What is it about?
The second year of university is critical as undergraduates explore new academic trajectories and professional relationships. We analyzed reflections from over 100 students participating in a summer-bridge program for transition into the second year. We found what students experienced as meaningful: They more often described growth in academic learning, personal development, and social connection, while career-related and professional were mentioned less frequently.
Featured Image
Photo by Austin on Unsplash
Why is it important?
University campuses often evaluate programs using surveys or broad outcome measures, but qualitative reflections can reveal how and why students experience change. By centering student voices, this study provides a richer picture of the kinds of experiences that students identify as meaningful. These insights can inform more responsive, student-centered design for second-year supports and beyond.
Perspectives
What I value most about this study is that it centers student voice as evidence. Complementary to outcomes and scores, reflections show how students make meaning of their experiences. This kind of insight is useful for improving programs in practical ways, because it tells us not only what changed but also how and why it mattered.
Stanley Lo
University of California San Diego
Read the Original
This page is a summary of: In their own words: A qualitative examination of student experiences with high-impact practices during the second-year transition, PLOS One, January 2026, PLOS,
DOI: 10.1371/journal.pone.0340395.
You can read the full text:
Contributors
The following have contributed to this page
