We asked PHHP faculty and staff to share their story on being a first generation student at the University of Florida. Here’s what they had to say.
Michael D. Moorhouse, Ph.D., a Clinical Associate Professor in the College of Public Health and Health Professions Department of Occupational Therapy, holds appointments both at the college level and the Public Health Social and Behavioral Sciences concentration. A triple alumnus of the institution, Dr. Moorhouse earned his Bachelor of Science in Rehabilitation Services in 2000, followed by a Master of Health Science in Rehabilitation Counseling in 2001, and culminating in a Ph.D. in Rehabilitation Science in 2008.
Before embarking on his doctoral journey, Dr. Moorhouse gained valuable experience at Alachua County Court Services, specializing in addictions counseling. Upon completing his Ph.D., he transitioned into a role as a Clinical Assistant Professor within PHHP, where his research pursuits encompassed measurement theory, tobacco use among individuals with disabilities, and the study of hazardous alcohol consumption among college-aged students. Collaborating with esteemed colleagues Dr. Jamie Pomeranz and Dr. Craig Velozo, Dr. Moorhouse secured funding from prestigious institutions such as the National Cancer Institute, the Veterans Health Administration and the Department of Defense.
Presently, Dr. Moorhouse channels his passion for mentorship and teaching primarily toward undergraduate students, whom he fondly describes as his favorite demographic. In addition to his teaching responsibilities, he is diligently working towards the establishment of a robust quality assurance program aimed at enhancing the overall student experience.
Tell us about your first-generation college student story.
I grew up during a transitional period for higher education in the 1980s and 1990s, when college was becoming more of an expectation rather than a possibility. Both my parents were born into blue-collar families that instilled in them a deep sense of grit, resilience, pride, and unwavering resolve to do everything to the best of their ability. Often working multiple service or labor-intensive jobs, yet still prioritizing my brothers and me, my parents sacrificed their needs and wants to ensure we had more opportunities. While they never pressured me to go to college, I understood that college was, in a manner of speaking, a way to validate my parents’ hard work. So in 1996, at 17, I started at the University of Florida as a very anxious kid driven not to let my parents down. Although I was able to adjust to being away from home and made friends quickly, my first year was nearly a disaster. The study methods that allowed me to succeed in high school and got me to UF were of no use in college. Growing up as I did, I immediately set out to study harder to bolster my grades. While my grades did improve slightly, they were still below what I expected from myself, and the dreaded imposter syndrome thoughts began to take hold. In retrospect, however, this time of uncertainty was a major growth period for me as it not only got me to reconceptualize how I approached learning, but I also proved to myself that I could adapt and overcome. Ultimately, being first-generation allowed me to build my own pathway and grow immensely personally—something I would not trade.
Are there any specific lessons you learned because of your first-generation status?
As a first-generation college student, I came to college with my own rigid blueprint, assuming I had to follow a strict, predetermined path to succeed. I didn’t realize that my expectations were self-imposed and that I could be more adaptable in my approach. The idea of “getting out of my own way” became pivotal as I learned that it’s common to deviate from initial plans—that success isn’t always about sticking to a specific route but rather being open to shifts and new opportunities. College is not a single-track journey but an experience full of unexpected turns, and I had to let go of the idea that any detour meant failure. Once I embraced this flexibility, I started to grow not just academically but personally, building confidence in charting my own course.
How can faculty, staff, and fellow students be champions for first-generation students?
Share your stories! I remember how easy it was to assume that my professors had all followed a clear, straightforward path to success. I didn’t realize that many of them, like me, had faced uncertainty and setbacks along the way. Sharing our stories—the missteps, challenges, and the moments when we considered giving up, I believe, can make such a difference. When students see that their mentors and peers have navigated obstacles, they start to understand that resilience and flexibility are just as crucial as any academic achievement. Being open and even showing some vulnerability not only normalizes adversity but also reinforces a supportive community where students feel safe asking questions and exploring different possibilities for themselves.
What advice do you have for someone starting on their first-generation journey?
Network! Networking during undergraduate years is crucial because it helps build connections that can open doors to future opportunities, both in careers and further education. Meeting professors, alumni, and professionals allows you to surround yourself with mentors whose insights aren’t always available in the classroom. In turn, it can also lead to internships, research positions, and job opportunities, as many opportunities come through personal connections rather than just applications. If you find yourself nervous or anxious about talking to others, I would encourage you to remember Suzy Kassem’s quote, “Fear kills more dreams than failure ever will.” The anticipatory anxiety or narrative we tell ourselves before we even try something is often much bigger than the actual act of doing.