Proposal Title

Exploring Barriers to Sophomore Student Success

Proposal Track

Research Project

Session Format

Presentation

Abstract

Higher education administrators have a long history of conducting research on students in transition. This research has included, but is not limited to, the transition from high school to college, the first-year experience of college students, and the transition from college into the workforce. There has been growing interest in the experience of college sophomore students and the creation of sophomore experience programs (Kawaczynski, 2009). This preliminary research will use a phenomenological qualitative approach to gain first hand accounts about the sophomore experience, specifically perceived barriers to their success. The presentation is rooted in a researched study in progress; therefore the findings are available for this presentation. However the implications for the sophomore year can be perceived as a time where students are faced with numerous intrinsic and extrinsic variables that can influence their decision to return to the institution during their third year (Graunke and Woosley, 2005; Gahagan and Hunter, 2006; Tobolowsky, 2008).

Keywords

sophomores; sophomore student success; sophomore slump; student transition

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Oct 5th, 10:30 AM Oct 5th, 12:15 PM

Exploring Barriers to Sophomore Student Success

Higher education administrators have a long history of conducting research on students in transition. This research has included, but is not limited to, the transition from high school to college, the first-year experience of college students, and the transition from college into the workforce. There has been growing interest in the experience of college sophomore students and the creation of sophomore experience programs (Kawaczynski, 2009). This preliminary research will use a phenomenological qualitative approach to gain first hand accounts about the sophomore experience, specifically perceived barriers to their success. The presentation is rooted in a researched study in progress; therefore the findings are available for this presentation. However the implications for the sophomore year can be perceived as a time where students are faced with numerous intrinsic and extrinsic variables that can influence their decision to return to the institution during their third year (Graunke and Woosley, 2005; Gahagan and Hunter, 2006; Tobolowsky, 2008).