Undeclared Students, a.k.a. undecided students, are "unwilling, unable, or unready to make educational or vocational decisions" (Gordon, 1995).

Students who are unable to make a sound decision often lack information in the following three areas: (Gordon, 1984): Advising Undecided, what works best?

1. Personal Characteristics . The student has yet to assess his/her own goals, interests, and abilities.

2. Available Academic Areas . The student is unaware of accessible programs or needs assistance evaluating these programs.

3. Occupational Areas. The student has yet to explore the job market.
Note: Students confuse picking a major and picking a career.

• They see these two areas as one in the same and they frequently decide what job they want and then they come to you to ask what that major would be.
• Frustration occurs if they are interested in a specific area of study but can't see a clear relationship between their studies and a career. 
• Although administratively academics and career may be considered separate concerns, many students do not make such fine distinctions.

The student who is unready to declare a major may lack skills in decision making. No matter the cause of their uncertainty, undecided students must receive assistance to overcome these obstacles.

The Exploration Process
The major exploration process requires a student to assess a variety of interconnecting factors. Advisors can assist the student in assessing their level of knowledge in the areas below and help them make connections. This is not necessarily something to be accomplished in a 30 minute time span.  The conversation may happen over the course of 1-2 years.

• Self Knowledge: Addresses the need for the assessment of personal interests, abilities, and values, as well as goal setting.
• Educational Knowledge: Includes an understanding of the value of different levels of educational programs, academic majors, curricula, academic skill development, and credentialing and licensure.
• Occupational Knowledge: Job seeking and job exploration activities as well as examining occupation information.  Students should understand the relevance of the skills they are developing now and how they translate into the workforce.
• Decision-making Knowledge: Addresses the integration of self-knowledge with educational and occupational information. 

Links to Related Resources and Information

Advisor Suggestions
Office of Academic Advisement, Saint Anselm College

Internet Resources for Advisors
Office of Academic Advisement, Saint Anselm College

Internet Resources for Students
Office of Academic Advisement, Saint Anselm College

Reference
Steele, G.E. & McDonald, M.L. (2000). Advising Students in Transition.  In Gordon, V.N., & Habley, W.R. (Eds.) Academic Advising: A Comprehensive Handbook. San Francisco: Jossey-Bass, Inc., 145-152