Decision Making as Applied to Selection of College Majors Joan V. Miller Instructional Support Facilitator Central Bucks School District M. Ed. Candidate College Student Affairs Pennsylvania State University

Project Rationale Understanding the processes students employ to make educational decisions can strengthen the effectiveness of support provided by academic advisers. Understanding the processes students employ to make educational decisions can strengthen the effectiveness of support provided by academic advisers.

Overview Decision Making Decision Making Research on Decision Making Related to College Major Selection Research on Decision Making Related to College Major Selection Student Development/Transition Student Development/Transition Supports Supports

Decision Making System One System One Fast Fast Automatic Automatic Effortless Effortless Emotional Emotional System Two System Two Slow Conscious Effortful Logical (Stanovich and West, 2000)

Multi Attribute Utility Theory (MAUT) Linear Model Linear Model Break decision into criteria Break decision into criteria Assign relative weight to each criteria Assign relative weight to each criteria List alternatives or options under consideration List alternatives or options under consideration Rate the options on each criteria Rate the options on each criteria Multiply the weight by the ratings Multiply the weight by the ratings Add for a final value for each option Add for a final value for each option (Galotti, 2007) (Galotti, 2007)

Research on College Major Decision Making Beggs, Bantham and Taylor, 2008 Beggs, Bantham and Taylor, 2008 Psychological processes/influences used by students when selecting major Psychological processes/influences used by students when selecting major Top influence - match between interests and abilities and course attributes and job characteristics Top influence - match between interests and abilities and course attributes and job characteristics Information Search - lowest rated influence Information Search - lowest rated influence Question why students do not research or investigate more when deciding and whether misperceptions taint choices Question why students do not research or investigate more when deciding and whether misperceptions taint choices

Galotti, 1999 Galotti, 1999 How educational decision making is structured and comfort with a linear process How educational decision making is structured and comfort with a linear process Students limited number of alternatives Students limited number of alternatives Preferred simplest model Preferred simplest model Using a structured process does not come naturally nor increase student confidence. Using a structured process does not come naturally nor increase student confidence. Informal Assessment at FTCAP concurs with findings. Informal Assessment at FTCAP concurs with findings.

Student Development Theories Suggest that a Students Developmental Level at Point of Decision Can Impact the Process and Outcome of Decision

Ericksons Identity vs. Identity Diffusion Ericksons Identity vs. Identity Diffusion Chickerings vectors: Chickerings vectors: Moving through Autonomy Toward Independence Moving through Autonomy Toward Independence Developing Purpose Developing Purpose Perrys Theory of Intellectual and Ethical Development Perrys Theory of Intellectual and Ethical Development Schlossbergs Transition Theory Schlossbergs Transition Theory

Important to remember that there is value in how students interpret their experiences and how practitioners deal constructively with such differences in designing developmental responses. Important to remember that there is value in how students interpret their experiences and how practitioners deal constructively with such differences in designing developmental responses. Interventions and support are needed to promote growth and the approach differs for each student based on their developmental needs. Interventions and support are needed to promote growth and the approach differs for each student based on their developmental needs. Evans, Forney, Guido, Patton & Renn, 2010 Evans, Forney, Guido, Patton & Renn, 2010

Supports from Theory Developmental Instruction Model – (Knefelkamp, 1999) Developmental Instruction Model – (Knefelkamp, 1999) Reflective Conversations Reflective Conversations (Baxter Magolda & King, 2008) (Baxter Magolda & King, 2008) Coaching – Kegan (1994) Coaching – Kegan (1994)

Supports from Research Beggs, Bantham and Taylor, 2008 Beggs, Bantham and Taylor, 2008 Encourage searches for accurate information on which to base decisions Encourage searches for accurate information on which to base decisions Provide internet driven navigational resources Provide internet driven navigational resources Galotti, 1999 Galotti, 1999 Assure students that indecision is natural Assure students that indecision is natural Challenge students to explore widely Challenge students to explore widely Teach decision structuring processes Teach decision structuring processes Equate effort with effective decision making Equate effort with effective decision making

Connecting the Dots An Equilateral Approach Decision Making Student Development Transition

First Year Seminar Provide atmosphere to foster both psychosocial and cognitive growth opportunities Provide atmosphere to foster both psychosocial and cognitive growth opportunities Teach and encourage self-reflective skills through discussion and journals to promote self-authorship Teach and encourage self-reflective skills through discussion and journals to promote self-authorship Introduce linear decision structuring approaches Introduce linear decision structuring approaches Require students to develop learning outcomes for their educational decision making Require students to develop learning outcomes for their educational decision making Introduce students to how general education can enhance their exploration Introduce students to how general education can enhance their exploration Provide a forum for students to receive others perspectives when processing their educational decisions Provide a forum for students to receive others perspectives when processing their educational decisions

Take Away Points In FTCAP confirmation discussions, what we hear confirms that students often do not support their major decisions with information. In FTCAP confirmation discussions, what we hear confirms that students often do not support their major decisions with information. We also see students with what appears to be a range of developmental skills related to decision making. We also see students with what appears to be a range of developmental skills related to decision making. The FTCAP presentation is consistent with the research suggestions of encouraging students to explore widely and assuring them that it is natural to be undecided or want to change. The FTCAP presentation is consistent with the research suggestions of encouraging students to explore widely and assuring them that it is natural to be undecided or want to change.

Ideas for Follow up How to best encourage students to support decisions with information searches How to best encourage students to support decisions with information searches Introduction to decision structuring Introduction to decision structuring First Year Seminars for students who demonstrate a high need for support First Year Seminars for students who demonstrate a high need for support

Questions??? Questions??? Thoughts??? Thoughts???