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 The choice must always be the student's prerogative. Reviewing the student's semester outcome, and clarifying information is necessary. Through this method the student is apprised of current grades, and the possibility of university dismissal, if indeed the student is failing. At this point ASKING the student if there are other fields of interest is of tantamount importance. If a desire is expressed for more information regarding another possible major, then conversation regarding that can ensue. However, a very important consideration is taking into account what is currently happening in that student's life. Providing an opening for discussing this can be helpful. Also it may be necessary to recommend counseling for this student, to provide an outlet for the academic difficulties, and to assist the student during this difficult growth period.~ Vicki B. Foy, College Completion Counseling I.A. C. S., August 4 I work with students who are undecided and/or those who are pursuing an Associates degree in General Studies. Quite often, the General Studies degree is the “default” degree for students who have not made it into their program of choice. I agree that ASKING the student is key when discussing any type of academic change, since ultimately, the student must live with the consequences of those changes. I like to use a journalistic approach: Who; What; When; Where; Why; How? to get at the heart of the issues the student faces. What happened? Did they not get into a selective program? Have they struggled academically? Are there other barriers in the way? When did it happen? Did they just get a rejection notice? Have they struggled all semester/year and are only now coming for help? Why did they make this plan in the first place? Or why are these barriers hindering the plan? Is it a personal issue? An institutional barrier? Circumstantial? Relational? Who is being affected by this situation? Are there other individuals or program policies in place that are influencing the student's choices? Where do they see themselves in the future? Is this affecting their decision-making process? How would they like to proceed? It is here that the adviser can provide options and information about potential choices and help the student discuss the consequences of the choice that they must ultimately make for themselves.~ Jennifer K. Willener, Weber State University, August 14 The Mentor is published by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |
