Helping Students Traverse the Great Unknown: Anchoring a Perfect Major Fair

Sara Yerger, Academic Advisor

University of ArizonaCenter for Exploratory Students

Colleges of Letters, Arts, and Science

OutlineIntroduction

◦Who we are◦Undecided/exploratory students◦Justification for a major fair

Practical resources◦How to organize a major fair◦How to spread the word

Conclusion - What’s next?◦Make it even more effective!

Who are we?Three majorsNo major selected (undecided)Pre-Professions advisingStudent services

◦Major explorationCourses

Undecided & exploratory studentsOur unit = revolving door18-20% of new enrollment

nationally◦Hasn’t changed over 25 years

Similar to “decided” studentsVaried levels of indecision

Why do students need a Major Fair?Undecided & exploratory

studentsCollege transitions and

developmentRetention and graduationAnxietyBreaking misperceptions

Meet Your Major Fair (MYMF)Why MYMF was created

◦Overwhelming university size◦Confusing organization◦114 majors

Why MYMF was changed to reflect themes◦Clear up confusion to benefit

students

Goals of MYMFFor Students:

◦Inclusion and engagement◦Introductory knowledge about majors◦Communicate how and when to

declare◦Encourage earlier major declaration◦Reduce anxiety

For the campus community:◦Recruiting◦Networking

How did we do it?BrainstormingOrganizationTimelineBudgetAnalyzed effectiveness

InnovationsOrganizing majors thematicallyRecruiting

◦ Requiring attendance from Freshman course

◦ High schools◦ Community college

Providing questions for studentsGiving Majors MapUpdating program evaluations

How to spread the wordPromotions

◦High school students◦Local colleges◦Working with advisors across campus◦Listservs

Advertising◦Daily Wildcat◦Flyers◦Banner◦Table tents

Conclusion – what’s next?Student feedback

◦Good for studentsAdvisor feedback

◦Hard for some to adjustInternal brainstorming &

evaluation◦Corner for processing/getting help◦Cut out non-major-related extras◦Improve entry flow/check-in

ReferencesCunningham, K. E., & Smothers, A. W. (2010). The effect of self-efficacy and

psychosocial develop ment on major-changing behavior. NACADA Journal, 30(2), 65–71.

Cuseo, J. (2005). 'Decided,' 'undecided,' and 'in transition': Implications for academic advisement, career counseling, and student retention. In R. S. Feldman, R. S. Feldman (Eds.) , Improving the first year of college: Research and practice (pp. 27-48). Mahwah, NJ US: Lawrence Erlbaum Associates Publishers.

Demetriou, C. (2005). Potential applications of social norms theory to academic advising. NACADA Journal, 25(2), 49–56.

Firmin, M. W., & MacKillop, L. M. (2008). Fre quent major changing: Extrinsic and intrinsic factors. NACADA Journal, 28(2), 5–13.

Gordon, V.N., & Steele, G. E. (2003). Undecided first-year students: A 25-year longitudinal study. Journal of the First-Year Experience, 15(1), 19-38.

Graunke, S. S., Woosley, S. A., & Helms, L. L. (2006). How do their initial goals impact stu dents’ chances to graduate? An exploration of three types of commitment. NACADA Journal, 26(1), 13–18

Lederman, D. (2009, January 23). As talk about retention rises, rates drop [Electronic version]. Inside Higher Ed. http://www.insidehighered.com/news/2009/01/23/retain

Miller, B. & Woycheck, S. (2003). The academic advising implications of the self-directed search and Holland’s theory: A study of Kent State Uni versity exploratory students. NACADA Journal, 23(1&2), 37–43.

Contact informationIf you have further questions or

would like copies of the flyers, ads, maps, and other handouts from this presentation please feel free to contact me!◦Sara Yerger◦sme@email.arizona.edu