Talking Stick - January/February 2014 - 34

learning communities, amount of
open/green space).
The self-awareness component
of STEP will be assessed using
specific scales designed to measure
formal campus involvement. Metrics
will address participant involvement
in student organizations and
other organized groups, levels of
cultural understanding and social
perspectives, and involvement in
sociocultural discussions. Evaluation
data from programs and services
such as Open Doors, Inter-Group
Dialogue courses, Student Wellness
Center-sponsored events, leadership
programming, and Buckeye Careers
will contribute to the assessment of
the self-awareness component.
University residential
communities play a vital role in
student success by enhancing
and complementing academics,
providing support and nurturing,
building community and
engagement, developing leadership
and life skills, and creating
lasting friendships. One year is
fundamental; two years allows
for deeper exploration and better
prepares students for a transition
to the next step of their evolving
independence as young adults.
We know that the closer students
live to campus, the closer they are
to all the resources and facilities
they need to be successful. And
the longer they live on campus,
the closer they are to graduation,
as well as all the people, places,
and opportunities that make their
student experience extraordinary. TS

Lance KennedyPhillips

Elizabeth Fines

34

is the executive director
of the Office of Student
Life Center for the Study of
Student Life at The Ohio
State University in Columbus.
is an associate director of
academic initiatives at The
Ohio State University.

TALKING STICK

Variations on a Theme
Even though they differ across the globe, higher
education institutions agree that supporting
sophomores improves retention and student
satisfaction.
By Luke LaCroix

T

he components of sophomore student
success may vary from campus to
campus, but persistence from the
first year to the third year and student
satisfaction are standard indicators of success.
Although efforts may differ depending on
the institution, many share the same goals:
connecting students to resources, providing
them with opportunities to discern and exercise
discretion in order to define their own success
with support, and continuing to provide them
with opportunities to develop relationships with
peers, faculty, and administrators. The Talking
Stick set out to review programs and initiatives
at varying institutions (large, small, public and
private) to see how, despite their differences,
these institutions aspire to support sophomore
students with academic and cocurricular
pursuits. Each places the sophomore student at
the center, and each works diligently to provide
the individual student with options and resources
for success in the second year of college.



Talking Stick - January/February 2014

Table of Contents for the Digital Edition of Talking Stick - January/February 2014

Talking Stick - January/February 2014
Contents
New Member Highlight
Vision
Just In
Your ACUHO-I
Transitions
Facilities
Regroup
Special Focus
Calendar
Now Starring: Sophomores
An Oasis for Learning
Conversations
First Takes
Reporting Out
New Members
Snapshot
Talking Stick - January/February 2014 - Talking Stick - January/February 2014
Talking Stick - January/February 2014 - Cover2
Talking Stick - January/February 2014 - 1
Talking Stick - January/February 2014 - 2
Talking Stick - January/February 2014 - Contents
Talking Stick - January/February 2014 - New Member Highlight
Talking Stick - January/February 2014 - 5
Talking Stick - January/February 2014 - Vision
Talking Stick - January/February 2014 - 7
Talking Stick - January/February 2014 - Just In
Talking Stick - January/February 2014 - 9
Talking Stick - January/February 2014 - 10
Talking Stick - January/February 2014 - 11
Talking Stick - January/February 2014 - 12
Talking Stick - January/February 2014 - Your ACUHO-I
Talking Stick - January/February 2014 - Transitions
Talking Stick - January/February 2014 - 15
Talking Stick - January/February 2014 - Facilities
Talking Stick - January/February 2014 - 17
Talking Stick - January/February 2014 - 18
Talking Stick - January/February 2014 - 19
Talking Stick - January/February 2014 - Regroup
Talking Stick - January/February 2014 - 21
Talking Stick - January/February 2014 - 22
Talking Stick - January/February 2014 - 23
Talking Stick - January/February 2014 - Special Focus
Talking Stick - January/February 2014 - 25
Talking Stick - January/February 2014 - 26
Talking Stick - January/February 2014 - Calendar
Talking Stick - January/February 2014 - Now Starring: Sophomores
Talking Stick - January/February 2014 - 29
Talking Stick - January/February 2014 - 30
Talking Stick - January/February 2014 - 31
Talking Stick - January/February 2014 - 32
Talking Stick - January/February 2014 - 33
Talking Stick - January/February 2014 - 34
Talking Stick - January/February 2014 - 35
Talking Stick - January/February 2014 - An Oasis for Learning
Talking Stick - January/February 2014 - 37
Talking Stick - January/February 2014 - 38
Talking Stick - January/February 2014 - 39
Talking Stick - January/February 2014 - 40
Talking Stick - January/February 2014 - 41
Talking Stick - January/February 2014 - 42
Talking Stick - January/February 2014 - 43
Talking Stick - January/February 2014 - Conversations
Talking Stick - January/February 2014 - 45
Talking Stick - January/February 2014 - 46
Talking Stick - January/February 2014 - First Takes
Talking Stick - January/February 2014 - Reporting Out
Talking Stick - January/February 2014 - 49
Talking Stick - January/February 2014 - 50
Talking Stick - January/February 2014 - 51
Talking Stick - January/February 2014 - 52
Talking Stick - January/February 2014 - 53
Talking Stick - January/February 2014 - New Members
Talking Stick - January/February 2014 - 55
Talking Stick - January/February 2014 - Snapshot
Talking Stick - January/February 2014 - Cover3
Talking Stick - January/February 2014 - Cover4
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