Aligning Institutional Support for Student Success: Case Studies of Sophomore-Year Initiatives
Editor(s): Skipper, T. L.
Citation: Skipper, T. L.. (Ed). (2019). Aligning Institutional Support for Student Success: Case Studies of Sophomore-Year Initiatives. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
Abstract
Traditionally, institutional supports for college student success have been concentrated in the first and senior years, though attention to the sophomore year has increased over the last two decades. Paying attention to the second college year is vitally important, as some evidence suggests students are more likely to leave their institution during this time than they are in the first year. The case studies of sophomore initiatives featured in this volume describe programs that build on institutional objectives for the first college year and prepare students for the transition to the major and, ultimately, graduation. Rich program descriptions and discussions of assessment provide practitioners focused on designing a cohesive undergraduate experience excellent models to guide their work. Institutional case studies from the following two- and four-year colleges and universities are included: Colorado College, Indiana State University, Ohio State University, Purdue University, Sonoma State University, Stella and Charles Guttman Community College, University of California San Diego, University of South Carolina, University of South Florida, and University of Texas at Austin. The initiatives described include transitions to the major, leadership and professional development, a living-learning community, inquiry-based learning, mentoring, a sophomore-year seminar, and a case management approach.
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