Developing A Program For Sophomore Students Essay

Developing A Program For Sophomore Students Essay

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developing a program for sophomore students who had grades “so low that they were in imminent danger of being dismissed from the University”, many of whom were prevailed to take advantage of an experiment which made “educational, vocational, and personal adjustment counseling” available (p. 137). Little was said in literature regarding the notion of sophomore year academic problem in the ensuing years until the mid-1970s (Bellani, 2007, Kennedy & Upcraft, 2010), at which point the phenomenon continued to be referred to as a developmental issue that occurs after the initial excitement of college has worn off (Furr & Gannaway, 1982). Margolis (1976) writes about “unslumping our sophomores”, noting that the term “sophomore slump”, while serving as a “wide diagnostic umbrella”, is “too stereotypical” and not descriptive enough to determine the factors of the personal crisis (p. 133). Furr and Gannaway (1982) cite Erikson and Perry to support the theory that sophomores are facing special situational issues such as identity conflicts which make it difficult to cope with the vast choices presented in the second year of college. Richmond and Lemons (1985), often cited in the literature on second-year students, call for specific actions to be taken to confront and address the sophomore slump. In their two articles they rely heavily on the college student development vectors of Chickering, and are the first to call for specific programs for sophomores, to target and address the “uncertainty and confusion that they feel” (p. 177). In 2010, the National Resource Center for The First Year Experience & Students in Transition published a book, “Helping sophomores succeed: Understanding and improving the second-year experience.” The book is one o...


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...s the result of the slump: a “general sense of apathy”, talking about changing majors, projecting the need to leave the current institution to transfer to another or to enter the work force, and problems in relationships such as “jealousy and criticism of another’s behavior or values” (Richmond & Lemons, 1985, p. 176). Using the developmental theories of Chickering, they propose that the sophomore in college is working through his vectors of achieving competence: intellectual competence, physical and manual skills capability, and social/interpersonal competence (Lemons & Richmond, 1987). The authors postulate that students fall into a slump during their sophomore year due to not achieving “competence or the recognition of competence” in “superior academic performance, athletic prowess, or involvement in cocurricular organizations” (Lemons & Richmond, 1987, p. 16). The

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