Decision Making for the (Seemingly) Decided

Jeff Malone and Kerry KincanonUniversity Exploratory Studies Program

Oregon State UniversityJeff.Malone@oregonstate.edu

Kerry.Kincanon@oregonstate.edu

Session Agenda and Learning Outcomes

• Motivation for session

• Learn about exploration strategies and resources• Consider applicability of strategies and resources to a variety of

advising situations• Unpack the potential negotiations with doubt, nuance, and

choice that advisees experience relative to their academic path

How We Decide…

“There is no universal solution to the problem of decision-making. The real world is just too complex. As a result, natural selection endowed us with a brain that is enthusiastically pluralistic. Sometimes we need to reason through our options and carefully analyze possibilities. And sometimes we need to listen to our emotions.” Jonah Lehrer, How We Decide (p. xvi)

Our Context: Exploratory Students

Virginia Gordon’s Types of Exploring Students*• Information seeking – those with a need to learn more about themselves, majors,

and/or careers.• Dependent decision makers – those still learning how to make their own decisions• Vocationally/Academically immature – those who have little or no context for

understanding careers and/or majors• Vocationally fixated –those focused on the relationship between college and career• Indecisive – those fearful of making the wrong choice• Apathetic – those who don’t care to make a decision• High achieving –those who are good in several areas often have trouble narrowing

their focus• “Forced” explorers – those for whom academic performance or some other factor

or revelation has negated their initial choice (Business, Engineering, Pre-professional programs, etc.)

*Gordon, V. N.(1997). Advising undecided/exploratory students. In M. Hoveland, E. Anderson, W. McGuire, D. Crockett, & J. Kaufmann (Eds.), Academic Advising for Student Success and Retention (pp. 201-205). Iowa City, IA: Noel Levitz

• John Holland’s Theory of Vocational Type*

• There are types of people and types of environments – people who seek environment congruent with their type are more likely to be satisfied and successful

• “Are you? Can you? Do you like to?”

Our Context: Person-Environment Fit

*Holland, J.L. (1966). The psychology of vocational choice.  Waltham; MA :Blaisdell

Our Context: A Transformational, Meaning-Making Model

1. Advisors can help students negotiate the disorienting dilemma of being undecided about a major.2. Advisors can help students examine what their undecidedness means in terms of their identity and experiences, inside and outside of the classroom, and assess assumptions, predispositions, or anxieties they might have which may enhance or inhibit change.3. Advisors can help students explore available and pertinent information that may influence their decision and position them to take on a new role and/or identity.

Kincanon, K. (2009). Translating the Transformative: Applying Transformational and Self-Authorship Pedagogy to Advising Undecided/Exploring Students. Retrieved -insert today's date- from the NACADA Clearinghouse of Academic Advising Resources Web site:http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Transformative-Theory.htm

Our Context: A Transformational, Meaning-Making Model

4. Advisors can help students explore situations where they can try on new roles and build confidence as they move toward their decision.5. Advisors can help students reflect on their learning and synthesize information into a concrete decision about major.6. Advisors can help students to transition into their new role and can continue to serve as a resource for students as they encounter other possible transformations.

Kincanon, K. (2009). Translating the Transformative: Applying Transformational and Self-Authorship Pedagogy to Advising Undecided/Exploring Students. Retrieved -insert today's date- from the NACADA Clearinghouse of Academic Advising Resources Web site:http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Transformative-Theory.htm

April 13, 20238

Our Context: A Decision Making Model

Assess yourself

Explore academic & career options

Decide and act

“…it’s okay not to have an answer, but it’s not okay to stop looking for one.”

-Po Bronson, What Should I Do With My Life (p. 29)

• “Experience matters”• “Human Resources”• “Related Links”

A Decision Making Toolbox

A (seemingly) decided student: Seeds of doubt

• The student: Maria• The story• The dilemma• Advisee-Advisor strategy• Student action• Reflection and decision

Caleb is a second-year student majoring in Biochemistry with an eye toward working in a health profession. He comes from a family of health care practitioners and complete extensive informational interviews and job shadows in high school. He even has strong lead on a preceptorship in the upcoming summer. He has done well academically across the board and has the looks of a strong candidate for professional school. To meet a general education requirement, he has opted to take an Introduction to Health Care Systems class, also a common starter class for Public Health majors. You are his Biochem advisor, and when he comes to see you, he raves about how much he loves the class. He notes that he feels guilty because he finds this class more appealing than his science classes this term.

•The Dilemma

•Possible Advisee-Advisor Strategy

•Ideal student action

A (seemingly) decided student: A new wrinkle

Maddie is finishing her first year within a General Engineering major. She is fascinated with processes and how things work. In high school she demonstrated excellent quantitative and analytic abilities. Her school counselors, high school instructors, and family members all suggested she consider attending a school with a strong Engineering program. Maddie has successfully negotiated the required first year curriculum so far and carries a 3.70 GPA into her third quarter. She has enrolled in and enjoyed two general engineering orientation courses as well as actively participated in her school’s Engineering Awareness Week. You are her General Engineering advisor. She comes to you because she is having trouble locking down the specific Engineering discipline she wants to pursue, which is a requirement for her by the start of her second year. Her family is proud of her achievements, but they are eager for her to decide on a path within Engineering.

•The Dilemma

•Possible Advisee-Advisor Strategy

•Ideal Student Action

A (seemingly) decided student: Good fit, but which option?

Questions?