Listen to Me: I'm Undecided
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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
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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.
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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.
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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?
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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
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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
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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.
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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
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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%)
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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
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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
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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
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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
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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
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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
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Theme 4:Learning to crawl before you walk
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
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Theme 4:Learning to crawl before you walk
Theme 4:Learning to crawl before you walk
• 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
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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
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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)
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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)
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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
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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
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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
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Implications for Future ResearchImplications for Future Research
• 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
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Implications for Future ResearchImplications for Future Research
• 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
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QuestionsQuestions
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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.