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Road to the right major national nacada
- 1. Presented By: Andrea Inman Elisa Kuchvalek
- 2. Center for Academic Planning (CAP) We Advise: • Roster of exploratory sophomores and above • Students who are “re-deciding” their major
- 3. Why Students Are Undecided • Did not initially choose their own major • Many interests or none • Wrong skill set for major • Believes major = career • Not ready for college Auguste Rodin French, 1840 - 1917 The Thinker
- 4. What You Need to Know About Undecided/Exploratory Students • There is nothing wrong with being undecided • All undecided students are not the same • Undecided students CAN have a declared major http://www.fsu.edu/students/
- 6. Informed by Student Development Theories • Cognitive Theory of Development: William Perry • Identify Foreclosure: Erik Erikson • Intrinsic vs. Extrinsic Motivation: Edward Deci and Richard Ryan https://www.instructables.com/id/Top-10-Evil-Techniques-to-Get-your-Teen-out-of-Bed/
- 7. Strengths-Based Advising • Help students discover what they are good at • Be realistic about their strengths and weaknesses • Knowing what you are good at and working within that area leads to achievement https://marketing4ecommerce.net/como-disenar-estrategia-de-inbound- marketing/
- 9. Stuck in the Roundabout Characteristics: • Primarily freshmen and sophomores • Real interest in multiple majors • Struggles to commit to one program https://giphy.com/gifs/roundabout-KQPGQv7KBDNUk
- 10. Newly Licensed Drivers Characteristics: • Primarily freshmen • Large amount of accelerated credit • Not developmentally ready to be “fast tracked” https://www.insidehighered.com/news/2016/08/24/study-finds-students-benefit-waiting-declare-major
- 11. Advising Strategies • Provide organized approach to exploring alternative majors • Give homework • Multiple meetings • Practice critical thinking • Eliminate dissonance • Discuss “value added” options
- 12. Dig Deeper: Questions to Get Your Students Thinking
- 13. Passengers Characteristics: • Primarily sophomores and juniors • Along for the ride • No goals or direction, but no worries or pressure • Not developmentally ready to choose a major http://www.ishn.com/articles/94096-dot-to-test-2013-model-passenger-vehicles-for-safety
- 14. Advising Strategies • Introduce dissonance • Time to have a serious conversation • Discuss major options that allow for continued exploration • Develop a firm deadline for declaring a major
- 15. Dig Deeper: Questions to Get Your Students Thinking
- 16. Let’s Talk About Sema! Sema Nole
- 18. U-Turn Students Characteristics: • Declared a major • Started taking classes for another major • Returned to first majorhttps://www.comedytrafficschool.com/how-to-make-a-u-turn
- 19. Sharp Right Turn Students Characteristics: • Declared, but sharp change in classes • May have experienced failure in classes for previous major
- 20. Advising Strategies • Normalize and validate behavior • Try to plan for major choice, but find a backup option • Have the “Let’s think about this as your first degree” conversation
- 21. Dig Deeper: Questions to Get Your Students Thinking
- 22. Head-On Collision Characteristics: • Declared but can’t continue in current major • Fixated on original major • Defensive, panicky, sad or upset • Dualistic student: right/wrong choiceshttps://www.wired.com/2016/01/5-of-the-greatest-physics-demos-from-the-mythbusters/
- 23. Advising Strategies • Normalize and validate behavior • Use a strengths-based advising approach • Reframe the situation • Model critical thinking • Be realistic • Assign homework and schedule the next meeting
- 24. Dig Deeper: Questions to Get Your Students Thinking
- 25. Let’s Talk About Tom and Remi! Tom A. Hawk Remi Gade
- 27. The Journey is Just Beginning… http://gofood.site/food-ideas-for-a-business-meeting.html https://blog.schoolspecialty.com/benefits-art-students-special-needs/ http://www.fsu.edu/students/
- 28. Questions???
- 29. References • Crookston, B. B. (2009). A Developmental View of Academic Advising as Teaching. NACADA Journal, 29(1), 78-82. doi:10.12930/0271-9517-29.1.78 • Cuseo, J. (2005). Decided, undecided, and in transition: Implications for academic advisement, career counseling and student retention. In R. S. Feldman (Ed.). Improving the first year of college: Research and practice. (pp. 27- 48). Mahwah, NJ: Lawrence Erlbaum Associates. • Gordon, V. N. (1981). The Undecided Student: A Developmental Perspective. The Personnel and Guidance Journal, 59(7), 433-439. doi:10.1002/j.2164-4918.1981.tb00590.x • Gordon, V. N. (2015). The undecided college student: an academic and career advising challenge. Springfield, IL, U.S.A.: Charles C. Thomas , Ltd. • Perry, W. G. (1999). Forms of intellectual and ethical development in the college years: A scheme. San Francisco, CA: Jossey-Bass.. • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037//0003-066x.55.1.68 • Schreiner, L. A., & “Chip” Anderson, E. (2005). Strengths-Based Advising: A New Lens for Higher Education. NACADA Journal, 25(2), 20-29. doi:10.12930/0271-9517-25.2.20 • Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. Delta Pi Epsilon Journal, 50(2), 90-99. Retrieved from https://login.proxy.lib.fsu.edu/login?url=https://search.proquest.com/docview/195581754?accountid=4840 • Sokol, Justin T. (2009) "Identity Development Throughout the Lifetime: An Examination of Eriksonian Theory," Graduate Journal of Counseling Psychology: Vol. 1: Iss. 2, Article 14. Available at: http://epublications.marquette.edu/gjcp/vol1/iss2/14
Editor's Notes
- Undecided/exploratory students represent a significant proportion of the entering student body at most colleges and universities. It can be difficult to truly know how many undecided students enter college because estimates can only include students that openly admit to being undecided. Just because a student has declared a major, it doesn’t mean the student is “decided”; it is quite difficult to determine how many entering students commit themselves to unrealistic or uninteresting programs because of parental or societal pressures. Approximately, 60% -75% of students who begin their studies declared in a major, change their majors at least once before they graduate so students have the potential to fall into the exploratory/undecided category at any point in time. Without the support of an advisor, undecided students may have trouble identifying a direction that is best for them so it critical for advisors to have a well-developed set of strategies that can be used to appropriately guide these students.
- Theories used to better understand our population… these are explored in more detail on your hand out.
- Our primary type of advising strategy is…Strengths Based Advising Why we use strengths Based Advising? Student population may not be able to do first choice of major; need to help them identify strengths and weaknesses and get on track for graduation Focus on what they are good at, so that they can achieve.
- Stuck in the Roundabout Characteristics High achieving students that have real interest in multiple majors Aptitude to be successful in multiple majors making it even more difficult to commit to one program Tend to view the world dualistically (e.g. think right answers and simple truths) May enjoy soliciting advice from anyone willing to offer it; especially adults
- Characteristics Received an AA when graduating from high school and/or has a large amount of credits from AP, IB, etc. coursework Advanced in terms of academics, but not in terms of development and maturity May feel highly stressed and pressured to choose a major
- Offer students an organized approach to exploring alternative majors and career choices Give homework assignments Multiple meetings throughout semester for “progress updates” Practice critical thinking Eliminate dissonance (aka “bad” or “wrong” decisions) Discuss “value added” options
- How much do you know about the majors you are interested in? How much research have you done so far? Of all the majors you are considering which one are you most interested in? Which one are you least interested in? Why? Now that you have identified these potential programs of interest what steps should you take to help you decide which major is the best fit? Why do you feel those steps are the best course of action? What are some new things you have experienced this semester? Have any of these experiences influenced your thoughts on selecting a major? What other ways can you incorporate some of your personal interests into your degree program?
- Characteristics Tend to be sophomores and juniors Along for the ride Not engaged in the exploration process Limited work experience and involvement on campus No goals or direction, but no worries or pressure Not developmentally ready to choose a major
- Introduce dissonance Have the “You’re not deciding what you’re going to do the rest of your life” conversation Discuss major options that allow for continued exploration Develop a firm deadline for declaring a major
- Is it your goal to graduate from this institution? What is holding you back from choosing a major? What kind of major is the best fit for you? Would you prefer a major that is more structured (e.g. Sociology) or a major that is more flexible (e.g. Interdisciplinary Social Sciences)? Do you have any work experience? What is your dream job?
- Now I’ll talk a bit about some types of exploratory students who have declared majors, but are now exploring.
- There are two different types of students who are difficult to distinguish between when you first meet them, and those are the U-Turn and Sharp Right Turn Students
- Both of these types of students may exhibit similar characteristics. It’s possible they have gone through “Identity Foreclosure” or really-“letting mom or dad choose your major” For initial advising it’s not really necessary to differentiate. Eventually, you will find out. The trick is determining if they choose their original major for good enough reasons to continue in it, if it is still a choice. Sometimes these students can be sneaky! Depending on why they chose the original major, they may not want parents or friends finding out that they’ve changed their major. Advisors can find out several terms into the process. And of course, going about the process without advising can mean that they don’t make entry into their chosen major, and may have a higher risk of attrition.
- They can be defensive and panicky. You may need to calm the dissonance- normalize and validate. It’s normal to change majors, hopefully you can help them to make the switch. If their first choice major is a stretch, find a backup option. Don’t waste time, college is expensive. Try to get on track for both at the same time, so they can explore and test themselves. Use strength based advising to help identify places where they will succeed. IF it’s not possible, they may be upset that they can’t get the degree they were planning. It may be helpful to have the “let’s think about this as your first degree” conversation.
- How’s this semester going? Why did you choose your first major? What do you think you want to do with your degree? What do you do for fun? What major do you think you might be most successful in? What are your top two choices? What do your friends think you are good at doing?
- Identifying a head on Collision student is easy. They started college with a decided major, and are being asked to leave for one reason or another. Defensive, panicky, sad and upset. Maybe just angry. They may use all of your tissues, so be prepared.
- Students can be really stressed around situations like these, and it can be really difficult to make a decision when you are stressed. Normalize and validate. Great time to empathize with your college false start stories. Help them reframe the situation. This is a great time for a new start! Path that leads to them working with their strengths. They need to think it through: Quick Career assessment? Even just questions. Find out where their strengths are. Try to discourage remediating for areas they are failing. Notice what classes they have succeeded at and praise them, have they enjoyed that class they got the A in? What about the B+? Look at those great grades! Model decision making for them- tell them a story of when someone made a similar decision. Assign homework- talk to advisors and people they care about. Come back and meet with you again: Make a follow up appointment.
- I’ve sometimes explained intrinsic motivation to these students- “What we need to do is find a major that interests you enough to get you out of bed every morning. Mom isn’t here to make you go to school. If you think about it that way, what do you want to do?” You can ask them about jobs they’ve had, what they’ve enjoyed. Make them think a bit about what they did and didn’t like what they’ve done. Tell me about a good day for you? Tell me something that’s really fascinated you recently?
- Choosing the right major can be transformative Advisors can provide support and help students choose a direction Ultimately, the decision-making process belongs to the student!!
- Start of list