Beyond the First Year: Considering Sophomore Student Success

Many colleges and universities have well-developed systems and supports for new students, from specialized orientations to dedicated first-year seminars and cohort-based models that help students feel connected to the institution. But what happens after the first year?

In a workshop discussion at Student Success US, hosted by Inside Higher Ed and Times Higher Education in Knoxville, Tenn., last week, experts and higher education leaders discussed the barriers continuing students face and how colleges and universities can better support them.

What’s the need: Many first-year activities focus on awareness and connection building within the institution, helping students relate to one another and to the college they belong to.

After the first year, sometimes students can feel left behind, wondering, “Where is the love?” said Silvia Patricia Rios Husain, associate vice president of student success at the University of South Carolina.

As students progress through their academic careers, they will complete more major courses and in turn experience more challenging academic environments as well, Rios Husain said.

Another area students begin to question is their career development, said Krystyne Savarese, associate vice provost of student success at the University of Tennessee, Knoxville, where the event took place. Often, students question the value of their general education courses in their degree programs and are looking for more relevance to their future plans.

Sophomores may also have different financial circumstances. First-year residency requirements are common at residential four-year colleges, but not every institution has the capacity to house students for all four years. Students may need additional supports when it comes to identifying housing and managing their personal finances to pay rent or utility bills, Rios Husain said.

At the University of New England, college leaders noticed fewer students were completing their FAFSA after their first year, despite being Pell eligible, which can also impact retention and financial wellness, said Colin Pears, chief retention officer and associate provost of student success.

Another trend Pears has noticed is students who may undergo significant personal development in their first year as they experience newfound confidence and freedoms, but that can also put them in a challenging position as they navigate their college experience as their “new selves,” so to speak. Students are in a phase of education in which they are making a series of choices about their future, which can be stress inducing.

Providing opportunities for guided reflection is key at this stage, helping students connect how what they’re learning and experiencing can define their paths moving forward both in college and beyond, Rios Husain said.

Put in practice: Higher education leaders identified strategies at their institution to benefit sophomore and upper-level students:

• The University of South Carolina created the Carolina Experience, which provides a hub for continuous support beyond the first year.
• James Madison University has a campuswide initiative to create a culture of continuous improvement and a growth mindset among stakeholders. University leaders hope this will serve as a preventative-care model to empower students to fail, learn and try again, said Paul Mabrey, director of student success and enrollment analytics.
• The University of New England provides strengths coaching to students to help them identify their reasons why and unlock their vocation.
• UT Knoxville offers sophomore students experiential learning and meaning-making experiences to advance their career readiness and help them identify career competencies they’re developing in and out of the classroom.

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