Effects on Students’ Holistic Development Through a Comprehensive Second-Year Program

Matthew Van Jura; Leah Halper; Liz Lubinger; Rebecca Kapusta; Chelsea Black; M. Susie Whittington

doi:10.24926/jcotr.v31i2.5780

Cover for the Journal of College Orientation and Transition Volume 31 Issue 2

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Published

2024-12-04

Issue

Vol. 31 No. 2 (2024)

Section

Feature Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.

How to Cite

Van Jura, M., Halper, L., Lubinger, L., Kapusta, R., Black, C., & Whittington, M. S. (2024). Effects on Students’ Holistic Development Through a Comprehensive Second-Year Program. Journal of College Orientation, Transition, and Retention, 31(2). https://doi.org/10.24926/jcotr.v31i2.5780

Effects on Students’ Holistic Development Through a Comprehensive Second-Year Program

Matthew Van Jura

Leah Halper

The Ohio State University

Liz Lubinger

Rebecca Kapusta

Chelsea Black

M. Susie Whittington

DOI: https://doi.org/10.24926/jcotr.v31i2.5780

Keywords: second-year students, second-year programs, student development, sophomores

Abstract

Though many institutions provide robust first-year experience programs to help students adjust to college life, similar programs designed for second-year students are generally limited or nonexistent. As a result, second-year students often face unique stressors and developmental milestones with diminished institutional support. This study describes how a comprehensive second-year program at one university contributes to second-year students’ holistic development: namely, their sense of belonging, perseverance, and self-efficacy. From these results, we provide implications for practitioners.

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