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The sophomore year represents a critical transition for students. As institutions shift their attention from these students to the incoming class, sophomores can feel unsupported as they face increased academic challenges and explore major and career options. Sophomore dropout and disengagement has led administrators, faculty, and researchers to increase their attention to these students’ unique needs.
The 2019 National Survey of Sophomore-Year Initiatives sought to explore institutional responses to and support for sophomore students. This new report reviews these findings, including institutional practices related to academic advising for sophomores. Additionally, the report offers implications for research and practice by highlighting the ways in which institutional efforts and initiatives can be better designed for responsiveness based on differences in campus context, student backgrounds, and student needs.
Tables and Figures
Introduction
2019 National Survey of Sophomore-Year Initiatives: Examining Institutional Environments
Discussion and Practical Implications
Appendix A: Questionnaire from the 2019 National Survey of Sophomore-Year Initiatives
Appendix B: List of Institutions Participating in the 2019 National Survey of Sophomore-Year Initiatives
Appendix C: Response Frequencies from the 2019 National Survey of Sophomore-Year Initiatives
References
About the Authors
