The Sophomore year represents a critical transition for students.
Additionally, the report offers implications for research and practice by highlighting the ways in which institutional efforts and Initiatives can be better designed for responsiveness based on differences in campus context, student backgrounds, and student needs..
This new report reviews these findings, including institutional practices related to academic advising for sophomores.
The 2019 National Survey of Sophomore-Year Initiatives sought to explore institutional responses to and Support for Sophomore students.
Sophomore dropout and disengagement has led administrators, faculty, and researchers to increase their attention to these students\' unique needs.
As institutions shift their attention from these students to the incoming class, sophomores can feel unsupported as they face increased academic challenges and explore major and career options.
The Sophomore year represents a critical transition for students
