complexities in understanding the experience of sophomore students presented by: molly a. schaller,...
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![Page 1: Complexities in Understanding the Experience of Sophomore Students Presented by: Molly A. Schaller, Ph.D. University of Dayton](https://reader034.vdocument.in/reader034/viewer/2022051516/56649c855503460f9493b1de/html5/thumbnails/1.jpg)
Complexities in Understanding the Experience of Sophomore Students
Presented by:
Molly A. Schaller, Ph.D.
University of Dayton
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Our Time Together
□A developmental model to understand the sophomore year.
□A look at the range of issues facing sophomores at different types of institutions.
□An opportunity to prioritize issues on our own campus.
□A look at possible approaches.
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Stages of the Sophomore Year Schaller (2005)
Stages have tone and contentStudents may experience multiple stages at one timeMajor content areas: Relationships, Self, Academics□Random Exploration: exuberance, lack reflection
□Focused Exploration: frustration, reflection begins
□Tentative Choices: relief, some lingering anxiety – action begins
□Commitment: confidence
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Random Exploration(often seen in first year)
□Traditional Students:
□Peer relationships – □Students often dramatically expand their communities to include many different types of people (Parks, 2000).
□Self or behavior – □Expanding notion of what is appropriate or
acceptable
□Academics –□Inability to balance time demands, unfocused
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Random Exploration
□Financial Issues□short term or limited view of the financial impact facing
the student (use of credit or loans, denial of the end of first year aid)
□Developmental Education□not facing major or academic issues in ways to prepare
for major choice
□Transfer Preparation □because of survival mode, are not considering transfer
options
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Transition Theory
□Transition into college has been completed.
□This transition is primarily external.
□Bridges (1980) calls this first step of transition the “Ending Process.”
□Services are frontloaded to assist in the transition in to college.
□Sophomores begin to experience the “Neutral Zone.”
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
“Neutral Zone”(Bridges, 1980)
□Period of great insight.
□Sophomores have gathered
a good deal of new information
about self, peers, the world.
□Loevinger (1976) called this the “conscientious” stage as students come to be self-evaluative, self-critical, responsible.
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Stages of the Sophomore Year Schaller (2005)
Stages have tone and contentStudents may experience multiple stages at one timeMajor content areas: Relationships, Self, Academics
□Random Exploration: exuberance, lack reflection
□Focused Exploration: frustration, reflection begins
□Tentative Choices: relief, some lingering anxiety – action begins
□Commitment: confidence
![Page 9: Complexities in Understanding the Experience of Sophomore Students Presented by: Molly A. Schaller, Ph.D. University of Dayton](https://reader034.vdocument.in/reader034/viewer/2022051516/56649c855503460f9493b1de/html5/thumbnails/9.jpg)
Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Focused Exploration
□Traditional Students:□Relationships –
□become aware of the disconnect that exists between self and other, search for new ways to be in relationship or new relationships
□Self – □identify frustrations with self and past decision
making, yearn for finding ways to feel good about self and future
□Academics – □pressure begins to build so students become active
in the decision making process
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Focused Exploration
□Financial Issues – □Pressure of finances increases and relates to
academic choice/major selection□For some becomes reason to drop out
□Quarter versus semester?
□Relationships – □Changes in home and balancing demands of
school – particularly spouse and children□Expectations of those who are not college
educated
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Focused Exploration
□New Definition of Self□Dramatic change from past
notion – both liberating and frightening
□May be more able to identify failures with few successes – doors closing with few opening
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Stages of the Sophomore Year Schaller (2005)
Stages have tone and contentStudents may experience multiple stages at one timeMajor content areas: Relationships, Self, Academics
□Random Exploration: exuberance, lack reflection
□Focused Exploration: frustration, reflection begins
□Tentative Choices: relief, some lingering anxiety – action begins
□Commitment: confidence
![Page 13: Complexities in Understanding the Experience of Sophomore Students Presented by: Molly A. Schaller, Ph.D. University of Dayton](https://reader034.vdocument.in/reader034/viewer/2022051516/56649c855503460f9493b1de/html5/thumbnails/13.jpg)
Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Tentative Choices
□Traditional Students:□Relationships
□Begin to define “healthy relationships” and select accordingly OR settle for what is available
□Self□Find clarity about self, begin to align behavior with
values or views of self
□Academics□Make a decision and begin to feel good about that or
those choices
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Tentative Choices
□Relationships at home□Become comfortable with changes that “must be
made” for self survival
□Self as Successful□If are committed to academics develop clarity about
ability and are thus renewed
□Academics□Quick move to TC because of limited (perceived)
choices
□Pressure of $, success or ability can all cause this quick move
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
RandomExploration
Focused Exploration
Tentative Choices Commitment
First Year Range
Sophomore Year Range
Junior and Senior Year Range
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
RandomExploration
Focused Exploration
Tentative Choices Commitment
First Year Range
Sophomore Year Range
Academics
What are the implications of a quick move to tentative choices, especially in
relationship to academic/major selection?
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Application to Your Work
□What are the range of issues facing your students?
□How do you begin to prioritize them?
□How does that prioritization play a part in program design or outreach?
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Programming
□Sophomore programs must be based on assessment of your students’ needs and experiences.
□ALL programs should have academic, career development and personal development components
□MANY programs should have financial aid components
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Molly A. Schaller, Ph.D.Students In Transitions Conference, 2006
Some Lessons
□In the CC setting, calling self a “sophomore” can be a powerful label.
□In light of developmental education, helping students maintain energy may be very important.
□Transfer preparation cannot wait, but timing is key and should be assessed.
□Designing timing for all “pressures” is important.