Institutions with Sophomore Programs
Summaries of sophomore programs and research are based on information gathered from each institution's web site. Please click on a school to read a description of its program(s) or research.
Our list of schools with sophomore programs and research is constantly growing. If you know of other schools with sophomore programs/research, or would like to update the description of your school's program/research, please contact Rico R. Reed(romando@gwm.sc.edu)
Beloit College (http://www.beloit.edu/~syi/)
Beloit, WI 53511
Bill Flanagan (Flanagan@beloit.edu), Co-director
Olga Ogurtsove (ogurtsova@beloit.edu), Co-director
Beloit's Sophomore Year Initiative Program promotes close interaction between students and faculty advisors, but with a strategy that differs from the school's First Year Initiative. Students work more independently while receiving specific support from faculty and staff. Because it is during the sophomore year that students select their majors (and perhaps a minor), evaluate off-campus study options, and investigate experiential learning opportunities, Beloit College plans a series of programs not only to facilitate the decision making but also to make it a serious, meaningful, and well thought out process. Currently, the SYI events include (click on event to learn more):
Brandeis University (http://my.brandeis.edu/groups/sye)
Waltham MA
The Sophomore Year Experience (SYE) is in place to increase opportunities for leadership and personal development, interaction with faculty and staff, assistance with major selection, career paths, understanding study away options, and increase class cohesiveness. SYE is a collaborative program between Undergraduate Academic Affairs, Study Abroad, Residence Life, Hiatt Career Center, Student Enrichment Services, and Student Activities. The different offices work together to develop a cohesive approach towards the sophomore population, formalizing and organizing the existing student support resources on campus.
Bridgewater State College (http://www.bridgew.edu)
Bridgewater, MA 02325
Susan A Holton, Ph.D. (sholton@bridgew.edu), Director
Second Year Seminar webpage (under construction) http://webhost.bridgew.edu/sholton/
SecondYearSeminar2.2.htm
Bridewater State College’s Second Year Seminars are three hour speaking or writing intensive, discipline based courses required of all students at the College. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research, and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. We encourage, but do not require, that Second Year Seminars engage in civic engagement.
California Polytechnic State University, San Luis Obispo (www.sophomoresuccess.calpoly.edu)
Juliette Duke, Learning Community Coordinator
jduke@calpoly.edu
805-756-6796
Cal Poly’s Sophomore Success Program is a residentially based program designed to be a resource to sophomore students living on campus by assisting them in successfully transitioning from their Sophomore to Junior year. The program includes a comprehensive website resource, activities and events geared towards sophomores, and a faculty mentoring program and Academic Planning program which are still in the development phase.
Case Western Reserve University (http://studentaffairs.case.edu/living/residencelife/experiences/secondyear.html)
Alma Sealine,
Director of Housing & Co-Chair of the Second Year Cohort
alma.sealine@case.edu
Lynmarie Hamel,
Assistant Dean for Second Year Students & Co-Chair of the Second Year Cohort lynmarie.hamel@case.edu
The Case Western Reserve University Second Year program utilizes offices around campus to provide exclusive opportunities for second year students. This program falls between the developed First Year and Upper-class programs – provides the “forgotten class” with exciting and purposeful experiences. Events and initiatives during the second year at Case derive from Exploration, Engagement and Creating a Personal Vision.
Here are just some examples of the many exciting and beneficial developmental programs which0 students have the opportunity to participate in throughout the academic year. Programs begin in the fall semester and continue all the way to the end of the academic year and into the summer months.
Second Year Institute : A two-day event that takes place during Welcome Week. Students learn more about academic opportunities by interacting with faculty to develop their leadership skills through specific teambuilding exercises.
Second Year Academic Excellence Seminar (ACES): This seminar offers resources about study abroad, focuses on career track skills and assists students with resume creation.
Experiential Learning Opportunities: Allows you to apply the knowledge you have learned to opportunities outside the university. Faculty Advisor Meetings (Integrated Action Plan): Students meet with advisors to declare a major and create a plan for action.
Second Year Celebration: A celebration acknowledging that you are halfway toward your goal of graduating from Case. An end of the year event for second year students at Case Alumni Mystery Bus Tour: A collaborative experiential program by Case Alumni, the Office of Alumni Affairs, and the Office of Housing, Residence Life and Greek Life. The program consists of four experiential trips throughout the academic year to various exciting and secret locations. Students do not know where they are going when they board the bus but soon find themselves exploring one of Cleveland’s treasures.
SYE Tailgate: A tailgate event for second year students supporting a home football game at Case.
Second Year S’Mores: Students gather around the campfire to roast marshmallows while enjoying the cool Northeast Ohio nights. Conversations ignite around the campfire not usually seen on the urban campus.
Colgate University (www.colgate.edu)
Rajesh Bellani (Raj)
Dean of the Sophomore Year Experience
116 McGregory Hall
(315)228-7426
RBellani@mail.colgate.edu
Colgate's Sophomore Year Experience is designed to address the needs and opportunities of students in the 21st century. Sophomore programming focuses on learning the arts of democracy, including developing skills needed to become informed citizens and preparing students to become leaders in a democratic society. The sophomores live together in their residential areas and are exposed to various programs intended just for them. Program highlights include faculty/alumni mentorship, academic enrichment opportunities, career exploration, and participation in the sophomore class council.
College of the Holy Cross (www.holycross.edu)
Victoria Swigert
Assistant Dean, Class of 2008
VSWIGERT@holycross.edu
The Second-Year Opportunities Program (2YO) apprises sophomores of the range of resources and opportunities available to students, encourages them to think about how these resources and opportunities fit with their own interests and goals, and helps them to plan accordingly. The fall 2005 program consisted of four events: a reflective planning meeting between students and their academic advisor; an Academic Extravaganza; and lastly Dr. Paul Farmer addressed the class, which was followed by a conversation to discuss the relevance of Farmer’s extraordinary life and work to the second-year experience.
Colorado College (http://www.coloradocollege.edu/academics/sophomore/)
Julie Stockenberg
Director, First-Year and Sophomore Studies and Advising
719-389-6986
jstockenberg@coloradocollege.edu
Colorado College’s “Sophomore Jump” (to avoid the Sophomore Slump) program, the “Your Sophomore Year” webpage and the Sophomore Connection newsletter provide resources and opportunities for students to build relationships with other sophomores and faculty and to explore individual strengths, values, skills, and interests. In a 1-day Sophomore Workshop, students had the opportunity to complete two self-assessments, explore three different majors/minors during the Progressive Majors Lunch, and learn about internships, community, and study abroad opportunities. The Faculty/Sophomore dinners provide an opportunity for students to enjoy a 3-course meal, listen to faculty talk about their intellectual autobiographies, have informal conversations, build relationships with other sophomores, and learn about potential majors/areas of study. In conjunction with the Partnership for Civic Engagement, Residential Life, and faculty from Southwest Studies and Anthropology, the Sophomore Living-Learning Community integrates academic coursework directly into the living environment of these sixteen sophomore students.
Duke University (http://rlhs.studentaffairs.duke.edu/SYE/index.html)
Residence Life and Housing Services
218 Alexander, Box 90451, Durham, NC 27708-0451
Phone: 919.684.4304
Duke's Sophomore Year Experience (SYE) continues on the strength of the First-Year Experience and offers a series of unique programs and resources designed to help sophomores achieve a smooth transition throughout their second year at Duke. During the second year of college, many Duke sophomores find themselves at a crossroad trying to determine what to major in, if they should study abroad, and how to adjust to West campus life. Another transition includes reconnecting with friends made from the first-year, while being open to meeting new ones. The goal of the Sophomore Year Experience is to serve as a roadmap throughout this process.
A few Duke signature program highlights include career, majors, and study abroad workshops, in addition to class BBQs, weekly movie nights, Midnight Breakfast, and Pets on the Quad.
Experiences and opportunities offered include Major Declaration, Study Abroad, Academic Skills, Social Acclimation, Civic Engagement, Undergraduate Research Pursuits, Career Exploration and Development, Organizational Involvement, Class Connection, and Healthy Living.
Eastern College (
http://www.eastern.edu/academic/strengths/index.html)
1300 Eagle Rd
St. Davids, PA 19087-3696
Eastern's sophomore programs are part of a FIPSE funded Strengths Project. The program website explains that
Eastern and Greenville have focused on the sophomore year as an important time for students to get a clearer sense of their calling. The year begins with a letter sent to all sophomores in the summer, outlining the activities for the year and explaining the emphasis the institution is putting on sophomores. A welcome-back brunch is scheduled for the first Saturday sophomores are back on campus, followed by a “Sophomore Sunday” event at Eastern University and a “Sophomore Summit” at Greenville-both of which are days focused on helping sophomores get a clearer sense of their calling. Click on “Discover Your Calling” keynote speech by Laurie Schreiner, Associate Dean at Eastern University, that introduced sophomores to the Sophomore Sunday.
Eastern Kentucky University (www.housing.eku.edu/mainmenu_links/living_learning.php)
Nickole Hale
Associate Director for Academic Initiatives
859-622-6479
Nickole.hale@eku.edu
30 Something: A Living-Learning community focused on the unique needs of 2nd year (sophomore) students, the main focuses being major exploration and career options. Students living on this floor must have at least 30 hours and have successfully completed 2 semesters at EKU. Next Steps: A building wide Living-Learning Community focused on the needs of upper class students with the majority of students living in this hall being of sophomore status. The focuses of this community include career, internship and graduate school exploration as well as support of personal and academic growth.
Emory University (http://www.emory.edu/HOUSING/SYE/index.html)
Benjamin Perlman
Complex Director and SYE Coordinator
Division of Campus Life
Atlanta, GA 30322
404-727-5870
bperlma@emory.edu
Emory University's Second Year at Emory (SYE) program involves second-year students in a comprehensive residential education experience combined with sophomore-focused programming and advising activities. Participation in SYE is by application only.
The following description of program goals was taken directly from Emory's SYE website:
In partnership with the Division of Campus Life and the Office for Undergraduate Education, Second Year at Emory program participants will actively contribute to a comprehensive residential experience that promotes education and development of individuals and communities.
(1) Program participants include students, faculty, staff, and residence life staff members.
(2) Actively contribute means that students take responsibility for their own goals while working in partnership with involved faculty, staff, and departments for resources and guidance.
(3) Comprehensive indicates inclusion of several programmatic focus areas including academic life; leadership, involvement, and service; diversity and multiculturalism; career development and exploration; personal growth and wellness; and traditions and ceremonies.
(4) Residential experience implies dynamic on-campus communities where individuals have meaningful interdependent experiences.
(5) Education and development of individuals and communities includes curricular, co-curricular, and extracurricular opportunities that support health and development.
Second Year at Emory program participants will actively contribute to a comprehensive residential experience that promotes education and development of individuals and communities.
Fairfield University (http://www.faculty.fairfield.edu/jmayzik/irc/index.htm)
1073 North Benson Road
Fairfield, CT 06824-5195
(203) 254.4000. ext. 3325
Fairfield's Ignatian Residential College offers sophomores the chance to study, live, seek, search, and explore life's deeper questions about life. It offers students a chance to connect their course work with their dreams and goals in life. It also providesstudents with opportunities to learn about themselves and the kind of life they wish to live.
The Ignatian Residential College experience revolves around three key questions: 1) Who am I? 2) Whose am I? 3) Who am I called to be?
Ignatian Residential College students take two academic courses (core/elective) that specifically give focus to these questions and meet in small mentor reflection groups monthly to reflect on school and life experiences; and go on two overnight reflection events to build community and consider life issues.
In addition, Ignatian Residential College students have access to lectures; cultural and social events; field trips; weekly liturgy; opportunities to explore the theological foundations of living life as a vocation; and dinners and gatherings with other faculty, alumni, and friends of the Ignatian Residential College.
Greenville College (www.greenville.edu)
Nancy Gaines, Director of Counseling Services and StrengthsFinder Program Coordinator
315 E. College Ave. Greenville, Illinois 62246
Email: nancy.gaines@greenville.edu
Phone: (618) 664-6610
Greenville College has four sequenced “core courses” that begin with a first-year seminar and end with a senior capstone course. Two of these courses, “Introduction to Christian Thought and Life” and “Foundations of Science,” are specifically designed for sophomore students. Additionally, as part of the institution's “Strengths Finder” program, sophomores are sent letters outlining sophomore year activities. Among the activities is the “Sophomore Summit,” a one-day program that includes presentations and breakout sessions to help students find their calling.
Hiram College (http://sophomore.hiram.edu/index.html)
Kathryn Craig (craigkm@hiram.edu)
P.O. Box 67
Hiram, OH 44234
Phone: 330-569-5131
Fax: 330-569-5130
Hiram College has created a program just for sophomores to help them consider (or reconsider) the life they want to live and to help them plan their education more carefully. In its pilot year during 2004-05, the sophomore program includes a series of events that connect sophomore students with each other and with a faculty/staff mentor. The program began with a fall retreat in which students reflected on their first year experience while setting goals for the sophomore year. Throughout the remainder of the year, small mentoring groups (5-6 students and a faculty/staff mentor) meet to discuss a common reading book, selection of a major, and career planning.
Indiana Wesleyan University
Jerry Pattengale
Assistant Vice President for Scholarship & Grants and Professor of History
765-677-2170
Jerry.Pattengale@indwes.edu
LDR 150 Life Calling, Work, and Leadership is a course that focuses on students developing an understanding of the concept of life calling or purpose through the discovery and evaluation of their foundational values, unique design and personal mission. Students then use this self understanding as a basis for exploring their own life calling or purpose. Following this, students are led to understand how the world of work and individual leadership is best understood from this life calling perspective. Students will examine each component in an in-depth paper, and will integrate this into a life and leadership plan.
Kennesaw State University (www.kennesaw.edu)
Ed Chan
Director, Sophomore-Year Experience and Assistant Professor of English
Dept of University Studies, MB 1802
Kennesaw State University
1000 Chastain Rd
Kennesaw, GA 30144
770-423-6930
Kennesaw offers three programs designed to engage sophomore students in leadership and mentoring roles. The UpperCLASS program offers two sophomore learning communities (social justice and education). These communities connect students with similar interests in major-specific courses.
The other two sophomore programs are set to begin in Spring 2005. The SophYE Peer Leaders program trains sophomores to assist faculty in Kennesaw's first-year seminar. The SophYE Major Mentors program is designed to help students transition smoothly into an academic major by pairing sophomore students with a senior (student) mentor in the same academic major.
Macalaster College
Andrea Dine
Associate Director
651-696-6191
dine@macalester.edu
Macalaster College offers three sophomore programs: Sophomore Fiesta, Sophomore Majors’ Fair, and Sophomore Interview. The Fiesta is a welcome back event for sophomores and a touchstone in their college experience. The Majors’ Fair addresses the administrative process of choosing a major, major exploration and the purpose of a major in a liberal arts environment. The Sophomore Interview, a 30-minute meeting with a career counselor, helps the student reflect on his/her experiences at Macalester and begin to think about choosing a major, experiential education, leadership development and career exploration.
McPherson College (www.mcpherson.edu)
Kevin Hadduck, Director
Royer Center for Academic Development
McPherson College
1600 E. Euclid
McPherson, KS 67460
(620) 241-0731
hadduckk@mcpherson.edu
McPherson's Sophomore Seminar involves 2 credit hours, one in the fall and one in the spring. The seminar description, below, was taken directly from the institution's college catalog.
G-ID 201 Sophomore Seminar
Sophomore Seminar involves three emphases: 1) Developing college life skills, with specific emphasis on leadership skills, networking, mentoring, and ethics. 2) Career planning, including resume and letter writing, interviewing, job searching, and exploring of internship opportunities. 3) Service Learning, with significant time in the course spent participating in a service project. Work on service projects includes working collaboratively with project team members, planning of projects, communicating and working with community service agencies, managing projects, and preparing final oral and written reports on service projects. Through this course, students may advance those skills that will enhance not only their experience as students but also their roles as emerging professionals. The Service Learning projects, as the next step beyond volunteer work done in First-Year Seminar, will broaden and deepen students' understanding of their social responsibilities as professionals and further prepare them for exploring service and career options in the junior year.
Moravian College (http://home.moravian.edu/public/career)
Warren Hilton
Director of Career Development
610-861-1509
thecareercenter@moravian.edu
The Sophomore Success Program creates an avenue for Moravian College to contact each sophomore and let them know about the services that the Career Center offers. It invites sophomores to participate in group sessions of 20 or less sophomores. The sessions are facilitated by alumni (trained by the Career Center) and focuses on how a sophomore can make themselves more marketable regardless of their major or career aspirations (including those sophomores who do not have clear direction). The session includes topics such as how to stay aware of world affairs, how to create and enhance a resume, how to network with other students and professionals, how to study effectively and get good grades.
Northeastern State University (http://arapaho.nsuok.edu/~second-year/)
Brian Searcy (searcy@nsuok.edu)
Academic Commitment Specialist
Second Year Outreach
Northeastern State University
600 N. Grand Ave.
Tahlequah, OK 74464
918-456-5511
800-722-9614
Northeastern State University's “Second Year Outreach” attempts to support students who are struggling academically, with special focus on continuing first-year and sophomore students. Students on academic probation are required to meet regularly with an “Academic Commitment Specialist” who works with students to analyze transcripts, explore major options, and interpret the institution's academic forgiveness policy. Students receive personalized attention and are directed toward issue-specific campus resources as needed.
Pace University
Adelia Williams
Associate Dean and Professor
914-773-3306
awilliams@pace.edu
An Advising and Core Curriculum insert and e-blast are sent every Fall and Spring to all sophomores in advance of registration. A Coordinated Four Year Plan for students’ academic, co-curricular and career planning was developed and distributed. A Faculty Advising Plan was implemented in Fall 2005. Outreach to Sophomores was organized and systematized for academic departments and their majors. A highly successful and well-attended Sophomore Kick-off event was held in September 2005, and will be repeated again in Fall 2006. This outreach event, designed with second year students in mind, is an informative, interactive and exciting way to kick off the new academic year. Activities included refreshments, games and prizes, and information booths from academic and support areas. A Course on Exploring Majors and Careers is being piloted in Spring 2006.
Saint Louis University (http://www.slu.edu/more/)
Travis Wilson
Area Coordinator for the Upperclass Area
(314) 977-2076
twilso24@slu.edu
MORE is a Second Year Residential Program designed to help sophomores transition to their sophomore year and remain engaged with the University community, the program is supported by Housing and Residence Life as well as numerous other departments within the Division of Student Development. Highlights: additional physical amenities added in sophomore residence halls such as extra lounges, kitchenettes, learning resource rooms and workout rooms; additional support from Career Services such as a guaranteed experiential learning opportunity and free pre-test preparation courses from Kaplan; a spiritual retreat for sophomores; class social events; free fitness classes through the Recreation Center; groups of friends allowed to move from the freshmen residence halls together; and in-hall programming targeted specifically towards sophomore needs and issues.
St. Michael's College (http://www.smcvt.edu/studentlife/offices/sophomore.asp)
Joshua Lovergine-Chamberlain, Assistant Dir. of Residence Life
Office of Sophomore Programs and Development
1 Winooski Park
Colchester, VT 05439
802-654-2444
jlovergine@smcvt.edu
St. Michael's Office of Sophomore Programs and Development works with students in their sophomore year, focusing on academic, social, and personal issues. A wide range of services is offered to combat the challenges of the "sophomore slump." The sophomore year continues to be a year of transition for many students who are looking for the institutional attention they may have received as a first-year student.
The office of Sophomore Programs and Development offers a supportive and caring environment where students can take advantage of individual help sessions, workshops, group activities, and referral services.
Southern Arkansas University (www.saumag.edu/studentaffairs/muleorg)
Sandra Smith (sesmith@saumag.edu)
Mule.org
P.O. Box 9412
Magnolia, AR 71754-9412
870-235-4922
Fax: 870-235-5001
Southern Arkansas University's Mule.org (Meaningful Undergraduate
Living/Learning Experience: Organization, Retention, Graduation) program is a living/learning community that extends through the first and second year of college and is open to all majors. The program's popularity led current and former students to create a Mule.org Alumni Association in which junior and senior students can participate in following years.
Southern Illinois University Edwardsville
Emery Jordan (ejordan@siue.edu)
Hall Director
(618) 650-4626
Fax: (618) 650-4620
- The mission of the SYE program is to allow second year students to:
enhance the leadership skills they developed during their first year at Southern Illinois University Edwardsville
- continue to develop their academic skill set, especially dealing with study strategies and time management
- provide opportunities for their career preparation, development, and exploration.
The SYE program will promote the out-of-class environment as being critical in helping them get the most out of the SIUE experience. We recognize that co-curricular and extracurricular activities play a major role in helping second year students to enhance interpersonal skills, develop leadership skills, appreciate diversity, and become involved in civic activities.
The vision of the SYE program is to develop second year students, especially true sophomores, to the point where they are strong and practical candidates for internship, co-op, and/or job opportunities in their field of study. This vision, as well as the earlier stated mission, is met providing a series of seminars, programs, and leadership experiential opportunities that participants are expected to take part in.
Spartanburg Methodist College (http://www.smcsc.edu/)
Anne Wentz
1000 Powell Mill Rd.
Spartanburg, SC 29301-5899
864-587-4279
Spartanburg Methodist College's series of required one-hour courses (SMC 101/102/103) includes a course entitled “The Sophomore-Year Experience” that is required for sophomore students. The descriptions from the catalog (http://www.smcsc.edu/registrar/cat_s.htm) are below.
SMC-101 THE FRESHMAN YEAR EXPERIENCE (1-hour)
The first part of a three-semester seminar course designed to help students make a successful transition to challenges of the college environment, to lay the foundation for a successful social and academic experience in college, to develop a sense of the purpose and values of Spartanburg Methodist College, to develop an appreciation of the liberal arts as a foundation for life and learning and of the role of faith in life.
SMC-102 THE FRESHMAN YEAR EXPERIENCE (1-hour)
A continuation of SMC-101
SMC-103 THE SOPHOMORE YEAR EXPERIENCE (1-hour)
An expansion of SMC-101 and 102 with emphasis on the sophomore year.
Stanford University (http://fsp.stanford.edu/forStudents/SoCo.html)
Freshman and Sophomore Programs Office
Fourth Floor, Sweet Hall
90 Escondido Mall
Stanford, CA 94305-3091
Phone: 723-4338
Fax: 736-2797
fsp@vpue.stanford.edu
Stanford's Sophomore College offers sophomores the opportunity to study intensively in small groups with Stanford faculty for several weeks before the beginning of fall quarter. Eligible students will have been enrolled for no more than three academic quarters; be in good academic standing; and have completed at least 36 units of academic work by the end of the first year. Students must also have an on-campus housing assignment. Transfer students are not eligible. An application is required, and additional participation fees apply.
Each Sophomore College course enrolls 12 to 14 students who receive two units of credit for the academic work done in the course. In addition to faculty instructors, each section has two upper-class Sophomore College Assistants who work with the faculty and serve as peer advisors to the participants. (In some cases, one Sophomore College Assistant may be a graduate student.) Students and staff live together in a Stanford residence hall and participate in morning classes, required field trips, and other course activities. Students will also attend workshops given by a number of University offices (e.g., Undergraduate Research Programs).
Stony Brook University (http://www.stonybrook.edu/aadvising/)
Sandra Trapani
Sophomore Advisor
Academic and Pre-Professional Advising Center
Stony Brook, NY 11794-3353
631-632-7082
Fax: 631-632-6997
Sophomore Seminar students at Stony Brook University are required to attend the Academic and Preprofessional Advising Center's “Major Decisions Week” which includes workshops, activities and events focused on selecting a major. Through this event, every academic department, as well as special interest departments, converge in one forum to connect with students.
Texas Christian University (www.sds.tcu.edu)
Sumer Jordan
Assistant Director
Student Development Services
817-257-7855
s.jordan@tcu.edu
Inward Bound: Students have the opportunity to investigate major/minor options based on their life values. They learn various methods of dealing with stress and life issues. Students will have a greater understanding of what is out there for them in regards to internships, study abroad and careers while taking time for themselves, journaling and reflecting on their college career thus far. Sophomore Days: Faculty Meet ‘n’ Greet, Major/Minor Fair, Sophomore Spotlight are all included in Sophomore Days. This almost week-long event gives sophomore students a chance to develop their major and minor while talking to faculty, community leaders and staff. 2nd Year, 2nd Home Game: 2nd year students tailgate before the game and then walk onto the field with the chancellor and create a tunnel for the football team to run through. This promotes class identity and school spirit.
Texas Southern University (http://em.tsu.edu/guac/secondmile/)
Dr Cherry Gooden (Gooden_cr@tsu.edu)
Angela Anderson, Coordinator (Anderson_aa@tsu.edu)
3100 Cleburne Street, Houston, TX 77004
Texas Southern University's Second Mile is designed to address “sophomore slump” and to improve the retention rates of second-year students. Sponsored in part by a FIPSE grant, Second Mile seeks to provide continued support mechanisms to sophomores and increase opportunities for leadership development.
Program: Second Mile: A Sophomore Success Program [Mentoring/Leadership]
Description: Second Mile is a project aimed at improving the retention rates of second-year students at Texas Southern University through two key strategies: (1) intensification of the support mechanisms for project participants, which are traditionally provided for first-year students, and (2) the creation of unique opportunities for sophomores to develop effective leadership skills through a leadership course designed specifically to address the needs of dropout prone second-year students. http://em.tsu.edu/guac/secondmile/
First implemented: Fall 2002
Administrative location: General University Academic Center, Enrollment Management and Planning
Contact person: Angela Anderson, Academic Advisor, 713-313-7850, Anderson_aa@tsu.edu
Trinity University (www.trinity.edu)
Katie Storey, Assistant Director for Residential Education
One Trinity Place #385
San Antonio, Texas 78212
Email: catherine.storey@trinity.edu
Phone: (210) 999-7219
Our Sophomore College program emerged following the recommendations from a task force comprised of students, faculty, staff, alumnae, and a parent regarding the upperclass student experience, particularly in light of the Trinity three-year residency requirement. The Upperclass Task Force Report outlined 12 recommendations for improving the experiences of all Trinity students, particularly student in the sophomore year. Components include a Sophomore College (residential college housing all second year students); welcome week programming that expands new student orientation to a full campus-wide program; the development of class identity; and focused programs for each housing area that meet the social, developmental, and intellectual needs of students. Sophomore College programming will address important issues of identity, service, global citizenship, majors, and studying abroad. Upperclass (junior and senior) programs will include topics on careers, the future, and social responsibility.
Upperclass Task Force report
Upperclass Task Force report- a year later
Welcome Week Committee Report
Advising background report
Tentative Program Design
Sophomore College webpage
Assessment results from Sophomore College pilot program
Trinity Western University (www.twu.ca/spin)
7600 Glover Road Langley, B.C. V2Y 1Y1 Canada
U.S. Mail Address: PO Box 1409 Blaine, WA 98231-1409
604-888-7511
Trinity Western University's “SPIN” is a year-long program for second year students who have earned between 27 and 56 semester hours at TWU. It provides sophomores with a chance to re-connect with TWU friends in groups called SPIN Teams and to enjoy a retreat called “SPIN Cycle.” SPIN provides peer leadership development opportunities for sophomores interested in planning class events. It also addresses academic decisions and life calling issues.
SPIN was created to identify and address the issues that affect sophomore students. TWU recognizes that second year students continue to make academic transitions and often need assistance because the sophomore year is when major selection usually occurs. Students also evaluate off-campus study options and investigate experiential learning opportunities. The goal of the program series is to facilitate decision-making as a serious, meaningful, and well thought out process.
Major activities featured in the SPIN program include:
- The welcome back retreat: SPIN Cycle (September 5 - 8, 2004)
- A two day sophomore retreat scheduled in November;
- Major Exploration and Program Fair in the fall semester;
- Spring Workshop: Sophomore Summit
University of Central Arkansas
Melissa Crawford
SYE Resident Faculty Advisor and Instructor of Speech Communication
501-852-2508
The Sophomore Year Experience (SYE) Program at the University of Central Arkansas (UCA) is a collaborative partnership designed to facilitate academic and social interaction among second-year students, to assist second-year students in determining academic and career paths, and to enable them to become socially engaged learners and citizens. Unique features of SYE Program include having a Resident Faculty Advisor who lives in the SYE apartment complex, developing a student mentorship program, providing study abroad and service-learning courses, and meeting the challenges of creating community in an apartment-living environment.
University of Cincinnati (http://www.uc.edu/csi/index.html)
soph@uc.edu
The primary goal of the University of Cincinnati’s Sophomore Initiative (CSI) is to retain sophomore students at the university by providing intentional academic and career resources to prevent the “sophomore slump”. Although you have transitioned from high school to college, you are continuing to grow personally and academically. During this year, we encourage you to utilize the following resources and services:
- Sophomore Checklist
- Personal Connection with Alumni
- Internship, Co-op, and Research Opportunities
- Leadership Opportunities
- Resume Writing, Mock Interviews, and Dining Etiquette
- Night of Soph’istication
- Exploratory and Academic Advising
University of Denver (http://www.du.edu/studentlife/sye)
Lisa Ingarfield
Second Year Experience Coordinator
303-871-3853
lingarfi@du.edu
The Welcome Back Party grew out of the need to provide some kind of orientation for second year students and the need to express to DU second years that we are glad they are here. A variety of representatives from student services were invited to remind second years that we are still here for them. The Have you been wondering…? workshop series addresses the top ten concerns attained from student feedback; this feedback has been compiled on the SYE website. The faculty lunch series (Let’s Do Lunch: Connecting Second Year Students, Faculty, and Food) gives faculty an opportunity to invite students to lunch and students to invite faculty. During the first year, students create strong bonds with their faculty advisers. In their second year, they switch to the academic advising department or their major department for advising needs. We wanted to find a way to sustain the bonds created in the first year and to create new bonds with other faculty outside of the classroom.
University of Georgia (www.uga.edu/leadership)
Candice Sherman
Associate Dean
Student Leadership Center
csherman@uga.edu
Navigation: Leadership is targeted towards incoming 2nd year students who have not yet become involved or found direction and leadership in college. The purpose of the program is to provide involvement and personal enhancement as well as leadership skills for these students prior to them becoming upperclassmen. The program begins with a weekend retreat and continues with monthly programs throughout the school year. Topics will include studying, public speaking, mentoring, team-building, and group dynamics, in addition to developing relationships with Faculty and Administrators.
University of Indianapolis (http://www.uindy.edu/)
1400 East Hanna Avenue
Indianapolis, Indiana 46227
The University of Indianapolis' Lecture/Performance series is a 1-credit core requirement for all sophomore students at the institution.
A description of the series can be found in the course catalog (http://registrar.uindy.edu/catalog/catalog.php) The “Curriculum” link notes:
Lecture/Performance Series INTD-201/202 Lecture/Performance Series is an opportunity for students to attend programs of intellectual and/or cultural significance outside of the normal classroom setting. The format of the Lecture/Performance Series is designed to give students some choice in the events they attend and to provide for flexibility in scheduling. Events are scheduled throughout the week at different times and places and vary in length from one to three hours. All full-time students of sophomore standing (those who have earned at least 26 credit hours but fewer than 60 credit hours) are required to take the Lecture/Performance Series for 1.0 credit hour as part of the general education experience.
To earn .5 hour of academic credit, a student must attend a total of 10 events. The student may attend these events at his/her own pace; however, the Lecture/Performance Series requirement must be satisfied by the end of the fall semester of the junior year. If a deficiency exists after that time, for each .5 credit hour outstanding, the student will be required to complete a 3.0-credit-hour liberal arts course in addition to the regular graduation requirement of 124 credit hours.
University of Louisville (http://www.reach.louisville.edu/mentoring/)
Cathy Leist
Executive Director of REACH
502-852-8105
cwleis01@gwise.louisville.edu
The REACH Ambassador Program is a program run out of a centralized academic support unit in Undergraduate Affairs known as Resources for Academic Achievement, or REACH. Our Ambassadors must be sophomores (under 60 credit hours). Students apply to the program during the spring semester of their first year. These 15 students then serve as mentors for any first-year student or transfer students who sign up for this voluntary program during freshman orientation sessions and transfer orientation sessions. Referral of students to the program can be made at any time and students on their own can sign-up for the program at any time. Each mentor then contacts each mentee once a week by e-mail or phone and strives to meet with a mentee or a small group of his/her mentees informally each month. Each mentor staffs the Ambassador office in our Welcome Center for drop-in assistance to students.
University of South Carolina (www.housing.sc.edu/rli)
Jimmie Gahagan
Assistant Director for Residential Learning Initiatives
803.777.1445
gahagan@sc.edu
Originally designed for first-year students at the University of South Carolina, the Student Success Initiative (SSI) helps facilitate intentional discussions and action plans developed between residential student staff members (RAs, RMs, PCs, RTs) and individual students twice a semester. Through the SSI process, University Housing staff is able to know, connect, monitor, and refer students on a more personal basis. For second-year residents, these conversations include discussions on common issues in the second year, such as financial concerns, increasing course difficulties, and finding their place within the University.
University of Texas at San Antonio
Dr. Patricia Glenn
Executive Director
patricia.glenn@utsa.edu
Sophomore Interest Groups (SIGs) will be piloted next fall as a follow-up to the Freshman Seminars and learning communities programs already in place. Each SIG will be a small seminar, in which a professor will discuss research within his/her discipline-methodology, interesting findings and the professor’s ongoing research projects. Students entering a discipline will be encouraged to enroll, as well as exploratory students interested in learning about a field other than their own. The Sophomore Retreat will be offered during October each fall in an off-campus venue. A speaker will be engaged, but activities will be participatory, rather than a lecture format. Some topics anticipated will be financial planning, leadership and others.
University of Washington (http://www.washington.edu/uaa/gateway/advising/isap)
Laura K. Avila
Assistant Director-Special Programs
171 Mary Gates Hall,
Box 352805, Seattle WA 98195-2805
Appt 206-543-2550
Direct 206-543-2598
FAX 206-685-8299
The Individualized Second-Year Advising Program (ISAP) is designed to help you critically explore and address the unique challenges and opportunities in your second year of college. Working with us means you have a dependable partner and point of contact throughout the year to help you develop a customized educational plan, or refine the plan you already have.
Learning Objectives To think critically about your UW education and develop your educational plan, including five components:
- General Education Requirements.
- Major Requirements.
- Minor/Electives.
- Community and Experiential Learning.
- Develop your educational planning skills through informed decision-making.
University of West Georgia (http://www.westga.edu/~map/MP2U.htm)
DeLandra Hunter
Associate Director
EXCEL: Center for Academic Success Multicultural Services
(670)839-6280
dhunter@westga.edu
MP2U (More Power to You: The Second Year Experience for Minority Students) is a second year program for minority students. MP2U guides second year students with exploring majors and careers and uniquely provides opportunities for second year minority students to engage in a variety of
learning opportunities while increasing self awareness. Program participants will be engaged in bi-weekly workshops and one-on-one conferences with program advisors. Students will participate in a student retreat and the
development of an individualized comprehensive academic plan. The comprehensive academic plan will encompass learning experiences that will
help students to map out their total learning experiences of college life.
Program Goals
- To provide opportunities for second year students to engage in a
variety of learning activities
- To increase student self awareness
- To explore academic majors and careers
Washington University (www.artsci.wustl.edu/~college/After_First_Year/Sophomore/)
College of Arts and Sciences
Campus Box 1117
One Brookings Drive
St. Louis, MO 63130
Washington University offers several programs addressing sophomore needs. Brief descriptions from the College of Arts and Sciences website offer overviews of key programs.
Sophomore Kickoff
An annual event held the first week of class which allows sophomore students to meet with their advisors and discuss important decisions to be made during the year. Always followed by a festive dinner gathering.
Major/Minor Fair
An event held in early October and sponsored by the sophomore group Lock & Chain. The fair provides students with information about various departments and allows the departments and programs to present themselves to students. Lunch is provided.
Major Decision Workshop
Several times a year the College of Arts & Sciences will hold workshops on choosing a major.
Sophomore Convocation
Marks the deadline for choosing a major. Held in February, students can declare their major at this event and then meet with faculty from the various departments in Arts & Sciences.
Peer Advising
A peer advisor helps a group of incoming freshmen or transfer students with their transition into the University. The peer advisor is also a critical link between first-year students and their four-year advisors.
William Jewell College (www.jewell.edu)
Rick Winslow, VP for Enrollment & Student Affairs
500 College Hill
Liberty, MO 64068
Email: winslowr@william.jewell.edu
Phone: (816) 415-5963
The Sophomore-Year Experience at William and Jewell College focuses on two institutional imperatives related to sophomore level students. First, it will immerse students in an active and directed program of service to the larger community, which is one of the key elements of the college’s mission. As part of the Sophomore Year Experience, sophomore students will construct a Habitat for Humanity House for a Liberty family from the ground up. A second emphasis of the program will focus on the specific developmental needs of sophomore students, whom studies show often experience some measure of disorientation during the second year of college.
Yale University (http://www.yale.edu/td/)
345 Temple Street
New Haven, CT 06520
Yale offers Informal Advising Evenings in residence hall for its sophomore students (i.e. Timothy Dwight College Sophomore Advising Night). Participants can attend presentations about majors, career services, and study-abroad opportunities while enjoying ice cream and other snacks. Juniors and seniors also attend the events to offer informal advice to sophomores.
Program information compiled by Mary T. Wagner, Bradley E. Cox, Stephanie Serven, and Ed Chan.
