Special Student Populations

Special Student Populations

Undecided Students

"'Undecided' students have been identified as attrition prone. If offered no help, this group may drift and eventually drop out of college. Retention studies show that lack of a career goal is an important reason for not pursuing a college degree." (Gordon, V.N. The Undecided College Student, 1995)

Students who have not declared a major upon admission to USA are listed as "General Studies" in the college in which they specify an interest. If no college is specified, they are advised by the "Undecided" advisors for Arts & Sciences.

Undecided students:

•	Require more time in the advising process
•	Should be encouraged to take general core courses (keeping in mind that not all freshmen and sophomores take the same courses during the first two years)
•	Should also be encouraged to try some major courses or elective courses in an area of interest
•	Do not need to complete core courses prior to declaring a major
•	Should consider delaying math and natural science courses until a clear major area of interest is determined, since the requirements vary considerably from major to major
•	May declare a major at any time, but should choose by the end of the sophomore year
•	Should not be "pushed" to make a decision, but the time of the decision may determine how much time is required to earn a degree.

Many students enter college believing that they must choose a major that will guarantee certain employment opportunities after graduation. Students get confused between choosing a major and choosing a career. They see these two areas as inevitably linked together and they frequently decide what job they want and then they come to you to ask what that major would be. They get very frustrated if they are interested in a specific area of study but can't see a clear relationship between their studies and a career. This is often the case when their interests are in subjects such as English, history, sociology, and philosophy.

The students may also hear their parents and other students say, "You'll never get a job with that major." These students fail to recognize that a college education is not job training, but it is an opportunity to become a well rounded individual with a repertoire of skills and knowledge that can take them in a number of different directions.

A good career decision is based on knowing a lot about oneself and about the world of work. Advisors can start the process of career exploration with the student by asking probing questions aimed at forcing the students to take a good look at who they are.

It is important for the advisor to help the student understand that the career decision they make now is most likely just the first of many career decisions. Changing careers and occupations during one's lifetime is a natural occurrence, and students need to develop skills in adjusting to inevitable changes. Just as education is a life-long process, so also is career growth and change.

Help students keep in mind the following tips when making a decision:

•	College isn't designed as four years of specific job training. It is time for students to gain a breadth of knowledge through a variety of learning experiences.
•	Employers want to hire people who have performed well in college and who can talk knowledgeably and enthusiastically about a variety of subjects.
•	Employers look for marketable skills when hiring new personnel. They want employees who can communicate well and have analytical and technical skills combined with an appreciation for diverse experiences and cultures. The University requirements are designed to increase skills in these areas.
•	Choosing a major only because it seems directed toward plentiful and/or high paying jobs doesn't guarantee that the student will get one of these jobs. The major should reflect the student's interests.
•	A student's major should incorporate courses and activities that the student enjoys and in which he/she is successful. In addition to making better grades in such a major, the student will enjoy the process of making those grades.
•	Most people changes jobs and careers throughout life. Many people have 7-10 different jobs and just as many different careers.

Questions to Help with Career Exploration

Self Exploration

•	What subjects did you enjoy in high school? In what subjects were your best grades?
•	Are your strengths in the math/science areas or in the social sciences? Both?
•	What extracurricular activities did you do in high school? Which were the most enjoyable? What did you learn about yourself from them?
•	What personal qualities do you see as your strengths? Limitations?
•	In what kind of work environment do you picture yourself?
•	If you have spare time, what do you do?
•	Why are you in college?
•	What does a college degree mean to you?

Academic Major/Occupational Information

•	What academic areas are you considering? What do you like about these areas?
•	What do you want to learn more about?
•	What occupations are you considering? What is it about these occupations that attracts you?
•	How do your abilities and skills fit the tasks needed to succeed in those areas?
•	Will those occupations provide the rewards and satisfactions you want? Why?
•	What are the differences between the majors/occupations you are considering? The similarities?
•	Who has influenced your ideas about these alternatives?

Decision Making

•	Do you ever have trouble making decisions? Little ones? Important ones?
•	How do you generally go about making a decision? Describe the process.
•	What specific strategies do you use?
•	Do you make decisions by yourself or do you need other people's opinions first?
•	Are you feeling anxious about deciding about a major? Pressured?
•	Have you set a deadline for making your choice of a major?

You can help the student see the relationship between his/her interests and certain majors. Based on what you learn about the student you may decide to suggest certain majors. You may also make the student aware of a major he/she hadn't even considered.

The world of work changes each year. Careers are now available in fields that didn't even exist a decade ago. Encourage students to equip themselves with transferable skills that will help them secure a wide variety of positions.

The questions are adapted from Virginia Gordon's Academic Adviser's Pre-Service Training Manual.