#ExploreGE

Mission Statement

The UAAC’s mission is to facilitate the development of our Explore Golden Eagles’ (Undeclared students’) self-exploration, career exploration, self-efficacy and foster a strong sense of belonging that supports major exploration and helps students answer, “What is my passion?”

Pillars

  1. Belonging
  2. Self-Efficacy
  3. Self-Exploration
  4. Career Exploration
  5. Major Exploration

Student Learning Outcomes (SLOs)

  1. Articulate the importance of personal investment needed to move confidently in one’s academic, personal and professional goals.
  2. Understand multiple perspectives (experiences and values) while examining behaviors and choices that support such perspectives.
  3. Identify the interactive relationship between self, career and major satisfaction.
  4. Learn and refine self-advocacy, self-awareness and decision-making skills.
  5. Work with individuals as a team that fosters a sense of belonging and community on campus.

Research

The Explore Golden Eagles workshops came out of the need to create more intentional programming, specifically tailored for the Undeclared students the University Academic Advisement Center serves. Research shows students who engage in self and career exploration, and feel a strong sense of belonging on their campuses, tend to be more satisfied in the majors they choose (Brown & Rivas, 1994; Bullock-Yowell, McConnell & Schedin, 2014; Clark & Kalionzes, 2008; Gasman, Baez & Turner, 2008; George-Jackson, 2012; Soria & Stebleton, 2013; Vincent, Henry & Anderson, 2012). This also reduces the chances of students changing their majors, and thus the risk of taking unneeded courses, saving them time to graduation.

Brown, T., & Rivas, M. (1994). The prescriptive relationship in academic advising as an appropriate developmental intervention with multicultural populations. NACADA Journal, 14(2), 108-111.

Bullok-Yowell, E., McConnell, A. E. & Schedin, E.A. (2014). Decided and Undecided Students:

Career Self-efficacy, Negative Thinking, and Decision-Making Difficulties. NACADA Journal, 34(1), 22-34.

Clark, E. C., & Kalionzes, J. (2008). Advising Students of Color and International Students.

In V. N. Gordon, W. R. Habley, and T. J. Grits, Academic advising: A comprehensive handbook (2nd edition) (chapter 13). San Francisco: Jossey-Bass.

Gasman, M., Baez, B., & Turner, C. S. V. (Eds.) (2008), Understanding Minority-Serving Institutions. New York: SUNY Press.

George-Jackson, C. (2012). Generation Me: Influences of Students' Choice of Major.

Project STEP-UP: STEM Trends in Enrollment and Persistence for Underrepresented Populations. University of Illinois at Urbana Champaign.

Soria, K. M.,& Stebleton, M. (2013). Major decisions: Motivations for selecting a major, satisfaction, and belonging. NACADA Journal, 33(2), 29-43.

Vincent, S. K., Henry, A.L., & Anderson J. C. (2012). College major choice for color: Toward a model of recruitment for the agricultural education profession. Journal of Agricultural Education, 53(4), 187-200.