'CSI' Zeroes In On 'Sophomore Slump'

Back in 1956, a study of sophomores at Vassar showed them as more disorganized than students at other stages of their college careers.

In 2007, advisors in McMicken College of Arts and Sciences are focused on meeting the needs of students facing what's long been dubbed "sophomore slump."

The idea for the Cincinnati Sophomore Initiative, CSI, started at least a year ago. That's when Carol Tonge Mack, assistant academic director for the Center for Exploratory Studies, read an article by Molly Schaller of the University of Dayton. The article, "Wandering and Wondering: Traversing the Uneven Terrain of Second College Year," described the four stages students move through during their second year.

"At this point, I wanted to know how UC students were experiencing these stages. First, I had to look at the data to see where students were academically," Tonge Mack said. "A significant number of students were below the college's GPA; they were academically at-risk and I knew this was a retention issue. The college was able to secure a grant funded by the UC Alumni Association to implement programs to prevent the sophomore slump … We want students to feel as special as they were in the first year."

Carol Tonge Mack and Beth Fisher are among advisors with experience helping student face "sophomore slump."

Senior academic advisor Beth Fisher "certainly could have benefited from a program such as this" as a student, she said. Now, she's in a position to help others.

"I made a decision in my sophomore year to switch my major from Industrial Design to essentially 'undecided,'" she said. "Nine major changes later, I finally graduated. I think my path to graduation would have been a lot smoother had a program like this existed. It would have been great to have more guidance on the issues of declaring a major and the various experiential learning opportunities that are out there."

Advisors are, Tonge Mack explained, "very aware of student retention issues and the importance of communication with the students."

"Although students are not mandated to see an advisor at the end of the first year, advisors are contacting students to encourage more visits to the office," she said. "Also, they may recommend students take Discover UC this fall for those students in the second year who continue to explore their major options; this class is for sophomores/second-year students only."

Results can be quantified in a number of ways, Fisher said.

"One way would be to examine the number of students who successfully complete their sophomore year and re-enroll for their junior year," she said. "The Web site is a great place for students to browse the services and opportunities available to sophomores and they can access it at any time. The Web site also contains many links to the various advising centers, international programs, math and writing centers, and tutoring services."

Are there suggested guidelines for A&S sophomores on when and why to meet with advisors? "Advisors encourage students to make an appointment at least once or twice per quarter after the first year," Tonge Mack said. "Students have so many options for majors, classes and programs requirements. They need guidance on the 'right' class, internships, Alumni Shadowing or other experiential opportunities, and intentional academic and career planning for the next two years."

The CSI effort has already attracted a few university partners. "The sophomore experience is very new to the university and I'm certain as colleges learn more about their students' needs, they will become future partners," Tonge Mack said.

In the meantime, CSI is helping students by first understanding it's a stressful time in their lives.

"We want to eliminate the anxiety and focus on their success," Tonge Mack said. "We're in the beginning stages of the sophomore experience; there's a lot to learn from students. Hopefully, they'll teach us better ways to help them."

What are some warning signs that a student might want to seek help from the advising staff?

• Drastic decrease in the GPA.

• Continued frustration with lack of making a decision.

• Taking random courses.

• Consistently changing majors in a short period of time.

And what preventative measures can students and their families take to possibly avoid the slump before it strikes?

"See an advisor often, visit the CSI Web site for beneficial resources, and take the Discover UC course to explore all UC's majors," said Tonge Mack.

Like Fisher, Tonge Mack has an experienced eye for potential problems.

"I was pregnant my sophomore year of college and withdrew for a year with the support of the college (Middlebury College)," she said. "My advisor and the dean encouraged me to reapply and kept in touch with moral support during my withdrawal. The college's support, along with my mother and high school guidance counselor, prevented my 'sophomore slump.' I met with my advisor after I returned. We had an academic plan and I was very determined to complete my degree. We want students to 'prevent the sophomore slump,' but this means we have to work together to make it happen."

Everyone, advisors agree, benefits from such teamwork.

"Students benefit from early academic planning and support from advisors confirming they're on the right path," Tonge Mack said. "The university benefits because students will be successful graduates and happier alums."

Another plus for the student, Fisher said, is that they could potentially save themselves time and money.

"From an advising standpoint we want to make sure they are taking courses that they will need to further their degree progress in a timely manner," she said. "We also want the students to take advantage of experiences such as studying abroad and internships early on in their college careers, so they can get the experience they want and need."

Learn more about the Cincinnati Sophomore Initiative.