North Carolina Central University University College Soaring to Sophomore Year Success: A Framework for Developing a Sophomore Year Experience North Carolina Central University University College David S. Hood, Dean Angela Street, Training and Seminar Designer

Today’s Agenda Presentation Overview & Goals Brief Introductions An Overview: What is the Sophomore Year Experience (SYE)? National & HBCU Retention Rates NCCU Student Retention & Achievement A Programmatic Framework: The NCCU Soaring to Sophomore Year Success (SSYS) Program Discussion/Question & Answer Period

Why the Second Year Experience (SYE)? The concept evolved as early as 1983: Attrition Year one to year two rate of 29.1% in 1983 vs. 28.3% in 1992 (Tinto, 1993). Lack of support The institution relaxes or withdraws support and attention during the sophomore year (Pattengale and Schreiner, 2000).

The SYE Experience Defined Emerging and existing research suggested: Students were experiencing similar challenges they may have experienced during the first year due to: Academic deficiencies Academic disengagement Dissatisfaction with the collegiate experience Lack of clarity on major and career decisions Development confusion (Hunter et al., 2010)

What academic factors impact students Sophomore year Experience? Pop Quiz! What academic factors impact students Sophomore year Experience? Advising (frequency and satisfaction ) Learning Community Courses Dropped Uncertainty of Major GPA Faculty Interaction (Quantity, Quality, and Type) Service Learning Courses

What campus experiences impact students Sophomore year Experience? Pop Quiz! What campus experiences impact students Sophomore year Experience? Involvement in Student Organizations Leadership Campus Activities Greek Organizations Athletics Community Service On-Campus Housing

Other Factors Impacting SYE Deciding on a career… “biggest personal problem” (Gardner, 2000) The sophomore slump…related to adjustment stressors experienced by students during their second year of college (Cuseo, 2005). Sense of belonging and approachable faculty are important (Juillerat, 2000) Capable of developing a sense of purpose (Foubert, Nixon, Sisson, & Barnes, 2005) Higher certainty about major leads to higher grades (Graunke and Woosley, 2005)

The SYE Experience The national conversation began to be shaped by research recommending a necessary focus on the following areas: Increased faculty-student interaction and engagement More focused attention on academic advising to make more meaning of major selection and career decisions Heightening opportunities to develop a stronger sense of belonging and peer relationships through involvement Direct and intentional strategies to assist students’ with navigating campus resources Encouraging students to reflect upon their strengths and apply these to their academic and career goals (Heier, 2010).

Outcomes from the Discourse The research and national discussion has shaped a robust set of practices on college campuses and universities that typically include but are not limited to: Academic learning communities Living and learning communities Credit-bearing career development courses Internship and leadership development programs Collaborative efforts between student and academic affairs

Why is the SYE Relevant today? Retention & Persistence Graduation External Impact (local, regional, and global) The Budget!-The Bottom-Line

Click to edit master subtitle style The National Landscape: Retention & Graduation (Chart retrieved from NCES’s Condition of Education Report, May 2015) Click to edit master subtitle style Roughly 59% of students who began seeking a bachelor’s degree at a 4-year institution in fall 2007 completed their degree in 6 years. For public 4-year institutions, the overall retention rate was 80% (NCES 2012 data)

HBCUs: Retention & Graduation Click to edit master subtitle style

NCCU Student Retention (Data retrieved from the NCCU Division of Research, Evaluation and Planning) First year retention has fluctuated over the past 6years (2008-2014). In 2014, the reported retention rate was 76.6. However, the persistence rate after the second year (full sophomore year), for the same cohorts decreased by 10 or 15 percentage points. Year of # of Students After Yr. #1 After Yr. #2 2011 1244 71.5 58.4 2012 1387 73.2 60.8 2013 922 76.6 64.2 2014 923 79.8

Setting the Context! Pre-Assessment & Planning Activities for the NCCU Sophomore-Year Experience

What have we done? Administered UNC-GA Sophomore Survey Sophomore Listening Tour Engaged in conversations with Sophomore students in their space (e.g. residence halls, student union) Less structure and more freedom in the sophomore year (In the freshmen year there is more handholding Getting more involved and being a student leader helps with feeling more connected Much of financial aid offered is used in the first year and more is needed in the second year Still not having the autonomy to select courses even in the second year

Our Proposed Framework NCCU Soaring to Sophomore Year Success Program

Year Success (SSYS) Program Soaring to Sophomore Year Success (SSYS) Program Through participation in this program, students will be able to… identify educationally purposeful engagement experiences; implement strategies leading to professional success; construct coping mechanisms that enable a strong sense of belonging; and develop a Personal Development Plan based on their individual self reflection.

Four Key Pillars to Academic and Student Success Development Academic Personal and Professional Development Social Integration Institutional Resources

Key Program Components Academic Development Summer Sophomore Connections Academy A Pilot Sophomore Year Experience (SYE) 2-credit course Group Advising for Sophomores University College Sophomore E-alert Newsletter Personal & Professional Development Undergraduate Teaching Assistants for UNIV Professional Development Networking Conference “Hire Me” Summit Eagle Exploration Program Sophomore Minute Clinic

Key Program Components Social Integration Sophomore Week (partnering with sophomore class council to emphasize career development, internships, etiquette, and other high impact practices) A “Second Steps” formal event where prospective second year students are acknowledged for progressing from University College to their major of choice Inventory of Institutional Resources and Support Assess National Survey of Student Satisfaction data with a focus on sophomores Identify collaborations that ease the transfer student experience University wide committee focused on Sophomore Student Success

Summary Sophomore student persistence is critical to institutional sustainability and enrollment growth . Key areas of support include strong academic advising and coaching to aid in making degree and career choices. Peer interactions and relationships are critical and often times a HUGE influence on student retention and persistence. Access and increased awareness are key to student navigation on campus.

Questions? Comments? Ideas?

References Cuseo, J. B. (2005). The sophomore-year experience. Retrieved October 1, 2012, from http://soph-list@listserv.sc.edu. Foubert, J., Nixon, M., Sisson, V. S., & Barnes, A. C. (2005). A longitudinal study of Chickering and Reisser’s vectors: Exploring gender differences and implications for refining theory. Journal of College Student Development, 46(5), 461-471. Gardner, P. D. (2000). From drift to engagement: Finding purpose and making career connections in the sophomore year. In L. A. Schreiner & J. Pattengale. (Eds.), Visible solutions for invisible students: Helping sophomores succeed (Monograph 31) (pp. 67- 77). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

References Graunke, S.S. and Woosley, Sherry A. (2005). “An Exploration of the Facotrs that Affect the Academic Success of College Sophomores.” College Student Journal, 39. Heier, M. (2012). Summary report: understanding the sophomore year experience. University of Washington Division of Student Life. Retrieved from http://depts.washington.edu/stdntlfe/wp- content/uploads/2012/02/SYE_SummaryReport_FINAL_12.18.12.pdf. Juillerat, S. (2000). Assessing the expectations and satisfactions of sophomores. In L. A. Schreiner & J. Pattengale. (Eds.), Visible solutions for invisible students: Helping Sophomores succeed (Monograph 31) (pp. 19-29). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Pattengale, J., & Schreiner, L. A. (2000). What is the sophomore slump and why should we care? In L. A. Schreiner & J. Pattengale (Eds.), Visible solutions for invisible students: Helping sophomores succeed. (Monograph No. 31) (pp. v-vii). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.). Chicago: The University of Chicago Press