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Students' perceptions of the second year and the role of advising
Descriptive
TitleInfo
Title
Students' perceptions of the second year and the role of advising
Name
(type = personal)
NamePart
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Kim-Lee
NamePart
(type = given)
Jennifer M.
NamePart
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1980-
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Jennifer M. Kim-Lee
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author
Name
(type = personal)
NamePart
(type = family)
Tomlinson-Clarke
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(type = given)
Saundra
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Saundra Tomlinson-Clarke
Affiliation
Advisory Committee
Role
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chair
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(type = personal)
NamePart
(type = family)
Hernandez
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(type = given)
Ebelia
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Ebelia Hernandez
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Advisory Committee
Role
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(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Winkler
NamePart
(type = given)
Matthew
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Matthew Winkler
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Advisory Committee
Role
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(authority = RULIB)
internal member
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Rutgers University
Role
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(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Education
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school
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Text
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theses
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2017
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2017-05
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2017
Place
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xx
Language
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eng
Abstract
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Increased 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.
Subject
(authority = RUETD)
Topic
Education, Culture and Society
Subject
(authority = ETD-LCSH)
Topic
Counseling in higher education
Subject
(authority = ETD-LCSH)
Topic
College sophomores
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_8137
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (ix, 93 p. : ill.)
Note
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Ed.D.
Note
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Includes bibliographical references
Note
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by Jennifer M. Kim-Lee
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3H134S6
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Kim-Lee
GivenName
Jennifer
MiddleName
M.
Role
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Permission or license
DateTime
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2017-04-27 10:11:12
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Name
Jennifer Kim-Lee
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Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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windows xp
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