The Major

1
Which Comes First
The Major
The Career
or
Session 501
2
Which Comes First
The Major?
The Career?
or
NACADA National Conference
Indianapolis, Indiana
October 20, 2006
3
Your Presenters
Darryl Greeley, M.Ed University of Central
Florida at Daytona Beach
LeeAnn Davis, Ed.D University of Central
Florida at Daytona Beach
4
Afternoon Agenda

• Session objectives
• Student definitions
• The bridge between academic and career advising
• Advising strategies
• Cases and discussion
• Building your own advising approach

Listen up!! This is what we are going to cover
today!!
5
Session Objectives
Encourage you to seek out appropriate career
resources for your student population(s).
Develop your understanding of the relationship
between major choices and career choices.
Provide an appreciation of your need to become
more skilled in career-oriented advising.
Offer strategies and provide resources that can
be helpful in addressing your students academic
and career issues.
6
The Major Seeker Student
A student who is undeclared in his major but
knows what he wants to do for his career.
7
The Shifter Student
A student who initially seeks academic advice in
her declared major but shifts the focus of
conversation to deciding what she wants to do as
a career.
8
The Trapped Student
A student who is (or appears to be) unhappy with
his current major but doesnt know which other
major to choose.
9
The Totally Undecided Student
A student seeking advice on declaring a major but
doesnt know what she wants to do at all.
10

A Student Advising Spectrum
Shifter
Trapped
Major Seeker
Where is your comfort zone?
11
The Academic and Career Advising Bridge
The Student Satisfaction with Academic Advising
survey conducted at Boise State University found
that in an advising session
Only 23.6 of students discussed career and life
goals, but 39.3 of students felt career and life
goals should have been discussed.
Only 18.9 of students discussed career areas
which fit skills, abilities, and interests, but
42.6 felt they should have been discussed.
47 of students wished their advisor had
discussed finding a job after college.
( Belcheir, 1998 )
12
The Academic and Career Advising Bridge
Other research shows students desire assistance
in knowing more about themselves identifying
career goals becoming more certain of their
career plans exploring career options
educational planning learning job search skills
(Niles Harris-Bowlsbey, 2002)
13
The Academic and Career Advising Bridge
Students seem to naturally link the two dimensions
Belief that a commitment to a certain major is a
commitment to a certain career path
Reality is that people change careers, perhaps
many times in their lifetime
Higher degree equals better job
Adults 18 and over with a Bachelors degree earn
an average of 51,206. Adults with a HS diploma
earn an average of 27,915. Adults with an
advanced degree earn an average of 74,602.
(U.S Census Bureau, 2005)
14
The Academic and Career Advising Bridge
According to CAS Standards, an AAP must be guided
by a set of written goals and objectives that are
directly related to its stated mission. Among
the objectives are the following
Discuss and clarify educational, career, and life
goals. Direct students with educational, career
or personal concerns, or skill/learning
deficiencies to other resources and programs on
the campus when necessary.
(CAS, 2005)
15
The Academic and Career Advising Bridge
Challenges to building the bridge
The ethics involved with advising students
towards your own colleges majors.
Separate career and academic advising
centers Establishing your referral point
16
Important Advisor KSAOs

• Listening
• Counseling
• Challenging and Supporting
• Student development knowledge
• Basic career knowledge
• Referral skills

(Gordon, Habley, Associates, 2000)
17
Advising Strategies
Major Seeker Students
(start their appointment from a career angle)

• What do I major in if I want to be a _______ ?
• Start the conversation from a career focus
• Possible questions to ask
• What draws you to the career field? Make sure
  student understands the reality of career choice
• How do you see yourself progressing in this
  field?
• Why is this career important to you?
• Have you considered alternative but related
  careers?

18
Advising Strategies

• In this situation it is important to know general
  information about educational requirements for
  careers
• Show how major curriculum teaches the skills
  needed for the desired career
• You might have to advise the student to seek
  other educational alternatives
• Consider the ethical question Should you advise
  a student toward a major in your own institution
  if the best career major isnt offered?

19
Advising Strategies
Shifter and Trapped Students
(come to their appointment with an academic angle)

• Answer academic questions accurately
• Lead student to particular classes that might
  compliment career path
• Strengthen ties between majors and careers
• Get basic information about how the student wants
  to apply major and share jobs ideas that are
  appropriate (start specific and broaden)
• Give student major-specific resources to
  investigate

20
Advising Strategies
Totally Undecided Students
(come to their appointment with no specific angle)

• Determine where the student is coming from
• Ask probing questions mixed from a career and
  academic angle
• Assist the student in identifying general
  interests
• Focus on narrowing down options instead of
  choosing one option
• Emphasize major / career flexibility
• Lessen the sense of urgency the student might
  have by identifying a career/major timeline.

21
Advising Strategies

• Outline possible General Education courses the
  student still needs before the major decision is
  absolutely important
• Work with student on general decision-making
  skills
• Help student project self into the work future
• Develop a plan to investigate career options
• Utilize knowledge of available assessments
• Draw on your relationship with your campus career
  advising services.

22
Career Case 1
Since she was twelve years old Sylvia wanted to
become a veterinarian or physician. Every
vocational inventory she has taken has reinforced
this dream. When she entered college three
months ago she was advised to take chemistry and
advanced algebra. But last week both her
chemistry and math professors told her that her
work was less than satisfactory. Sylvia is so
discouraged that she wants to drop both courses.
She comes to your office for advising.
23
Career Case 2
Last week Hank decides to stop-out of college
because none of his courses have any meaning for
him. He comes to your office for some advice.
He explains it to you this way It is ridiculous
for me to continue. Im not motivated to learn
because its not heading anywhere. Im convinced
that it would be better for me to get a job or
knock around a couple of years until something
comes along.
24
Career Case 3
Emily is a Liberal Arts major. Her academics are
solid and she enjoys the flexibility that her
major offers in choosing classes. During her
last visit to your office you were able to
outline her remaining requirements that will take
her to graduation. She comes to office today
with one important question What will I be able
to do with my degree once I graduate?
25
Building Your Own Advising Approach
26
Building Your Own Advising Approach
Personality
Websites
Signature advice and creativity
Books
Career knowledge
Counseling skills
27
Which Comes First
The Major
The Career?
or
28
References
Burton Nelson, Dorothy. (2006). Career advisors
A new breed. Retrieved September 29, 2006, from
NACADA Clearinghouse of Academic Advising
Resources website http//www.nacada.ksu.edu/Cleari
nghouse/AdvisingIssues/career-advisors.htm
Council for the Advancement of Standards (CAS).
(2005). Academic Advising CAS Standards and
Guidelines. Retrieved March 11 2006 from
http//www.nacada.ksu.edu/Clearinghouse/Research_R
elated/CASStandardsForAdvising.pdf
Gordon, V. N., Habley, W. R., Associates
(2000). Academic Advising A Comprehensive
Handbook. San Francisco Josey-Bass.
Niles, S.G., Harris-Bowlsbey, J. (2002). Career
Development Interventions in the 21st Century.
Upper Saddle River, NJ Merrill Prentice Hall.
U.S. Census Bureau News (2005). Retrieved
September 29, 2006 from http//www.census.gov/Pres
s-Release/www/releases/acrhcives/education/004214.
html