Location
College Student Research 1 (Session 2 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
This research explored a newly created model of first year academic advising used at a Mid-Size Public University. Modified from the traditional advising model, the new model was created for students in the new University Studies major, a designation for students formerly classified as undeclared majors. It was unknown how the University Studies students would experience academic advising, as they received a different academic advising model than undecided students in previous cohorts.
The researcher conducted the project using grounded theory techniques and phenomenological perspective. The researcher interviewed 12 students. The research questions were: (1) How did students experience being undecided first year students? (2) How did undecided students make meaning of their academic advising experiences? (3) How, if at all, did students perceive academic advising met their needs as undecided students?
Exploration around these topics provided rich data. Themes emerged and were categorized into one of the four S's of Schlossberg's transition theory. Religiosity and how it influenced student major and career decision making processes emerged as an unexpected and notable theme. This presentation provides strategies for educators to best support students who feel a deep connection between their faith and major and career decision making processes.
Keywords
: exploratory college students, religiosity, Schlossberg’s transition theory, academic advising
Professional Bio
Jamie Workman, is an Assistant Professor at Valdosta State University. Prior to becoming a faculty member, Jamie served over 14 years as a student affairs educator in residence life. She earned a Ph.D. from Ohio University, a Master’s from Indiana State University, and a Bachelor’s from Eastern Illinois University. Jamie’s research interests include academic and career advising, living learning communities, fraternity and sorority life, and supporting students from underrepresented populations, among others.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Workman, Jamie L., "Supporting religious undecided students: Implications for educators" (2020). Georgia Educational Research Association Conference. 29.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/29
Included in
Supporting religious undecided students: Implications for educators
College Student Research 1 (Session 2 Breakouts)
This research explored a newly created model of first year academic advising used at a Mid-Size Public University. Modified from the traditional advising model, the new model was created for students in the new University Studies major, a designation for students formerly classified as undeclared majors. It was unknown how the University Studies students would experience academic advising, as they received a different academic advising model than undecided students in previous cohorts.
The researcher conducted the project using grounded theory techniques and phenomenological perspective. The researcher interviewed 12 students. The research questions were: (1) How did students experience being undecided first year students? (2) How did undecided students make meaning of their academic advising experiences? (3) How, if at all, did students perceive academic advising met their needs as undecided students?
Exploration around these topics provided rich data. Themes emerged and were categorized into one of the four S's of Schlossberg's transition theory. Religiosity and how it influenced student major and career decision making processes emerged as an unexpected and notable theme. This presentation provides strategies for educators to best support students who feel a deep connection between their faith and major and career decision making processes.
