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 I tend not to recommend a particular course of action (with the
exception of the obvious, such as, “This course is required for your major, so
it would be wise to take it if you want to earn this particular degree”), so I
would hesitate to advise a student whether to choose a particular major.
Having said that, there are times when I would strongly urge a student to
consider things they may not want to face directly. An example would be a
student who wants to be a mechanical engineer, but fails pre-calc. Twice. If
the student is absolutely determined, we can talk about their math options and
resources that might help them get to the required level. But there are some
situations where a student is better served by having them consider other
options than the one which has obstacles they are struggling to overcome.
Ultimately, though, it has to be their choice, and it has to be a well-informed
choice.~ Dean Hebert, University of Maryland, August 3, 2006 Yes, an adviser should help a student see their limitations. Many
students have unrealistic goals which they do not want to give up. A person
that wants to be a doctor but can't pass general biology should be encouraged
to seek another goal.Also, many students come to college with a major that their parents want them to take. Often this major is not going to lead the student to a career that they personally want. They need to be encouraged to look for their own goal and work toward that, even changing their major. ~ David Ekkens, Southern Adventist University, August 3, 2006 I can think of four circumstances in which I have advised a
prospective or current student that a particular program may not be the best
choice. (1) Does the program fit with the student's commitments to family, to
their financial and other resources, or to athletics? For instance, prospective
student-athletes often inquire about majoring in architecture. When we draw the
picture of the time commitment required by athletics and by the department, the
student sees that no one can do both. (2) What is the time to graduation? If a
student who has been enrolled for two years inquires about changing to our
graphic design program, we point out that there is a faculty review to enter
the premajor and then an entrance to major review after two years. Someone
could enter the premajor, spend two years and then not enter the major—after
having been enrolled for four years. (3) Does the student have the aptitude,
talents, and interests that match the requirements of the degree? We already have the example of the student who can't pass required math. In
the arts and design, students need visual, kinesthetic, aural, and oral talents
in order to succeed. Students who were successful in high school
extracurricular activities may not have the talent to succeed in higher
education programs and need to hear that the degree isn't what they want or
need. (4) Would graduate education be a better choice than a second
undergraduate degree? For example, students sometimes inquire about returning
as undergraduates to complete teacher certification degrees. Given the need for
continuing education after receiving certification, many students need to
consider the benefits of earning a master's degree rather than a second
undergraduate degree.~ Joyce Buck, Penn State, August 14, 2006 I have taken a similar approach to Joyce Buck's when students want a major or program that comes with a cost in time and/or money that they may not want to pay. I lay out the facts—last year's lowest GPA for our nursing program was 3.9, for example, or that to hit the next application cycle for dental hygiene, twenty credits of pre-requisites need to be completed—and let those facts speak first. For students who want a career that doesn't require a “direct” major, or have an alternate path to get there (Joyce mentioned education—we also have mobility programs for nursing outside the traditional BSN), I encourage students to explore those in addition to their first choice. When I am in doubt as to what their chances are to enter a competitive major, I always refer them to an adviser in that program for straight answers to their questions.And at the risk of sounding like I'm not true to my school, there are times when a student may be better served at another institution. If they truly want a certain major or career and have a better chance of entering it elsewhere, I give them permission to explore that option. In short, I try really hard not to say, “you shouldn't pursue that major.” Instead, I try to help them explore all their options for their career goals and let that information speak to them. ~ Melissa Cooper, Indiana University-Purdue University Indianapolis, August 16, 2006 The advising role is not to advise “for” or “against” a major but to assist the student in identifying the decision points and weighing the choices. Students usually discover for themselves if a major is a poor choice for them when they investigate the details for themselves. I ask a lot of questions rather than giving a lot of information. I expect the student to learn how to be a self-advocate and find the answers to the questions. Of course I direct them to the appropriate resource. I don't want a student to say, “My adviser told me to change majors.” I would rather they say something like “I found out that the major I was interested in requires a six-week unpaid internship and is only offered in the day. That will not work for me since I have to work.”~ Michael Cornelius, Scottsdale Community College, August 29, 2006 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 | |
