Just tell me what to do – Choosing between the

PASSION and the PAYCHECK KASADA/UA Annual Advising Conference – 2011

Gail A. TankersleyAcademic Advisor

The University of Akron

Let’s first dispel some notions - Undecideds / Major Changers / Shadow Majors

≠

At Risk Students! In fact, “undecided students actually displayed higher levels

of academic achievement (average GPA) and were more likely to persist to graduation than decided students” (Lewallen, 1995). Why?

In contrast, some decided and declared students may be at greater risk for attrition than undecided students (Cuseo, 2003). Why?

Why are our students UNDECIDED?It costs a great deal to go to college and most students don’t finish in 4

years. What if I make a mistake?The economy stinks. What if I can’t find a job after I graduate?I want a job that pays a lot of money, but I’m not good at the careers

that pay well.What if I’m no good at what I want to do?Everyone says to choose a major only if it will lead me to a job that I

would be willing to work for FREE! But I don’t know what I would do for free!

I’m too young to make such an important decision.My parents won’t pay for me to get a degree in “a stupid major.”Once I choose a major, I’m stuck with it. What if I choose wrong?

“There are as many reasons for being undecided as there are students” (Gordon, 1984).

Why are WE – the ADVISORS – instrumental in this MAJOR decision? The facts –

The majority of new students entering higher education leave their initial college of choice without completing a degree (Tinto, 2003).

The most critical period or stage of vulnerability for student attrition continues to be the first year of college (“Learning Slope,” 1991).

More than half of all students who withdraw from college do so during their first year (Consortium for Student Retention Data Exchange, 1999), resulting in a first-year attrition rate of more than 25% at four-year institutions and approximately 50% at two-year institutions (ACT, 2003).

The implications for US –

Retention research suggests that student commitment to educational and career goals is perhaps the strongest factor associated with persistence to degree completion (Wyckoff, 1999).

If students develop a viable plan for identifying a college major and related career that is compatible with their abilities, interests and values, then their overall level of satisfaction with college should increase (Cuseo, 2003).

“We must stop thinking of undeclared/ undecided/exploratory students as ‘at risk’ students’; instead, we must assist them in doing the work it takes to make a academic decisions and decide on a career path that is both ‘personally meaningful and self-fulfilling’ ” (Cuseo, 2003).

We’ve come a long way, baby!

1960’s Definition of Advising

The task of advising is concentrated in the opening days of registration and enrollment and consists of aiding students in the selection of courses.

Handbook of College and University Administration Asa Knowles, Editor

A definition of advising in the 21st Century

Academic advising is a developmental process which assists students in the clarification of their life/career goals and in the development of educational plans for the realization of these goals. It is a decision-making process by which students realize their maximum educational potential through communication and information exchanges with an advisor; it is ongoing, multifaceted, and the responsibility of both student and advisor. The advisor serves as a facilitator of communication, a coordinator of learning experiences through course and career planning and academic progress review, and an agent of referral to other campus agencies as necessary.

NACADA (2003)

Why students make poor initial major choices or can’t choose

Many students are simply developmentally unready to make this kind of decision.

As with their cell phones and other electronic toys, many students choose status jobs for no other reason than they “sound good.”

Students often choose what they perceive as the “money jobs” because like the HGTV home buyers, they are often buying a lifestyle rather than academically supporting their futures.

Students often go for the “safe” majors, the ones that are hiring, even though “I hate math,” “I can’t stand the sight of blood,” and/or “I have no interest in this major, but I hear there are jobs.”

Many students think that they HAVE to declare a major because after all, “Everybody keeps asking me what I’m going to major in.”

Students choose majors even they don’t understand relationship between major and career

Students often choose a major / career despite their lack of knowledge about themselves.

How we can help -

In 1841, the young Abraham Lincoln, doubting whether his life would amount to anything, confessed to a friend, “I would be more than willing to die, except that I have done nothing to make any human remember that I have lived.”

“The only thing worse than being paid little-to-nothing to do what you love is being paid anything to do something you hate.”

Campus2Careeers http://uweeklyaustin.com/article/campus2careers-188/

Only 20% of American workers who were surveyed (3,200) are Engaged/ Passionate about their jobs. The other 80% fall into the other category – Disengaged/Passive.

“Measuring the Forces of Long-term Change,” Deloitte’s Shift Index Survey, 2009. Center for the Edge, p. 70.

The Importance of Knowing ThyselfUntil we have done enough personal assessment and thinking to answer the question “Who Am I?” we will not know “What I Am.”

“But what can I do in a 30-minute advising session?”More than you think – Think GOALS - yours and theirs!

In general, consider what is most important for the student and explore strengths and goals both for the short and the long term.

In particular, utilize “Motivational Interviewing” techniques.

Just a little THEORY!

Career Development

Process

ASSESS

EXPLORE

SET GOALS

ACT

Four General Principles of Motivational InterviewingAs the student tells his/her story -1. Express empathy and active listening – use open-

ended questions, assess readiness to change.2. Develop discrepancy – allow students to provide

arguments for change, use affirmation, transitional summary and key questions.

3. Roll with resistance – avoid arguing for change; use reflective listening, information, and advice.

4. Support self-efficacy; work on belief for change, use summaries, and work on negotiating a change (action) plan.

Simplifying the choices -Your college has X number of COLLEGESNot every college looks inviting to every student (mostly!)For example, presently, at UA we offer majors from –

College of Arts and SciencesCollege of BusinessCollege of EngineeringCollege of Education Let’s ELIMINATE!College of NursingCollege of Health Sciences and Human ServicesCollege of Creative and Professional ArtsSummit College (Community and Technical College)

The 5-Minute Career Planning Class I have four piles of “jobs/career fields” that highlight the

following. Rank them 1 through 4, 1 reflecting most preferred; 4 reflecting “Not for anything!”

PeopleData

Things Ideas

The 5-Minute Career Planning ClassPEOPLE

Social / Enterprising

IDEASInvestigative / Artistic

DATAConventional

THINGSRealistic

Now Play “It’s 10 years from now…”The Ideal Work Day -

It’s 10 years from now. You are getting ready to go to your job. What time did you get up? What are you wearing? How far do you have to drive to work? What time do you have to be there? Do you have your own office? What is the first thing you do when you get settled into your job for the day? Describe the kind of people you work with and for. Is your workplace usually quiet or is it usually busy and high-paced? What time is lunch? Do you usually eat alone or with a group? How much supervision do you get on your job? When do you usually get off work? How much do you think about work after you leave the workplace? How much money do you make a month?

Adapted from © Cori Ashworth/MHCAA 2005 – Alumnae Association of Mount Holyoke College / Career Planning - 2005

Handouts – Career ExplorationMatching Holland Codes to Personality/Major/Careers

Spend some time discussingWhat Do You Want Your Resume to Say About You?

Explain importance of these aspects of college careerCareer Exploration Websites

Assign some career exploration/research as “homework”

Make a follow-up appointment so that student can declare a major.

Thank you for attending!QUESTIONS / DISCUSSION?