Description
This resource describes the common advising issues that arise for students after they complete first year of coursework at the University of Minnesota. The issues raised here are cross-linked with transfer students, because depending on when the transfer student comes to us, he or she may have the same advising issues.
Introduction
While we can anticipate many of the developmental needs of first year students, students’ situations become more differentiated and individualized over time. Generally, students beyond their first year who are not on probation do not have adviser approval requirements. Consequently, continuing students seek out advising as they feel the need.
Many students come in infrequently and often on a walk-in basis. During walk-in contacts with continuing students, it is important to identify issues best discussed in individual appointments and make a bridge between the walk-in contact and an appointment.
Adviser Role
In appointments with continuing students, it is especially important to identify their concerns about degree progress, interests, etc. In addition, advisers can explore the students’ experiences to help them identify productive steps they can take towards academic goals. Most students who choose a liberal arts major will officially declare the major at the end of their first year or early in their second year. Other issues will persist in students’ lives such as admission to a professional program or choosing a career objective.
Advisers should use the early weeks of the semester to monitor their continuing students and to contact targeted categories of students. Examples of targeted student populations would include students with 26 or more credits who are pursuing a CLA major but have not officially declared their major, noncompetitive pre-professional students, and undeclared students. Encourage students interested in a CLA major to officially declare the major, make contact with their major department, plan an appropriate major program, and make timely degree progress. Noncompetitive pre-professional students need to identify an alternative program. Because students must declare a major by the time they have completed 60 semester credits, it is essential for students to actively work towards a choice of major.
Remember that students in their second or third year are often more prepared to take advantage of group advising programs than are most new first-year students.
Choosing a Major
Often students will see exploring possible majors as acceptable for the first year but will become more anxious about choosing a major by their second or third year. There is some justification for that anxiety: students who do not begin work on a major by the time they have 60-80 credits may have a hard time completing their degree in a timely fashion. That problem is the reason why undecided students are required to officially declare their major by the time they have completed 60 semester credits. If they do not, a major declaration hold (MDR hold) is placed on their record, preventing them from getting official transcripts and registering.
The first step in helping students choose a major is to help them identify what their areas of interest are. Rare is the student who is so undecided that he or she can’t suggest a number of possibilities or can’t, at least, eliminate majors in areas he or she doesn’t enjoy. The next step is to identify the barriers to decision making. What inhibits the student who thinks about declaring a major? It may be lack of information about options, anxiety about career possibilities, lack of information about a specific major, or even personal issues such as differences between personal preferences and those of a parent or spouse. Different strategies are appropriate depending on the nature of the student’s concern. Use your knowledge of degree programs, career planning options (such as Strong Interest Inventory or ID 1201 Career Exploration), and referrals to specific departments to help the student identify specific, manageable steps toward a decision. Remember that declaring a major is not an irrevocable decision: students can explore a major by declaring it and can change their major if necessary.
Declaring a Major
Students may indicate their intent to declare a CLA major at any time by meeting with a departmental adviser and filling out a Major Program form or One-Year Plan. Students submit the major program form to their student community. Most students declare a major during their sophomore year. Sometimes students may also begin the major declaration process in a discussion with their community adviser.
Some majors have extra admissions processes and/or require preparatory coursework before a student can declare the major. For example, the chemistry, computer science, economics, math, and journalism programs have prerequisites that must be completed prior to declaring the major. If a student is missing prerequisite courses for their desired major they should contact the department to find out if there is a pre-declare option to avoid having an MDR hold placed on their record.
Students who declare a CLA major are assigned to the appropriate student community based on major choice. If a student declares a CLA major not housed in their assigned community, the student has the option to either stay in that community or transfer to the community that advises that major. The student is encouraged to meet with an adviser from his/her new advising community right away to make sure there is a plan in place for academic progress.
After the student has declared a CLA major, it is an excellent time for students to make a tentative graduation plan by working with their college adviser. This is especially important for students on the 4-Year Graduation Plan. College advisers should be aware of major checkpoints and assist students in planning their next two or three years so a timely graduation is possible.
Registration Concerns
Because students need at least 48 upper level credits for a CLA degree, students should be advised to begin to take 3xxx-level courses for liberal education requirements or to explore potential majors. Students should be encouraged to take heavier credit loads if their first year experience was successful. To graduate in four years, students need to average 15 credits a semester or 30 credits a year. Students who have not begun their second language study should be advised to start as soon as possible. B.A., B.I.S., and B.F.A in Art degrees require completion of the CLA second language requirement, which I currently completion of the fourth semester of a second language with a C-, S, or higher or a passing score on the Language Proficiency Exam (LPE).
Other Considerations
After getting established during their first year, many students find study abroad, internships, or involvement with campus or community activities to be invaluable parts of their education, helping them sort out their academic and major interests as well as providing valuable experience.
Remember, encourage these more experienced students to take charge of their education by supporting their interests and helping them access the University’s resources.
Referrals
Career and Community Learning Center
624-7577
Learning Abroad Center
626-9000
University Counseling and Consulting Services
624-3323
