Description
TitleStudents' perceptions of the second year and the role of advising
Date Created2017
Other Date2017-05 (degree)
Extent1 online resource (ix, 93 p. : ill.)
DescriptionIncreased attention has been placed on the second-year college experience in the higher education literature (Gahagan & Hunter, 2006; Graunke & Woosley, 2005; Hunter, Tobolowsky, Gardner, Evenbeck, Pattengale, Schaller & Schreiner, 2009; Schaller, 2005, 2007, 2010). It is a time when developmental changes occur and many students may feel increasingly uncertain and confused, often leading to student attrition (Gahagan & Hunter, 2006). Despite the recent emphasis on the importance of the second year of college, little empirical research has examined students' perceptions of their second-year experiences; a critical year in a college student’s development. Two opposing theories have primarily been used when discussing students’ second-year experiences. Focused on the struggles that second-year students are likely to encounter, Freedman (1956) coined the term “sophomore slump.” Using a developmental framework, Schaller (2005) described a four-stage model that provided an understanding of how second-year students exist and make transitions in college. However, due to the limited empirical research that has been conducted, it is uncertain if either theory adequately describes the experiences of second-year students attending a large, public research university. Therefore, the purpose of this qualitative study was to examine the second-year experience of a diverse group of students in the liberal arts college attending a large, research university in the northeast region of the United States. Also examined were students’ perceptions of the role of advising in supporting their development during the second year of college. Attention was paid to students' perceptions of their needs as well as insights into what specific advising experiences they considered helpful to their academic transitions in the second year. Based on the findings, recommendations for improving the experiences of second-year students were suggested. These findings were discussed within the context of developing institutional policies and practices designed to increase the retention and academic success of second-year college students.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Jennifer M. Kim-Lee
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.