Sophomore Objectives

Retention Program Phase II: Sophomore Engagement

The following is a list of programming goals and objectives for Phase II: Sophomore Engagement. There are four areas of focus for Sophomores:

Lemons and Richmond (1987)

Goal: Students should be able to make positive choices, given multiple factors related to family, finances, personal life, and academics.

Students will

  • Be more aware of personal choices and preferences when in group and family settings.
  • Be able to self-reflect and self-assess as the occasion calls.
  • Be able to be a mentor to underclassmen.
  • Be able to make good choices.
  • Be accountable and responsible for self in the personal, social, and academic domains.
  • Be able to handle obstacles and hardships.
  • Be able to communicate clearly and directly about issues and concerns.
  • Develop an awareness of a range of choices and tolerance for those who choose differently.
  • Become more aware of the world of choices open to them.
  • Be able to self-advocate, which includes speaking up for themselves with faculty, staff, university administration, family, and peers.

Previous Program: What kind of leader are you?, Effective ways to lead, Effective decision making, personal financial management

Resources: Advising Centers, Registrar, Counseling, University Administration, Student Government Association

Lemons and Richmond (1987)

Goal:  Student should be somewhat comfortable with their social identifiers, and accepting of people with different social identifiers.

Students will

  • Redevelop a secure sense of self through processing feedback from faculty, staff, peers, and family, and learning from personal life experience (not sure what you mean by “trends” in the context of your original goal statement)
  • Maintain personal stability and integration in academic and social life.
  • Be able to remain grounded despite obstacles that may arise in academic and personal life.
  • Be able to maintain their convictions, opinions, or beliefs in the face of opposition.
  • Be able to spend time with themselves.
  • Be comfortable approaching and assisting underclassmen.
  • Be comfortable with sharing their learning experiences with underclassmen to help develop resiliency.

Previous Program: Bounce Back, Wake up Calls

Resources: UNITAS Mentoring, WISE Mentoring, AAP Peer Counseling, VSB Peer Counseling

Lemons and Richmond (1987)

Goal: Students should know their passions, interests, and goals.

Students will

  • Develop educational/career plans.
  • Clarify career and life goals.
  • Select appropriate courses and other educational experiences.
  • Begin to articulate their passions.
  • Find their voices.
  • Participate in extracurricular activities (social integration).
  • Establish faculty/staff relationships (academic integration).

Programming Ideas: Leisure Links Program at Butler University

Resources: GAs, Career Services, Campus Ministry, CMA, Student Development, Intramurals, faculty, Academic Advisors

Lemons and Richmond (1987)

Goal: Second year students will be able to negotiate the University independently of the A.C.T.I.V.E. Retention Program by utilizing the resources and skills achieved during their first and second year enrolled in the program.

Students will

  • Achieve a higher level of competency than freshmen in the intellectual and interpersonal domains.
  • Be able to identify academic strengths and weakness based on past academic performance.
  • Be able to articulate their challenges, and successes.
  • Be able to interpret academic requirements.
  • Be able to evaluate their progress toward attaining their degrees.
  • Develop decision-making skills.
  • Become independent learners.

Programming Ideas: Devising an Academic (Professional Development) Plan

Resources: MSL Leadership Day, Student Development Leadership Challenge, M.A.R.C., GA