Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

Ellis, Kyle C.

doi:10.12930/nacada-13-001

Cited by 17 publications

(14 citation statements)

References 6 publications

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“…Existing literature on exploratory students offers varied perspectives on supporting these students and the advantages or disadvantages of entering college without a declared major. Some first-year exploratory students use their initial semesters to pursue general education courses, transition to college life, and reflect on possible majors (Ellis, 2014). However, some studies have shown that these students may be less likely to persist beyond their first year (Leppel, 2001) and have a harder time with their college transition (Glaessgen et al, 2018).…”

Section: Needs Of Exploratory Studentsmentioning

confidence: 99%

“…Initiatives addressing the specific needs of exploratory students include intentional advising efforts and programming in areas such as identifying values, interests, and skills and making connections from those areas to possible major and career paths (Damminger et al, 2009;Ellis, 2014;Steele, 2003). In addition to helping them find a major, studies show that it is essential for advisors to work diligently with exploratory students to provide knowledge of university resources and policies that may influence their exploratory journey (Gordon & Steele, 2015;Workman, 2015).…”

Section: Needs Of Exploratory Studentsmentioning

confidence: 99%

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Making Major Decisions

Kepple

Matthews²,

Washington³

2021

JCOTR

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Exploratory students enter college without a declared major but are actively searching for one that fits their values, interests, and skills. A first-year seminar (FYS) was created for exploratory students that provides them with guided support in their exploration process. This paper investigates the effect of an FYS for exploratory students on major declaration in the first year via their change in major certainty, using multiple logistic regression. Findings show change in major certainty is a significant predictor for major declaration within the first year. This study has implications for both policy and practice related to the exploratory population.

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Section: Needs Of Exploratory Studentsmentioning

confidence: 99%

Section: Needs Of Exploratory Studentsmentioning

confidence: 99%

Making Major Decisions

Kepple

Matthews²,

Washington³

2021

JCOTR

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“…On the one hand, undecided students may benefit as they will have more time to explore available courses and majors which fit their academic and career interests. First-year students may lack concern or not have a clear road map for choosing their major (Ellis, 2014). Some undecided first-year students utilized that time to take required general education courses and then carefully thought about possible majors (Ellis, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…First-year students may lack concern or not have a clear road map for choosing their major (Ellis, 2014). Some undecided first-year students utilized that time to take required general education courses and then carefully thought about possible majors (Ellis, 2014). On the other hand, undecided students may bear more internal and external pressures.…”

Section: Literature Reviewmentioning

confidence: 99%

Use of Data Analytics in Supporting the Advising of Undecided Students

Wang

Orr

2019

Journal of College Student Retention: Research, Theory & Pr

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Higher education institutions have prioritized supporting undecided students with their major and career decisions for decades. This study used a U.S. public research-focused university’s large-scale institutional data set and undecided student’s retention and graduation rate predictors to demonstrate how to couple student and institutional data with predictive analytics to understand the different demographics, academic characteristics, and the number of major changes between undecided and decided students. This study helps practitioners take the first step in using data analytics to inform decision-making in academic advising and supporting undecided students’ academic success.

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“…While fulfilling this goal, successful advising has an influence on many aspects of college students' life as well. Reported by the studies in relation to academic advising, the relationship between advi-sor and advisee, the support of advisors, and the whole process of advising might have effects on student success and retention and other academic experiences (Shelton, 2003;Young-Jones, Burt, Dixon, & Hawthorne, 2013), student engagement (Young-Jones et al, 2013), and satisfaction with university (Ellis, 2014). According to Braun and Zolfagharian (2016), appropriate academic advising affects student satisfaction as one of the institutional factors; and therefore, it leads to higher rates of retention and increased on-time graduation.…”

mentioning

confidence: 99%

The Views of Undergraduate Students and Academic Advisors on the Academic Advising Process

Aydın¹,

Güneri²,

Eret³

et al. 2019

Yuksekogretim Derg

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he history of academic advising dates back to the 17th century where administrators and faculty members in colleges acknowledged that students require guidance outside the class regarding personal, moral, and academic issues. Over time, the informal guidance provided in colleges has been transformed into formal campus services offered by experts (Cook, 2009). However, the characteristics, roles, and responsibilities of academic advisors in higher education institutions are still debatable. Conflicting views about the roles and functions of academic advisors may result from various questions regarding who an advisor is, who an advisee is, what kind of training is provided to advisors, what the delivery type of the advising is, and which theoretical approach is being used by the advisors (Robbins, 2012). Oftentimes, the theoretical approaches used in academic advising and employing faculty members as advisors are related to the mission of the institutions. According to the prescriptive approach, the faculty member is the authority who tells students which courses to take and when to take them. Students are rather passive in the process. In developmental advising, on the other hand, the faculty perceive students as individuals who are motivated for their personal and professional development that are eager to develop a plan of study with the advisor rather than only having extrinsic motivation for grades (Christian & Sprinkle, 2013). Understanding this perception of the faculty, students would be more willing to take part in the academic advising process and contribute more to their own development. Moreover, as described by Barbuto, Ampirik Araflt›rma / Original Empirical Research www.yuksekogretim.org Bu çal›flman›n amac› Ankara'da bir devlet üniversitesinde uygulanan akademik dan›flmanl›k sürecine iliflkin ö¤rencilerin ve akademik dan›flmanl›k yapan ö¤retim üyelerinin görüfllerini incelemektir. Çal›flmada tarama ve iliflkisel araflt›rma desenleri kullan›lm›flt›r ve veriler çevrim içi anket yoluyla 130 akademik dan›flmandan ve 840 lisans ö¤rencisinden elde edilmifltir. Verilerin analizinde betimleyici ve ç›kar›msal istatistik yöntemleri kullan›lm›fl-t›r. Bulgular, akademik dan›flmanlar›n ve ö¤rencilerin bir akademik dönem içinde ço¤unlukla bir ya da iki kez görüfltüklerini ve bu görüflmelerin s›kl›kla ders kayd› ve ders onay› hakk›nda oldu¤unu göstermifltir. Akademik da-n›flmanl›k sürecine iliflkin akademik dan›flmanlar›n görüflleri, ö¤rencilerinkinden daha olumlu bulunmufltur. Ö¤rencilerin akademik dan›flmanl›¤a iliflkin memnuniyet düzeylerini yordayan faktörler aras›nda yüz yüze görüflmelerin s›kl›¤›, akademik dan›flmanl›k kapsam›nda yap›lan etkinliklerin say›s› ve akademik dan›flman›n özellikleri yer almaktad›r.

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Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

Cited by 17 publications

References 6 publications

Making Major Decisions

Making Major Decisions

Use of Data Analytics in Supporting the Advising of Undecided Students

The Views of Undergraduate Students and Academic Advisors on the Academic Advising Process

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