University of Kentucky



Second Year Success ProgramOffice of Student Organizations and ActivitiesWhy Colleges and Universities dedicate much time and resources to first year students, often leaving sophomore students overlooked. Research shows that sophomores often struggle with issues of identity and belonging, as well as academic and career choices during their second year. Many institutions have been working to create additional programming to support sophomore students in an effort to improve retention and persistence rates, as well as provide students with support as they traverse their second year. By connecting second year students with staff coaches, peer leaders, career exploration, and intentional learning experiences, we hope to increase second year students’ sense of belonging, engagement, and persistence toward degree completion. Conceptual Framework A considerable amount of information has been collected on sophomore programs offered by institutions across the country, as well as on the second-year experience of students in college (Young, Schreiner, & McIntosh, 2015). These studies have found that “What has been done in the past is no longer enough to ensure sophomore persistence to graduation, as is evident in the stagnant graduation rates across the United States” (Schaller, 2018, p. 23). Instead, “Sophomores need encouragement to take on responsibility for their own learning” (Schaller, 2005, p. 21). Rather than focusing on the academic and social transitions of the first year, the sophomore year is a time to focus on career choices, helping students explore their skills, values, and interests and find matches with career paths and majors (Schaller, 2018). In the sophomore year, students need encouragement to engage in new activities that continue to expand their knowledge of self, the world, and self-in-the-world. College “students [exist] in or [move] through four stages in three aspects of their lives. The four stages are random exploration, focused exploration, tentative choices, and commitment” (Schaller, 2005). Most sophomore students enter a period of “focused exploration” sometime during the end of their first year or early in their second year. This exploration addresses three issues: how they view themselves (identity development), their relationships (sense of belonging), and their academic experiences and decisions (major and career exploration). Furthermore, the majority of second year students rely solely on external sources in their decision making (Magolda, 2012), implying that the door to self-authorship opens in the second year. “The key developmental issue for the sophomore year is developing a sense of purpose…focus[ing] on increasing opportunities for meaningful interactions between students, faculty, and staff, rather than the transactional experiences [of the first year]” (Kranzow, Foote, 2018, p. 72). Helping students focus on these areas of identity reflection, major and career exploration, goal setting, and self-reflection, while also connecting them with a mentor or coach, encourages their active exploration of the world, their beliefs, and their future, thus increasing self-efficacy and retention (Schaller, 2005). The Second Year Success Program utilizes this framework to help move students through the stage of focused exploration by providing intentional experiences through core workshops, self-selected experiences, self-reflection, identity exploration, career exploration, goal setting, and coaching. HowThe Second Year Success program will be a second-year specific program designed to help students navigate their second year on campus. Through a series of required workshops, self-designed experiences, coaching and mentorship opportunities, and reflection, students will explore their own identities, build community, and develop a plan for future success. The ProcessInterested students will fill out a form on BBNvolved indicating their interest in the program. Applications will be reviewed on a rolling basis, and students will be notified of their participation. SOA staff will then place students in the designated sophomore program path. A kickoff orientation will take place at the beginning of each semester to help students learn more about the program requirements and meet their leadership coach and peer involvement advisor. Goals for Each Participant A deeper understanding of self through workshops and reflection A commitment to involvement and leadership on campus through co-curricular and extracurricular experiences Engage in academic and career exploration through intentional conversations with leadership coaches and career advising Develop a plan for future involvement experiencesConnect students with one another and build a strong, supportive network of students, staff, and faculty at the University of Kentucky Student Learning Outcomes (SLO)Identify goals related to career and involvement success on campus Develop a leadership success plan Demonstrate an understanding of one’s personality, beliefs, strengths, and interests through intentional reflection Develop collaborative relationships that will foster a sense of engagement and belonging at the University of KentuckyParticipantsThe program will be open to any second-year student on campus. We have developed partnerships with multiple programs, including First Generation Students, Robinson Scholars, CARES and international students. Additionally, we will work closely with campus partners to identify students who may benefit from the program. Second-Year Student: Our target population of students are those who have completed at least two semesters of academic coursework at the University of Kentucky or other institution of Higher Education. Requirements for ParticipantsAttend 5 core workshops: Financial Wellness CliftonStrengths Personal Values and Community Identity and Inclusion Beyond the Classroom (focus on High Impact Practices) Participate in 3 self-selected experiences on campus Workshops Leadership Programs Leadership Roles Events with a focus on learning Meet with a leadership coach at least 2 times each semester Meet with an involvement advisor (peer involvement coach) Meet with a career advisor (program specific appointment) Engage in reflection via Paths on BBNvolved Complete a second year success plan Demonstrate involvement on campus or engagement in the campus community Incentives for StudentsStudents will receive a monthly newsletter outlining sophomore specific events, programs, and opportunities to engage with the campus community Students will be provided with a “roadmap” for success in the sophomore year Students will have access to a staff or faculty leadership coach and peer involvement advisor Students will be able to engage in professional development opportunities specific to second year studentsStudents will have the opportunity to complete a leadership certificate, and will be recognized at the LeadBlue Student Organization Awards Potential monetary stipend upon completion of the programLeadership Coaches Connecting with a faculty or staff member on campus is a critical component of student retention and success, and of this program.??Faculty and Staff Leadership Coaches will be helping second year students’ progress through critical developmental stages, set goals for the upcoming year, and serve as a resource and connection at the university.? Coaches will be required to attend a training in mid-July, meet with their student at least twice a semester, and participate in two Coaching Team check-ins throughout the semester.? Assessment Student Leadership Competency Inventory (SLO 3) Completion of leadership success plan (SLO 1, 2) Post program survey (learning outcomes assessment) (SLO 3, 4)Student reflection on Paths in BBNvolved (SLO 2, 3) Completion of path on BBNvolved (SLO 2) Event attendance and participation Connection to Leadership Competencies Student Leadership Competency Inventory will be included as part of the initial assessment and post program evaluation, as well as conversations with leadership coaches The seven competencies will be integrated into the core workshops, coaching conversations, and reflections Students will be introduced to the seven competencies at the program orientation, and will complete competency related activities with their Leadership Coach Connection to High Impact Practices This program highlights the following High Impact Practices: Common Intellectual ExperiencesCore Workshops Diversity/Global LearningCore Workshops: Inclusion Service Learning, Community-Based LearningConsultation with Career Center- Experiential Education Core Workshops: Beyond the Classroom InternshipsConsultation with Career Center- Experiential Education Core Workshops: Beyond the Classroom Second Year Success Program Advisory Team The advisory team will be made up of various program stakeholders and partners to provide a space to regularly check in regarding program development and student progress. The advisory team will be led by Leadership Education staff and will meet at least two times per semester. References and Current LiteratureThemes from the Literature: Students move through four unique phases during their undergraduate experience: Random Exploration Focused Exploration Tentative Choices Commitment Sophomores are typically in the Focused Exploration phase, moving toward tentative choices. This program is designed to help students move from the focused exploration phased into tentative choices, and ultimately toward commitment. Additionally, the following themes are present in the literature: Mentoring CoachingGoal SettingReflectionCareer ExplorationIdentity Exploration and Development Connection Between Literature and Program:MentoringCoachingGoal SettingMeeting with peer involvement advisor Meeting with leadership coach Meeting with leadership coach Meeting with leadership coach Completion of leadership success plan Beyond the Classroom workshop Financial Wellness workshop ReflectionCareer ExplorationIdentity Exploration and DevelopmentIntentional reflection incorporated into BBNvolved Path Reflection as part of core workshops Meeting with Career Advisor in the Stuckert Career Center Workshop on values and community CliftonStrengths workshop Values and Community workshop Identity and Inclusion Workshop Self-Defined Experiences Benchmark Programs: North Carolina State University Ohio State University University of South Carolina University of Louisville ReferencesAstin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development. Los Angeles, CA. Vol 40(5) p. 518-529. Hunter, M., Tobolowsky, B., Gardner, J. (2010). Helping sophomores succeed: Understanding and improving the second year experience. San Francisco, C.A., John Wiley & Sons, Inc. Kranzow, J., Foote, S., (2018). Engaging sophomores through curricular and cocurricular initiatives. New Directions for Higher Education. Wiley Online Library. No. 183. p. 71-83. Magolda, B., King, M.m, Patricia, M., (2012). Assessing meaning making and self-authorship—theory, research, and application. ASHE Higher Education Report. Vol 38(3). p. 1-138. Pitstick, V., (2018). The ohio state university’s second year transformational experience program. New Directions for Higher Education. Wiley Online Library. No. 183. p. 97- 107. Schaller, M., (2005). Wandering and wondering: Traversing the uneven terrain of the second college year. About Campus. July- August. p. 17-24. Schaller, M., (2018). Intentional design of the college sophomore year. New Directions for Higher Education. Wiley Online Library. No. 183. p. 23-34. Schreiner, L., (2018). Thriving in the second year of college: Pathways to success. New Directions for Higher Education. Wiley Online Library. No. 183. p. 9-21. Schreiner, L., Schaller, M., Young, D., (2018). Future directions for enhancing sophomore success. New Directions for Higher Education. Wiley Online Library. No. 183. p. 109-112. Young, D. G., Schreiner, L. A., & McIntosh, E. J., (2015). Investigating sophomore student success: The National Survey of Sophomore-Year Initiatives and the Sophomore Experiences Survey—2014 (Research Report No. 6). Columbia, SC: National Resource Center for the First Year Experience and Students in Transition, University of South Carolina. ................
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