By Erica Quinones
News Editor
After the first freshman-oriented convocation, attention is turning towards second-year students and how to improve their experience on campus.
Assistant Dean for Curricular Enrichment Tya Pope is brainstorming new initiatives targeting sophomore students.
“Students are dropped like a hot potato when they get to their second year. So, it is like ‘wait — I still need support, I still need stuff,’” Pope said.
Over the summer, Pope worked with sophomore Melody Sharp to compile a report on national second-year experiences and the various programs targeting them.
During their research, they found a phenomenon called “Sophomore Slump,” a period during which students suffer with academics and self-identity.
Because of sophomore slump, the second year becomes critical for retention.
To help students navigate their college careers, some schools have implemented programs like second-year mentors, class retreats, and “Halfway There” weeks.
Inspired by those programs, Pope started brainstorming what Washington College can do to help second-year students feel connected to the College, each other, and a bigger purpose.
Pope primarily suggested three programs, two of which are not definite yet.
The confirmed initiative is a monthly newsletter.
Pope said she will personally email it to sophomores and will contain a theme question to ponder, a key take-away action, a section with self-care tips, important on-campus resources, and key dates for students.
“I want people to…think about what they are doing, why they are doing it, what they have accomplished, and what have they not accomplished yet,” Pope said.
On the subject, sophomore Maddie Jones said that the idea is good, but she “[does] not think anyone would really read it.”
Fellow sophomores Tommy Pontius and Brennan Keifer also agreed that few people would read the newsletter.
Pope’s next suggestion, a Major Declaration Day, is less personal.
Instead of students simply getting their major form signed and turning it in to Bunting Hall, Pope wants to create excitement around declaring.
She suggested hosting an event where students can celebrate declaring their major. She pictures balloons, refreshments, and photographing as sophomores get their forms signed.
Some students were dissuaded by the public spectacle.
“If anything, it would make me not want to [declare my major],” Keifer said. “I like going to the advisor’s office and talking to them.”
Pontius said that the situation might make him nervous, as he is shy.
Both Jones and Pontius did like the idea of making declaration special through smaller initiatives.
While Jones was “pretty excited to declare [her] major without anything big happening,” she suggested the addition of buttons to celebrate the event. Pontius also like the idea of something small and wearable, like stickers.
The final idea is also made to hype the major declaration process: a Major Fair.
Like Club Fair or Career Fair, Pope described departments setting up information sessions inside their home buildings, allowing students to walk in and out freely.
Here, undecided students could learn about what the majors entail and who the primary figures are in each department.
A similar program is offered to incoming freshmen, but “it is a little harder because one of the first things we tell [students] coming into a liberal arts school is ‘explore,’” Pope said.
By the time students get to their sophomore year and are asked to declare a major, they have not had a second opportunity to explore the possibilities, according to Pope.
Interviewees liked the idea of having a forum to meet with department heads and learn what the College has to offer.
“I think it would be really cool, because just like how Club Fair advertises clubs, it would be giving more access to all the information the college has to offer,” Pontius said.
When asked what information they would want from a Major Fair, a common answer was the course distribution.
Jones also said that a chance to meet department heads would be helpful because, “when you go to get your major declaration form signed by someone you have never had [as a professor], it is a little intimidating.”
Because all three programs are in the preliminary stage, Pope encourages student feedback. She said that she wants to know what they value in order to create meaningful programs.
Pope will be sending out a survey soon. If any students have questions or comments about the initiatives, they can email Tya Pope at tpope2@washcoll.edu.