless-rigorouspreparationforuniversity.Wewilltrytofollowbothstudentswhothriveinthedepartment,andthosewhostruggle,totrytogetaclearerpictureofhowwearehelpingtheformergroupsucceed,andhowwemightbefailingthelatter.ReferencesAmano,I.（2010）.StructuralchangesinthehighereducationsysteminJapan:ReflectionsonthecomparativestudyofhighereducationusingthetheoryofMartinTrow.EducationalStudiesinJapan:InternationalYearbook(2010),5,79-93.Kalache,A.,Barreto,S.M.,&Keller,I.（2005）.GlobalAgeing:TheDemographicRevolutioninAllCulturesandSocieties.InM.L.Johnson（Ed.）,TheCambridgeHandbookofAgeandAgeing（pp.30-46）.Cambridge（England）:CambridgeUniversityPress.Laurence,D.&King,G.（2025）.FromAdmissiontoIntegration:HelpingStudentsThriveinJapaneseHigherEducation.202421stCenturyLanguagePost-ConferenceProceedings,32-37.Tinto,V.（1988）.Stagesofstudentdeparture:Reflectionsonthelongitudinalcharacterofstudentleaving.TheJournalofHigherEducation(59),4,438-455.Trow,M.（2010）.Reflectionsonthetransitionfromelitetomasstouniversalaccess:FormsandphasesofhighereducationinmodernsocietiessinceWorldWarII.InM.Burrage（ed.）,MartinTrow:Twentieth-centuryhighereducation（pp.556-610）.Baltimore,MD:TheJohnsHopkinsUniversityPress.Tym,C.,McMillion,R.,Barone,S.,&Webster,J.（2004）.First-GenerationCollegeStudents:ALiteratureReview.TG(TexasGuaranteedStudentLoanCorporation),1-20.AContinuingStudyonIntegrationIntoHigherEducation―41―