With the weighty expectations students face in their first, junior and senior years, it can be easy to disregard the importance of one’s sophomore year. The conception of the sophomore year as a time for taking things easy, without needing to deal with the adjustments of first year is extremely prevalent. Yet most experts consider this sentiment to be woefully incorrect. Many even point to one’s sophomore year as the most decisive period of their academic experience.
Unlike first-years, sophomore students have the advantage of returning to an environment they find familiar and comfortable. They’ve already developed meaningful friendships and support networks, perhaps having selected a “favorite” faculty member or having invested time in a club or job they like. But, as a transitional year, sophomore year can also be incredibly stressful. The “sophomore slump” is a documented phenomenon that encapsulates all the issues sophomore students face. As sophomores don’t have the same supportive structures provided in their first year, they often feel dissatisfied with the college experience and disengaged with the campus community and their academics. Sophomore students are pressured by their relatives to “figure out” their majors, internships, study abroad experiences, and career paths, yet they are often questioning these things themselves. Having been exposed to a myriad of diverse subjects and experiences in their first years, sophomores are the students most likely to change their majors or intended career paths. Sophomores are also the students most likely to transfer between academic institutions or drop out altogether, often experiencing major academic deficiencies. As the choices one makes in their sophomore year are the most indicative of their likelihood to graduate college altogether, it is imperative that the sophomore student begins the year mindful of the “sophomore slump,” and the resources and strategies that can ensure their success.
In the 2014-15 academic year, Elizabethtown College unveiled a new program to combat the sophomore slump. Developed by Professor of History and the Dean for Curriculum and Honors Brian Newsome, Director of Student Transition Programs and Prestigious Scholarships Jean-Paul Benowitz and College Chaplain and Director of Religious Life Tracy Wenger Sadd, the Sophomore Year Experience (SYE) is meant to help students explore questions of life purpose and vocation, as well as promote the sophomore year as a uniquely valuable and actionable part of one’s academic career. In place of Benowitz, whose new position with Prestigious Scholarships has necessitated his departure from the group, is Associate Dean of Students and Director of Academic Advising Stephanie Rankin. As well, the sophomore class representatives are a major part of the planning and implementation of some of the year’s events.
The SYE events – all voluntary – are varied, and each one is uniquely structured to benefit sophomore students in their endeavors. The Monday, Sept. 9, sophomore year opening dinner is a tradition uniquely tailored to help sophomore students start the year off in a positive and mindful fashion. The dinner began with a keynote address by Associate Professor of Occupational Therapy Judy Ericksen and transitioned into break-out sessions with faculty and staff members, providing an opportunity for students to engage in a meaningful conversation with faculty, staff and their peers about the sophomore year.
Later in the year, the college will be having other SYE programs, like the upcoming Majors and Minors Fair (also a part of the First-Year Experience), the sophomore retreats and the closing dessert reception. Also provided are mentoring programs, geared toward helping students explore the questions of purposeful life work and vocation. The first is a peer-mentoring program which provides sophomores the opportunity to work with senior students. A play on the Blue Jay identity and the “V” formation of flocks of birds, Blue Jay “vics” help sophomore students discern their majors, minors and major concentrations or select one of the 5 Signature Learning Experiences (SLEs) required for graduation. Students can also seek guidance from Purposeful Life Work mentors – faculty or staff members who can help answer questions of vocation, purposeful life work and how to make decisions that affect life beyond their college experiences.
Dr. Newsome stressed the importance of flexibility to get the most out of sophomore year. “It is important to look at everything you do this year, both in and out of the classroom, with a sense of purpose,” he said. “Take advantage of opportunities as they come and be open to new things.” There are a myriad of resources and opportunities provided as a part of the Sophomore Year Experience to help sophomores overcome the problems they face and make the most of a uniquely important and advantageous year. All that is required of sophomore students is that they take the initiative and give these programs (and the rest of the programming on campus) a try. More information on the SYE programming can be found on the college website.
