25 Minutes to a Major

Editor's Notes

1. For some students, just deciding on the path is a frightening enough process so they choose to push it off until they have to select one.Some students come in with credit hours from high school so they may be in a position where they have to choose or risk taking classes that do not count toward their program.Reasoning for choosing can stem from influences such as parents, ideas about a career field, or a desire to acquire something (leadership, money/wealth, status, recognition), but ideally we can hope that students come to their decision from an educated process that looks at their own motivations for learning the essential skills that can help them thrive in their intended career field.
2. Reasons for this vary: some students take classes that show them more about their first major and this prompts them to change routes, others discover a new path or opportunity they did not consider previouslyOn the other side, 15% choose to stay in the same major. Are they stubborn or just committed? What was their rationale for selecting, and is their major actually the right fit or is staying in the same major more convenient?
3. At Florida State University, students are required to meet with the advisor associated with the department that houses their intended major. In these meetings, the student can discuss their reasoning for his/her choice and as well as the aspirations with the program. In promoting autonomy and critical thinking for our students, could this selection be streamlined to an online format? Are there any legitimate cons associated with allowing students to change their major online?
4. Obviously, a student’s major is a big decision. It’s a primary talking point when they tell their parents about their time as an undergrad. It’s how a student can label his/herself within the college, and it usually is written in bold on a resume, all of which makes a major a pretty big deal.In choosing a major, it comes down to knowing the self. Articulating what you know and do not yet know about a program of student, having confidence in narrowing the path from three potential majors to one, and possessing the efficacy needed to hold oneself accountable for the decision.
5. Advisors are equipped with the resources and knowledge to help students make this decision from an educated standpoint. Meetings can help students learn about opportunities within a program, the types of courses and expectations with the program, and any potential obstacles associated with completing the program.
6. In a perfect world, advisors could have a series of meetings with students, and students would have ample time during their undergraduate degree to select a major. The reality stings though, as advisors must meet with hundreds of students in particular programs, and students are urged to select a major by the time they complete their liberal studies requirements or receive their Associate’s.
7. In some advising departments at Florida State, advisors only have enough time to meet with their students once, maybe twice, in order to make sure the students are on track to take the required courses to progress through the major.
8. So in case, we only get to see this student once or twice, we need to have an effective dialogue to make sure consideration has been given to their selecting of a major.
9. Is the student adamant about changing today?Is the student struggling meeting specific requirements?Is there a noticeable lack of conviction, motivation, direction with the potential majors out there?
10. What has prompted this meeting? If it is just to get a class schedule, that’s fine, but the student has 25-30 minutes with the advisor, so they deserve more time to articulate their path before being given a schedule.
11. Is this a limited access major? Is the student more interested in a career field than a major?Major does not essentially lead to a specific career, but a major can lead to an acquiring of skills and knowledge that can be transferred to specific career fields.
12. Resources based on what the student needs at that moment…If he/she is struggling in academics, study resourcesIf he/she is undecided about majors, a program guide can help narrow down optionsOther advisors can serve as great resourcesIf the student is interested in career options, onet.com can help spark interests
13. Open-ended questions let students fill the blanks and verbalize their reasoning. This can help them indicate how they make decisions/come to conclusions as well as help them articulate what they don’t know.
14. Constructivism gives the student the opportunity to come to their own conclusions. The role of the advisor is to provide realities and resources, and then guide the student to making his/her own decision. This way, the advisor does not need to feel like he/she is giving the answer, but instead supplying the tools to find the answer.
15. Discussion topics:How do you best work with a student who does not want to consider a plan B major?
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