Advising University Students on Major & Career Decision Making

Rania Murr University of San Francisco

DML 631 | Instructional Design, Curricula, & Learning Theory | Fall 2013

Final Project Objective

Design a curriculum for advising students on major and career decision making that utilizes technology in an effective and meaningful way and is grounded in theory.

DML 631 | Instructional Design, Curricula, & Learning Theory | Fall 2013

Why A Major & Career Advising Curriculum?

© CIRP and the HERI at UCLA (2012)

Resource: Best Practices Paper on Advising Undecided Students | Literature Review

461 broad occupations

US Department of Labor, Bureau of Labor Statistics (2010)

Aggregated

840 detailed occupations

97 minor groups

23 major

groups

Standard Occupational Classification System (SOCS),

identified

Students more than ever report that they enroll in higher education program to get jobs.

There is an overwhelming choice of careers that students are not always aware of. And also, an overwhelming choice of majors that could lead to these careers.

Why A Major & Career Advising Curriculum?

3 of every 4 students are uncertain about their career choice at college entry

8% of new students feel they know “a great deal about their intended major”

Over half of all students in postsecondary institutions with a declared major change their minds at least once before they graduate

Only 1 senior out of 3 will major in the same field they preferred as a freshman

Resource: Best Practices Paper on Advising Undecided Students | Literature Review

Technology

Website Ed-Folio

“Academic Advising Programs (AAP) must have adequate technology to support the achievement of their mission and goals.”

“AAP must use current technology to provide updated information regarding mission, location, staffing, programs, services, and official contracts to students and designated clients.”

“AAP must explore the use of technology to enhance delivery of programs and services …”

DML 631 | Instructional Design, Curricula, & Learning Theory | Fall 2013

Theoretical Frameworks

O’Banion’s Advising Model The model outlines 5 elements of the advising process with the first three

processes directly tied to career and major exploration:

1. Exploration of life goals

2. Exploration of career goals

3. Selection of a major/program of study

4. Exploration of course choice

5. Exploration of scheduling options Lack of reflection on the first two processes may result in students choosing

inappropriate programs / majors, changing and/or dropping majors, or poorly perform in the program they selected.

DML 631 | Instructional Design, Curricula, & Learning Theory | Fall 2013

The Exploration Process

Freshmen (1st Semester)

Freshmen (2nd Semester)

Sophomore Junior Senior

DML 631 | Instructional Design, Curricula, & Learning Theory | Fall 2013

Exploration Cycle

1. Self Assessment

2. Explore Options

3. Evaluate Fit

4. New understanding

5. Self Assessment

6. Explore Options

7.Evaluate Fit

8. New understanding

9. Take Action

10. Adjust to Transition

DML 631 | Instructional Design, Curricula, & Learning Theory | Fall 2013

Theoretical Frameworks

DML 631 | Instructional Design, Curricula, & Learning Theory | Fall 2013

Diversity, Equity, and Access

How can higher education institutions, especially student affairs professionals improve the status and increase the representation of historically underrepresented students in majors and occupations that have traditionally attracted students from privileged backgrounds?

Resource: Best Practices Paper on Advising Undecided Students | Literature Review

First-Generation Undecided Students

Choosing a major poses greater challenge because their parents may be less able to offer them guidance

They are less likely than those whose parents were college graduates to have a declared major

Factors affecting indecision: Poor academic preparation Lack of information about majors and careers

Resource: Best Practices Paper on Advising Undecided Students | Literature Review

Historically Underrepresented Minorities Undecided Students

Resource: Best Practices Paper on Advising Undecided Students | Literature Review

List of References Bembenu., Herfer (2012). An Interview with Allan Wiglield: A Giant on Research on Expectancy Value

Motivation and Reading Achievement. Journal of Advanced Academics, V23(2), 185-195. Chen, X. (2005). First-Generation Students in Postsecondary Education: A Look at Their College

Transcripts. Retrieved May 21, 2013 from NCES: http://nces.ed.gov/das/epubs/2005171/executive3.asp Cuseo, J. (2003). Academic Advisiement and Student Retention: Emperical connections and systematic

iterventions. Retrieved May 21, 2013 from http://cpe.ky.gov/NR/rdonlyres/6781576F-67A6-4DF0-B2D3-2E71AE0D5D97/0/CuseoAcademicAdvisementandStudentRetentionEmpiraclConnectionsandSystemicInterventions.pdf

Gordon, V. N. (2007). The Undecided College Student: An Academic and Career Advising Challenge. Springfield, IL: Charles C Thomas.

Johns Hopkins Career Centers, The career Decision Making Model (Retrieved in November 2013). McCallaWriggins, B. (n.d.). Integrating Career and Academic Advising. Retrieved May 5, 2013, from

Clearing House Academic Advsing Resources: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Integrating-career-and-academic-advising.aspx

Montag, T., Campo, J., Weissman, J., Walmsley, A., & Snell, A. (2012). In their Own Words: Best Practices for Advising Millennial Students about Majors. NACADA Journal , V32 (2), 26-34.

O'Banion, Terry. 2012. Updating the Traditional Academic Advising Model for the 21st Century. Community College Journal (Retrieved in November 2013).

Pryor, Pryor, J. H., Eagan, K., Palucki Blake, L., Hurtado, S., Berdan, J., et al. (Fall 2012). The Freshmen Survey: National Norms Fall 2012. Higher Education Research Institute . Retrieved May 20 from The Freshmen Survey Publication: http://www.heri.ucla.edu/tfsPublications.php

Smith, J. S. (2012). First-Year Student Perceptions of Academic Advisement: A Qualitative Study and Reality Check. NACADA Journal , V22 (2), 39-48.

Sneva, Jacob, N. (2011). Exploring Career Decision-making Self-efficacy, Career Maturity Attitudes, and Racial Identity Attitudes of College Students of Color. (unpublished doctoral dissertation). University at Buffalo, State University of New York. Retrieved April 15 from: http://udini.proquest.com/view/exploring-career-decision-making-pqid:2407413341/

Major & Career Exploration Website