Office for Explorning Majors Spring 2012 #UNTAdv12
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  • Gordon suggests that effective major decision-making is an active process of gathering information and making meaning of that information relative to the self. Effective major decisions often move students from a place where they are externally defined to where they are internally defined (Gordon, 1992).Students may use a variety of strategies as they explore personal attributes, as well as major and career information. Four elements to classify these strategies:


  • 1. UNT Office for Exploring Majors & First-Year Seminar Bridge the Gap for the Undeclared/Undecided StudentLisa E. S. Maxwell, M.Ed. Director, Office for Exploring MajorsJennifer A. Palcich, M.A., LPC Senior Counselor, Office for Exploring Majors Coordinator of First-Year Seminar
  • 2. Agenda for this Session…• Office for Exploring Majors • Who are we? • Who do we serve? • Program for OEM Students • What we offer?• First Year Seminar • What is it? • Curriculum • Sample Syllabus • Major Players in the course • What’s to come…
  • 3. UGST 1000First-Year Seminar (previously UCRS 1000)
  • 4. • Who Takes UGST 1000? – All entering University Undeclared Students • Fall 2010: 393 participants • Fall 2011: 436 participants • From here on out this presentation will focus on the impact of the course on this particular group of students. – Freshman interested in Leadership or other “onesie” topics – Student Athletes
  • 5. IN A NUTSHELL…• 3 credit hour core class• Satisfies Discovery area of core• Transcendent material tied to all course topics• Majority of the sections focus on Exploring Majors & Careers• Required of Undecided students coming into Undergraduate Studies• Each section has one peer mentor• The “linchpin” in a Learning Community
  • 6. Learning Communities• A group of students who take three UNT core courses together, including the First-Year Seminar Some designed to have an interest area which allows you to experience coursework required for a major• Students select their LC’s at Freshman Orientation• Improves academic experience & retention; for the Fall 2010 population: • LC students had .11% higher GPAs than their non-LC peers • LC students were in good standing at a 5% higher rate than their non-LC peers • Undecided students were retained at a 6% higher rate when involved in LC’s than previous non-LC years• Benefits of LC’s • Form study groups, both formal and informal • Participate in social activities, such as football games, plays, speakers and just hanging out • Interact with faculty and staff outside the classroom • Feel connected in a large class setting
  • 7. First-Year Seminar Curriculum• Transcendent Topics (55%) • Academic Success • Personal Development • Connection to Community• Exploring Majors & Careers Topics (45%) • Self-Knowledge • Educational Knowledge • Occupational Knowledge • Decision-Making Knowledge
  • 8. Transcendent Topics• Life of the Mind• UNT Key Policies & Procedures• Learning Styles• Time Management• Note Taking• Test Taking• Information Literacy• Diversity• Engage/SRI• Values Clarification• Majors & Careers• Goal Setting• Connection to Community
  • 9. Exploring Majors & Careers Topics• Introduction to Majors & Careers• Personal & Work Values• Myers-Briggs Type Indicator• Strong Interest Inventory• Talents, Skills & Abilities• Decision Making• Road Trip Nation Project• Campus & Career Speakers
  • 10. UGST 1000: Exploring Majors & CareersObjectives & Expectations  Better understand and articulate how their personal values relate to their work values  Identify and research majors available to them both at UNT and beyond this University  Understand how their skills, abilities and talents lend themselves naturally to certain majors and careers  Understand how their chosen or intended major may or may not fit with their personality  Review the Career Theory of John Holland and think critically about how their personalized hexagon (Holland Codes) applies to their personalities and major/career choices  Understand the decision making process as it relates to deciding on majors and careers  Understand how their Personality Inventory (MBTI) relates to their major/career options  Confirm or rule out the majors they may have already declared
  • 11. COURSE CONTENT & GRADING STRUCTURE• 60% of grade is predetermined: “Non-negotiables” – 5% Myers Briggs Type Indicator – 5% Strong Interest Inventory – 15% Road Trip Nation group project – 20% Research Paper/Presentation – 15% Mid-term Exam (Study Skills)• 40% of grade is instructor-determined: “Negotiables” – Suggestions: • 10% Participation (obviously includes attendance) • 10% Journals, Activities and Homework Assignments • 10% Out of Class Activity and/or Connections w/ Peer Mentor • 10% One-on-One Appointment
  • 12. Who Teaches UGST 1000?Various Masters-level Counselors across campus:• Undergraduate Studies (OEM, LC, START, Core Academy, Title III)• Housing• Career Center• PACS• Business• Money ManagementProfessionals from Division of Student Affairs &AthleticsPh.D. Candidates from several different disciplines
  • 13. We encourage Instructors to find their own style… • Connection to Community activities assigned where activities arise • Speakers can be interspersed throughout the semester if Instructor prefers • Instructor can use Speakers/Presentations or Combination of both • “Flow” can be changed
  • 14. UCRS 1000 “Major Players”
  • 15. MAJOR PLAYER: ROAD TRIP NATION PROJECT• “Find your open road”• Student Groups of 3-5• Proposal• Group Presentations to the class• Fact Sheet• Process Paper• Team/Class/Instructor ratings for grade
  • 16. Road Trip Nation• Charna Halpern, Co-Founder of ImprovOlympic
  • 17. MAJOR PLAYER: ASSESSMENTS• Myers-Briggs Type Indicator• Strong Interest Inventory• Combined Report
  • 18. MAJOR PLAYER:EDUCATIONAL/OCCUPATIONAL RESEARCH PAPER• Research Two Majors• Research Two Careers• Four-page research paper
  • 19. MAJOR PLAYER: INDIVIDUAL PRESENTATIONS• Culmination of everything learned in this course – Self-knowledge – Educational knowledge – Occupational knowledge – Decision (if one has been reached/narrowed) – Road Trip Nation• Examples of great past presentations
  • 20. MAJOR PLAYER:ADVISING STUDENTS FOR SPRING• Planning advising week – In class – 1:1• Must have been through advising training• Refer to Binder from training when advising your students – Meet w/ Lisa Maxwell if you have not been trained (3 hour training)• ImageNow & Advising Records• DARWIN & AD Exceptions• Observe Guidebook Sessions for refreshers• October – Brown bag
  • 21. MAJOR PLAYER: ADVISING STUDENTS FOR SPRING• Planning your advising week – In class – 1:1• Must have been through advising training• Refer to Binder from training when advising your students – Meet w/ Lisa Maxwell if you have not been trained.• ImageNow & Advising Records• DARWIN & AD Exceptions• Observe Guidebook Sessions for refreshers• October – Brown bag
  • 22. MAJOR PLAYER: CLASS SPEAKERS• Survey students in class• Learning Community-relative• Utilize expertise of Learning Community instructors or the R.E.A.L. Communities in Housing• Small database available of past semester speakers• Be creative!• Career Center Programs available
  • 23. Interesting things going on as a result of UCRS 1000:• Exploring Majors Ambassador Program• Peer Mentors for future UGST 1000
  • 24. Looking to Fall 2012…• Remove advising component and encourage one-on-one meetings in the first two weeks of class• Much more streamlined communication/connection between peer mentors and Instructors• Peer Mentors are taking on responsibility of teaching 4-6 class lessons• Make a Difference Day (Oct): group community service component coordinated by peer mentors – reunion/community service in spring at BIG Event (Mar)• Developing a “hybrid” version of the course (online component)• Developing library tours/partnership• Instructor Resources: converting from Blackboard to Blackboard Learn
  • 25. Questions?… Please Ask!
  • 26. Santiago AguerreCo-Founder - Reef