Listen to Me: I'm Undecided

Academic Advising Experiences of First-Year Undecided Students at a Public Southeastern High Research

Activity Institution

Kyle Ellis, Ph.D.

NACADA Region IV Conference

March 12, 2012

Academic Advising Experiences of First-Year Undecided Students at a Public Southeastern High Research

Activity Institution

Kyle Ellis, Ph.D.

NACADA Region IV Conference

March 12, 2012

Purpose StatementPurpose Statement

• The purpose of this qualitative case study was to explore academic advising experiences of first-year students who were undecided in a major at a public southeastern high research activity institution, and how academic advisors could better serve them relative to these experiences.

• The purpose of this qualitative case study was to explore academic advising experiences of first-year students who were undecided in a major at a public southeastern high research activity institution, and how academic advisors could better serve them relative to these experiences.

Significance of the StudySignificance of the Study

• High institution acceptance rate.• Needs improvement in graduation rate.• Undecided majors have lower graduation

rates.• Lower retention from year one to year two.• Preliminary exploration of a larger

problem of undecided students being retained and graduated from the institution under study.

• High institution acceptance rate.• Needs improvement in graduation rate.• Undecided majors have lower graduation

rates.• Lower retention from year one to year two.• Preliminary exploration of a larger

problem of undecided students being retained and graduated from the institution under study.

Research QuestionsResearch Questions

• How do students being advised by the Advising Center (AC) describe their experiences and perspectives on academic advising during their first year of college?

• How can the AC and the academic advisors better serve these first-year students relative to their experiences and perspectives of the advising process?

• How do students being advised by the Advising Center (AC) describe their experiences and perspectives on academic advising during their first year of college?

• How can the AC and the academic advisors better serve these first-year students relative to their experiences and perspectives of the advising process?

REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE

• Academic Advising Structure

• Academic Advisors

• Freshmen Experiences with Advising

• Impact of Academic Advising

• Defining the Undecided Student

• Academic Advising Structure

• Academic Advisors

• Freshmen Experiences with Advising

• Impact of Academic Advising

• Defining the Undecided Student

Academic Advising Experiences of First-Year Undecided Students at a Public Southeastern

High Research Activity Institution

Academic Advising Structure Academic Advisors Freshmen Experiences with

Advising Impact of Advising

History Kuhn, 2008; Frost, 2000; Thelin, 2004; Fenske, 1980

Approaches Developmental O’Banion, 1972; Crookston, 1972; Ender, Winston, & Miller, 1982 Prescriptive Crookston, 1972; Appleby 2001; Grites & Gordon, 2000 Mixed Fielstein, 1994; Fielstein, 1987; Upcraft & Kramer 1995; King, 1988; Earl, 1988 Intrusive Upcraft & Kramer, 1995; Earl, 1988; Glennen, 1995 Appreciative Bloom, 2008; Bloom & Martin, 2002; Cooperrider & Whitney, 1999

Models Pardee, 2000; King & Kerr, 1995; Habley & Morales, 1998

Advisor Types Faculty Berdahl, 1995; King, 1998, Lagowski & Vick, 1995 Professional Reinarz, 2000; Self, 2008 Counselors King, 1998 Peers Habley & Morales, 1988

Responsibilities Nutt, 2000

Advising Functions Creamer & Scott, 2000; Habley & Morales, 1998; Nutt, 2000

Student Perceptions Thompson, D.E., 2007; Thompson, B., Orr, & Grover, 2008; Allen & Smith, 2008

Advising Preferences Montarella, Fritzsche, & Cerabino, 2004; Alexitch, 2002; Yarbrough, 2002; Metzner, 1989; Shapiro & Levine, 1999

Expectations Corts, Lounsbury, Saudargas, & Tatum, 2000; Gallagher & Allen, 2000

Student Obstacles Clark, 2005; Ender, Winston, & Miller, 1984

Retention DeBerard, Spielmans, & Julka, 2004; Harrion, 2006; Astin, 1994; Cuseo, 2003

Student Engagement Noldon, Kim, & Sedlacek, 2000; McCalla-Wriggins, 2000; Roderick & Carusetta, 2006

Student Satisfaction Chickering, 1994; Light, 2001; Banta, Hansen, Black, & Jackson, 2002

Model Practices Habley, 1997, Farrell & Hoover, 2007, Walsey, 2007, Steingass, 2008, Gordon & Steele, 2003

Defining the Undecided Student Gordon, 2007; Astin, 1977; Lewallen, 1994; Gordon, 1998; Steele & McDonald, 2008

METHODOLOGYMETHODOLOGY

The research design for this qualitative case study focused on rich, meaningful narrative data gathered through a series of individual student interviews. Open-ended questions focusing on first-year students’ experiences encountered during the academic advising process guided the study.

The research design for this qualitative case study focused on rich, meaningful narrative data gathered through a series of individual student interviews. Open-ended questions focusing on first-year students’ experiences encountered during the academic advising process guided the study.

Research DesignResearch Design• Phenomenological qualitative study• Purposeful sampling• Open-ended questions • Individual interview design

1. 16 questions (fall); 8 questions (winter/phone); 13 questions (spring)

2. Digitally recorded and transcribed

3. Coded for themes

• Phenomenological qualitative study• Purposeful sampling• Open-ended questions • Individual interview design

1. 16 questions (fall); 8 questions (winter/phone); 13 questions (spring)

2. Digitally recorded and transcribed

3. Coded for themes

Participant CharacteristicsParticipant Characteristics

• 30 First-year students undecided in their major.

– 30 participated in fall

– 25 participated in winter

– 25 participated in spring

– 16 male (53%); 14 female (47%)

– 21 Caucasian (70%); 8 Black (27%); 1 Asian (3%)

• 30 First-year students undecided in their major.

– 30 participated in fall

– 25 participated in winter

– 25 participated in spring

– 16 male (53%); 14 female (47%)

– 21 Caucasian (70%); 8 Black (27%); 1 Asian (3%)

List of ParticipantsList of Participants

Jason Jackie Cathy

Carla Sara Clay

Tamara Walt Karen

Chad Chuck Josh

Monique Sue Zairia

Roxanne Karl Alex

Fadra Ralph Thad

Bernard Lucy Chris

Rick Heather Paul

Keisha Wesley Mike

Jason Jackie Cathy

Carla Sara Clay

Tamara Walt Karen

Chad Chuck Josh

Monique Sue Zairia

Roxanne Karl Alex

Fadra Ralph Thad

Bernard Lucy Chris

Rick Heather Paul

Keisha Wesley Mike

Advising Center (AC)Advising Center (AC)

• 4 professional advisors

• One-on-one advising sessions

• Appointment vs. Walk-in

• Developmental Advising

• 4 professional advisors

• One-on-one advising sessions

• Appointment vs. Walk-in

• Developmental Advising

FindingsFindings

• 5 Themes emerged from participants’ interviews:

1. High school advising experiences: A mixed bag

2. No major, no problem. Or is it

3. So many choices, so little time

4. Learning to crawl before you walk

5. If only I would have known

• 5 Themes emerged from participants’ interviews:

1. High school advising experiences: A mixed bag

2. No major, no problem. Or is it

3. So many choices, so little time

4. Learning to crawl before you walk

5. If only I would have known

Theme 1:High school advising experiences:

A mixed bag

Theme 1:High school advising experiences:

A mixed bag

• Satisfaction with advising prior to college– 9 Good, 9 Bad, 12 Neutral

• Who helped before college– Over half named more than one person– Family members were most common

• Satisfaction with advising prior to college– 9 Good, 9 Bad, 12 Neutral

• Who helped before college– Over half named more than one person– Family members were most common

Theme 2:No major, no problem. Or is it

Theme 2:No major, no problem. Or is it

• Concerns about being undecided– Almost all participants admitted at least one

concern in the fall– Only eight admitted a concern in the spring

• Messages from others– Fall: 11 Positive, 10 Negative, 9 None or

neutral– Spring: 7 Positive, 2 Negative, 14 None or

neutral

• Concerns about being undecided– Almost all participants admitted at least one

concern in the fall– Only eight admitted a concern in the spring

• Messages from others– Fall: 11 Positive, 10 Negative, 9 None or

neutral– Spring: 7 Positive, 2 Negative, 14 None or

neutral

Theme 3:So many choices, so little time

Theme 3:So many choices, so little time• Majors under consideration

– Fall: 28 (93%) claimed at least one major of interest; 15 (50%) cited two or more; 2 (7%) had no majors of interest.

– Spring: 15/25 (60%) declared or were very confident in one major; 10 considering multiple majors; 0 had no majors of interest.

• Appeal of certain majors– Various reasons

• Majors under consideration– Fall: 28 (93%) claimed at least one major of

interest; 15 (50%) cited two or more; 2 (7%) had no majors of interest.

– Spring: 15/25 (60%) declared or were very confident in one major; 10 considering multiple majors; 0 had no majors of interest.

• Appeal of certain majors– Various reasons

Theme 4:Learning to crawl before you walk


• Initial advising expectations

– 19 expected help with course selection

– 5 expected to discuss possible majors

– 5 had no expectations

– A few surprises

• Actual advising session

– Almost all were positive in describing the advisor’s location and availability

– Fall: 83% positive; Spring: 96% positive

• Initial advising expectations

– 19 expected help with course selection

– 5 expected to discuss possible majors

– 5 had no expectations

– A few surprises

• Actual advising session

– Almost all were positive in describing the advisor’s location and availability

– Fall: 83% positive; Spring: 96% positive



• Preparation for the next session– Research possible majors– Research class availability– Get advised earlier– Unsure

• Thoughts on college advising– 100% positive response rate

• Preparation for the next session– Research possible majors– Research class availability– Get advised earlier– Unsure

• Thoughts on college advising– 100% positive response rate

Theme 5:If only I would have known

Theme 5:If only I would have known

• A look back– 22/25 spring participants admitted their advising

expectations have changed

• Advice for future first-year students– Most common advice: Have an open mind; Do not

worry; Advisors will help you; Have some majors in mind

• Making advising better– A mixed bag

• A look back– 22/25 spring participants admitted their advising

expectations have changed

• Advice for future first-year students– Most common advice: Have an open mind; Do not

worry; Advisors will help you; Have some majors in mind

• Making advising better– A mixed bag

DiscussionDiscussion

• Advising satisfaction: A tale of two situations– High school advising– College advising

• A sprint versus a marathon– Short-term goals (sprinters)– Long-term goals (marathon runners)– Combination (relay racers)

• Advising satisfaction: A tale of two situations– High school advising– College advising

• A sprint versus a marathon– Short-term goals (sprinters)– Long-term goals (marathon runners)– Combination (relay racers)

DiscussionDiscussion• It is no coincidence, it is confidence

– Changes from Fall Spring– Chickering’s Theory of Identity

Development (Chickering and Reisser, 1993)

– Career Barriers Inventory (CBI) (Gordon, 2007)

– Career Decision-making Difficulties Questionnaire (CDDQ) (Gordon, 2007)

• It is no coincidence, it is confidence– Changes from Fall Spring– Chickering’s Theory of Identity

Development (Chickering and Reisser, 1993)

– Career Barriers Inventory (CBI) (Gordon, 2007)

– Career Decision-making Difficulties Questionnaire (CDDQ) (Gordon, 2007)

Implications for Practice and PolicyImplications for Practice and Policy

• Nexus between advising efficiency and student development

• Findings will allow practitioners, policymakers, and researchers to further explore how efficient academic advising impacts student development and vice-versa

• Overall goal of student retention and timely graduation

• Nexus between advising efficiency and student development

• Findings will allow practitioners, policymakers, and researchers to further explore how efficient academic advising impacts student development and vice-versa

• Overall goal of student retention and timely graduation

Implications for Practice and PolicyImplications for Practice and Policy• High school personnel

• Students’ families

• Future students

• Academic advisors

• Academic advising administrators

• High school personnel

• Students’ families

• Future students

• Academic advisors

• Academic advising administrators

Implications for Future ResearchImplications for Future Research

• Quantitative Research– Larger number of participants– Freshmen with declared majors– Faculty in contrast to professional

advisors– Generalized findings

• Quantitative Research– Larger number of participants– Freshmen with declared majors– Faculty in contrast to professional

advisors– Generalized findings


• Qualitative Research– Focus more on student development– Focus more on relationships with

others– Students’ experiences before they

arrive at college– Expand career exploration piece– Extended data collection

• Qualitative Research– Focus more on student development– Focus more on relationships with

others– Students’ experiences before they

arrive at college– Expand career exploration piece– Extended data collection


• Mixed Methods Research– Multiple institutions under study

1.Quantitative survey to gauge a large number of participants

2.Qualitative interviews to follow up on findings from survey

• Mixed Methods Research– Multiple institutions under study

1.Quantitative survey to gauge a large number of participants

2.Qualitative interviews to follow up on findings from survey

QuestionsQuestions

ReferencesReferences

Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd Ed.). San Francisco: Jossey Bass.

Gordon, V. N. (2007). The undecided college student: An academic and career advising challenge (3rd ed.). Springfield, IL: Charles C Thomas.

Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd Ed.). San Francisco: Jossey Bass.

Gordon, V. N. (2007). The undecided college student: An academic and career advising challenge (3rd ed.). Springfield, IL: Charles C Thomas.

Listen to Me: I'm Undecided

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