The first-year college experience is a vibrant environment to study identity development and many college communities have responded to their students' challenges of entering, completing, and succeeding in college through the development of supportive transition programs, many of which focus on underrepresented student populations. In this study, I observed and interacted with students involved in the First-Year Interest Group (FIG) "Representing Self Through Media" in which they focused explicitly on issues of identity and representation to examine the influence of this pedagogical focus on identity development during the transition to college. The key features of the "Representing Self Through Media" course that facilitated identity development for students' transitioning to college included a small, close-knit class community and open classroom dialogue. There were multiple assignments, which integrated traditional and multimodal literacies, focused on issues of identity, including "check point" assignments, towards the final digital radio story. Implications from this work include encouraging the use of digital representations of self to support first-year college students' consider their identity as they transition to college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]