Student Development Lasts All Four Years
The first year of college is one of great change and growth, with students experiencing a new home, newfound independence, new friends, new challenges, and new interests. All of these novel experiences are met with a range of emotions including excitement, nervousness, fear, and success.
But, it doesn’t stop there. The transformation of your student continues and changes throughout his or her college career, and the challenges and opportunities vary depending upon your student’s year in school. It is very common for sophomores, in particular, to be changing their goals and questioning their plans. Juniors may be more focused on academic-track planning, as well as study-abroad possibilities (see Wanderlust in this issue).
The Parent Program recently asked a group of campus experts about the most common issues facing sophomores and upperclass students.
Given its location between the excitement and newness of the first-year of college and the more focused experience of the junior and senior years, many find sophomore year to be marked by considerable questioning of personal, academic, and career-related goals and aspirations, says Dean of Students Lori Berquam. It’s not uncommon for students to wonder if Madison is the right place for them or even why they are at the university at all. “What does it all mean?” may cross a sophomore’s mind more than once.
The adage that “change is the only constant in life” could have originated with sophomores in mind. Completing a full year of college often opens the possibility for students to look deeper and question goals or majors. Doing so is normal and healthy.
“It is a year of transitions and, for some, dislocation,” Berquam says. “Many students state that they feel at sea or a bit off-center. This complex of feelings and experiences is often referred to as the ‘sophomore slump.’”
Sophomores should consider narrowing their interests or studying one of them more in depth; meeting with advisors in the majors that they’re considering; continuing an assessment of skills, strengths, and interests; and exploring connections between interests, strengths, and potential careers.
Details typically begin to come together during junior year. Students are charting their courses for the next two years and the end is in sight. Juniors tend to be more aware and focused on the end result. They are applying and interviewing for internships in their chosen areas of study and many are studying abroad.
This is the time for self-reflection and for asking, “What haven’t I done that I want to do before I graduate?”
Students should be checking in with their advisors regularly to ensure that their plans match their intentions upon graduation. Work and internships may be a portion of their university academic load at this point.
Steve Schroeder, director of the School of Business Career Center, says, “Leadership and involvement should continue to be woven into a student’s academics and out-of-the-classroom activities, as employers want to hire students with demonstrated leadership experiences.”
The onset of senior year often engenders mixed feelings. While very familiar with campus and student life, students are making preparations for next steps and for leaving an environment where they are comfortable. They have been students for sixteen or more years, and the thought of doing something else can be scary.
Seniors are busy completing academic requirements while also searching for jobs. The ideal situation for any graduating senior is receiving a full-time job offer before graduation. Anxiety about entering the workforce is very common, and the current economic climate puts extra stress on students as they worry about being significantly underemployed or unemployed when they graduate.
Remember that change is stressful. “It’s what people say to themselves about change that will determine how well they react to it,” says Rob Sepich, a counselor at University Health Services. He advises students to not focus too much on things that are out of their control. “If they look at change as a challenge or an adventure—rather than a problem—they will do much better,” he says.
Sophomore through senior years at UW–Madison can be extremely rewarding and productive, says Berquam. Parents can help ensure a successful journey during all of the college years by being supportive of their student’s choices, coaching him or her through challenges, and allowing him or her to take responsible risks.