I really dont want to be here, but here I am Making the best of secondchoice situation

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I really dont want to be here, but here I
amMaking the best of second-choice situation

• Melva Harbin
• Lauren Campbell
• University of Texas at Austin

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Sound Familiar?

• I dont want to be hereyou are not the major I
  want, so tell me what courses to take.

• I am only here temporarily until I get accepted
  to the program I want.

• If I dont major in business how can I get a job?

• I dont know why I have to come see YOU when I
  dont belong here.

• I dont want to be undeclared so I guess I will
  be in this major for now.

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Why this topic?

• Emerging and growing population
• Does research exist on the population?
• What do our students tell us about their
  concerns?
• How can we advise them better?

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Existing Research on Transition

• Types of Major-changers
• The Drifters Procrastinate making a decision
• The Closet Changers Take time admitting major
  change to test the waters
• The Externals Change majors frequently and
  solicit advise from everyone
• The Up-Tighters Major too difficult or not
  accepted into program of choice
• The Experts Know everything and may be
  unrealistic about major selection
• The Systematics Perfect major changer
  utilizes resources and advising to make decision
• Gordon, V. N. (1995). The undecided college
  student (2nd ed.). Springfield, IL Charles C
  Thomas. (Original work published 1984)

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Existing Research on Transition

• Multiplistic Student All choices seem equally
  possible student forced into decision
• Indecisive Student Unable to make a commitment
  likely anxious about decision-making
• Immature Student Not developmentally ready not
  motivated to gather information
• The New Undecided External circumstances do not
  allow original choice
• Gordon, V. N. (1995). The undecided college
  student (2nd ed.). Springfield, IL Charles C
  Thomas. (Original work published 1984)

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Survey Target

• Why we chose our population of students
• Informal conversations with other advisors
• Increase in students admitted to 2nd choice
• How we chose our students
• Sent links to an online survey through
  departmental listserves
• Targeted Government, History, Economics,
  English
• 5,750 students sent survey link through
  SurveyMonkey.com
• Input from the Associate Dean to revise questions
• 484 responses (with no incentives)

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Survey Format

• What is your current major(s)?
• Choices were all Liberal Arts majors
• Section for additional write-in options
• Is your current major your first choice?
  Yes or No
• If not, why are you not currently in your first
  choice of major?
• I was not accepted into the program/major
• Major is too academically difficult
• Too late to switch into my first choice
• Did not meet GPA requirement
• Lack of awareness of coursework
• I decided not to apply/fear of rejection
• My interests changed
• I am currently applying to a restricted major

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Why are you not in 1st choice major?
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What is your rationale for choosing your current
major(s)?
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Survey Format

• What resources did you use to choose your current
  major(s)?

• Major exploration workshop
• Career Exploration Center
• Academic advising session
• Departmental website
• Available career path/job choice once I
  graduate
• Family opinions
• Peer opinions
• Interest in academic subject
• Other

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What resources did you use to choose your major?
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Survey Format

• All in all, how satisfied are you with your
  current major(s)?
• Very satisfied
• Satisfied
• Somewhat satisfied

• Not too satisfied
• Not at all satisfied

• What are your future academic/career goals?
  (Open-ended)

• How do you think your major will help you
  achieve these goals? (Open-ended)

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New Definition?
Forced Decided

• Entering Students
• Often resist being labeled undeclared
• May enter major disappointed
• Major choice not always based on firm rationale

• Upperclassmen
• Often play catch-up
• Possible sense of defeat or rejection
• Seeking academic/job experiences to match
  interests

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Advising Approaches

• Steele McDonald
• Acknowledge dream unfulfilled
• Ease stress, help process feelings
• Be positive and optimistic about change
  process
• Refocus and establish link between previous
  future goals
• Help reshape plans with modified or new goals

• Gordon
• Look at how credits fit into other programs
• Discuss occupational implications of other
  major choices
• Help devise plan of action

Steele, G. E., McDonald, M. L. (2000). Advising
students in transition. In V. N. Gordon W. R.
Habley (Eds.), Academic advising (pp. 144-161).
San Francisco Jossey-Bass.
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Advising Approaches

• Additional thoughts for advisors

• Facilitate smooth information flow between
  advisors and restricted major advising process
• Awareness of resources to help reexamine goals,
  skills, interests
• Proficiency in career trends and expectations
• Help link students with one-on-one academic
  experiences other activities to support their
  interests
• Challenge students to look beyond boundaries to
  other talents, skills and interests
• Encourage students to seek family and peer support

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References

• Gordon, V. N. (1992). Handbook of academic
  advising. Westport, CN Greenwood Press.
• Gordon, V. N. (1995). The undecided college
  student (2nd ed.). Springfield, IL Charles C
  Thomas. (Original work published 1984)
• Hirsch, G. (2001). Helping college students
  succeed A model for effective intervention.
  Philadelphia Brunner-Routledge.
• Steele, G. E., McDonald, M. L. (2000). Advising
  students in transition. In V. N. Gordon W. R.
  Habley (Eds.), Academic advising (pp. 144-161).
  San Francisco Jossey-Bass.

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Contact Information

• Melva Harbin
• Academic Advisor
• Dept. of Government
• University of Texas at Austin
• mharbin_at_austin.utexas.edu
• Lauren Campbell
• Academic Advisor
• Dept. of Government
• University of Texas at Austin
• lcampbell_at_austin.utexas.edu
• NACADA Presenter Code 616