NACADA



T4

Advising Undecided Students

Jennifer Joslin

NACADA Academic Advising Summer Institute 2011

Copyright 2011

Abstract

The range of undecided students is great. While it’s not unusual to work with students who have not decided on a particular major, it’s been estimated that 75% of students beginning college are either unsure of their major or lack information needed to make an informed choice of major. We also work with students who have focused on a major but decide (because of interest or difficulties) to change direction. Quite a range, indeed!

In this session, we’ll look at the skills and knowledge that advisors need to work effectively with the variety of undecided students. We’ll consider the research and literature about undecided students and decision-making, explore the pressures students feel to decide on a major quickly, discuss practical hands-on tools we can use in our work with undecided students, and learn from some award-winning programs.

Outline

I. Undecided students: Deep Background

A. Who are they

a. The unwilling, unable, or unready

b. Tentative declarers

c. The challenge of competitive admissions majors

d. Everything is interesting]

e. Indecisive vs. undecided

B. Is there a typical undecided student?

C. Why undecided? Informational, Developmental, Personal/Social reasons

a. Informational

i. lack information about personal strengths, interests, values

ii. Lack information about majors or disciplines

iii. Lack information about occupations or careers

b. Developmental

i. Lack of knowledge of decision-making processes, or inability to make a decision

ii. Lack of vocational maturity

iii. Lack of vocational identity

c. Personal/Social Concerns

i. Values – Goal conflicts

ii. Interest – Ability conflict

iii. Conflict with opinions of others – family, teachers, mentors

d. Other reasons

i. Afraid to commit

ii. Not feeling any pressure to decide

iii. Apathy

iv. Original choice no longer available

D. Revise/address how you see undecided students; tackle myths of “undecidedness” and major myths

a. Most students, even those who declare a major, enter college unsure about their major or career

b. Being undecided is not a problem but an opportunity:

i. Opportunity to take courses that will count toward graduation while exploring different majors/careers

ii. Opportunity to gather information

iii. Opportunity to participate in self-exploration

c. What are the myths of being undeclared?

d. What are the “major” myths?

 

II. Undecided students: Advising Knowledge & Strategies [“The Take-Aways” part]

A. Attitude, Knowledge, Skills & Theory

a. Attitudes: It’s a partnership (be intrusive, empathetic, supportive)

i. “We’re All in this Together”: Create a feeling of mutual responsibility for the student’s academic and decision-making process

b. Knowledge

i. Knowledge of student/adult development theory

ii. A generalist’s knowledge of academic programs on campus

iii. Knowledge of career planning, occupational clusters, integration of majors and occupational information

iv. Knowledge of campus resources

v. Knowledge of the decision-making process

c. Theory: Why Theory?

i. To understand developmental challenges facing college students

ii. To increase knowledge of factors contributing to development

iii. To assist in designing approaches to facilitate student growth and learning

d. Theories

i. Perry’s Theory of Intellectual & Ethical Development (1968)

ii. O’Banion’s Developmental Advising Paradigm (1972)

iii. Holland’s Theory of Vocational Personalities and Environments (1973)

iv. Myers-Briggs Theory of Personality Types (1987)

v. Chickering’s Theory of Identity Development (Chickering & Reisser, 1993)

vi. Gordon’s 3-I Process (Inquire, Inform, & Integrate) (2006)

vii. Racial and ethnic identity

1. Cross (1991), Helms (1993), Tatum (1992)

viii. Gay, lesbian, bisexual, & transgender identity development

1. Cass (1984), Fassinger (1998), Bilodeau & Renn (2005), Forest (2006)

B. Advising Strategies

a. Be accessible

b. Develop a trusting, compatible and continuous relationship

c. Utilize first-year experiences (seminars, learning communities, etc.)

d. Understand the reasons for the undecided status

e. Identify possible debilitating personal concerns

f. Provide accurate, relevant, & diverse information (print & electronic)

g. Help students identify realistic alternatives

C. Tools: interest inventories/online career guidance resources, & internet resources

a. Discover – career planning assessment

b. MBTI -- Myers-Briggs Type Indicator®

c. VARK – learning styles assessment

d. StrengthsQuest – talent identification assessment

e. Strong Interest Inventory – career planning assessment

f. Dept of Labor & other interesting informational sites

D. An Advising Model

a. Help students analyze their situation

b. Help students organize a plan for exploring

c. Help students integrate information

d. Support students while they make decisions

e. Help student initiate an action plan

f. Encourage future contact

E. On the ground: The Student Process

a. Gather information about themselves; available majors; possible careers; & the world of work

i. Self-information: interests, hobbies, activities, courses; what is important to them; solitary/group activities; indoor/outdoor activities; sports/cultural; abilities;

ii. Available majors: required courses; pre-requisites for the program; time to degree; ability to handle coursework; jobs available

iii. Careers: what major leads where; what is the job outlook; what are the opportunities for advancement or change

iv. The world of work (important skill development): Ability to work well with others; flexibility and adaptability; analytical reasoning and problem-solving skills; understanding of diverse & broad perspectives; ability to think and work independently; leadership skills; moral and ethical reasoning skills; strong verbal and communication skills; time management skills

b. Pulling it all together

Once students have collected all the information, they need to process it and narrow their choices based on (but not limited to) the following:

i. Skills needed

ii. Length of education and training

iii. Starting salary

iv. Competitiveness of major

v. Job outlook

vi. Grad school opportunities

vii. Career opportunities

viii. Other pros and cons

c. Other important points to consider

i. Eliminate choices that don’t fit with interests, values, goals

ii. Careers and majors are not the same thing

iii. Employers hire people with skills and the ability to learn

iv. Choosing or changing a major takes time and careful consideration

v. The biggest limitations are often those students place on themselves

 

III. NACADA Commission on Undecided & Exploratory Students (CUES) & other resources

a. Mission: to promote the advancement and improvement of academic advising of undecided and exploratory college students through the greater dissemination of resources and research pertinent to this educational endeavor.



Web Resources “Exploring majors” websites worth checking out!

1. University of Texas at Austin “Wayfinder”:

Wayfinder is a dynamic advising tool for current, admitted, and prospective students at the University of Texas at Austin. Based on personal and academic interests and experiences, the site guides students to customized resources and activities related to academic and career advising.

2. The University of Melbourne “Pathways”:

An interesting interactive tool that ties career options to undergraduate and graduate information adapted to the particular career.

3. The University of Melbourne “Study Options”:

Another interesting interactive site that shows undergraduate and graduate courses of study based on personal interests (and includes career options as well)! Or choose a career first and discover what undergraduate majors and graduate programs apply to that career field!

4. “My Next Move” and “CareerOneStop”: & [Dept of Labor sites]

My Next Move is an interactive tool that allows users to input possible careers or industry interests and learn more about the requirements and skills required of those positions and fields. It also has an “interest profiler” tool which allows users to do an online interest inventory.

CareerOneStop is a website geared to all employee-types – returning veterans, adult learners, retraining employees, students, etc. This site has information on careers (all industries including green careers), salaries and benefits, education, job search information, resume and interview information, and links to workforce services across the country.

Award Winning Exploratory Programs

• Indiana University, University Division

• Millersville University of Pennsylvania, Exploratory Program

• Niagara University, Academic Exploration Program

• University of Nebraska-Lincoln, Division of General Studies

• The Ohio State Exploration Program

• Oregon State University, University Exploratory Studies Program

• Penn State University, Div of Undergrad Studies

• Washburn University, Center for Undergrad Studies & Programs

• Waynesburg University, Academic Advising

• University of Wisconsin/River Falls, Pre-Major

Personality and Type Indicators:

1.

Personality Temperament Sorter



2.

Personality Inventory



Value Inventories:

1. University of Minnesota at Morris Career Center

Values Inventory



2. Career-

Soul Survival: Career Values



Interest Inventories:

1. CareerKey



2. MAPP—Motivatioal Assessment of Personality Potential



Skill Surveys:

1. US Department of Labor

Career One Stop



What can I do with a Major in?

1. Bank of American Career Services Center at the University of Delaware

Major Resource Kit



Career and Occupational Guides:

1. Bureau of Labor Statistics

Occupation Outlook Handbook, 2010-11 Edition



2. JobTVNews

Career Videos



3. University of Waterloo Career Services

Career Development eManual



4. Riley’s Job Salaries, Growth, and Education Data

Career Research Center



5. US Department of Labor

Career One Stop



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NACADA Commission on Undecided and Exploratory Students -- promotes the

advancement and improvement of academic advising of undecided and exploratory

college students through the greater dissemination of resources and research pertinent to

this educational endeavor.



← Special thanks to NACADA colleagues Maura Reynolds, Rich Robbins, Eric White, Ruth Darling, Betsy McCalla-Wriggins, Alice Reinarz, Peggy King, Jen Hazel, & Casey Self for collaboration in preparation of these materials.

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