Help for Undecided Students

I “meandered” through several majors during my college years. Such exploration was encouraged, understood as an important part of the liberal arts commitment to “breadth” and the messy and slow process of “figuring it out.” By the time the deadline for declaring a major arrived, I had completed most of the required courses for the philosophy major, taken here and there as electives. I called home and left a message on my parent’s answering machine (this was in the late 80s), notifying them of my intention to declare a major in philosophy, Beyond having to endure my father’s jokes (Q: “What did the philosophy major say to the engineering major? A: “Do you want fries with that?”), they supported me in both the meandering and the final decision.

Thinking about this now from the perspective of college personnel, I can see why such meandering might be considered a problem, for the student as well as for the institution. A recent article in the Chronicle describes one strategy that some large universities are taking to circumvent these problems: the development of the “meta-major,” requiring students in their first year (and in some cases before they arrive on campus) to commit to a general area. Such interventions appear to be necessary, given the scale of the institutions. In one example cited in the article, the ratio of advisors to undeclared students is 1:275! Readers will not be surprised to hear that the “meta-major” is part of a larger strategy to improve retention and completion, and the article mentions other measures.

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Exploring Vocation in Honors Education

It’s fair to say that most faculty are honors students. We climbed the hill of academic success, garnered several complicated degrees and certificates, sat through terrifying and difficult exams, and embarked on various research projects.

Our identities as scholars and teachers are often still conflicted, responding to the demands of a product oriented higher education landscape and the liberal arts education many of us cherish. So, too, do our students who seek academic achievement find themselves conflicted when they arrive in an honors program.

Honors programs vary in nature and scope—some emphasizing an enriched liberal arts curriculum, some prizing individual research projects and some asking students to apply research in their communities and through civic engagement. The programs attempt to add depth or breadth to student experience, as well as platforms for innovative teaching and learning. Continue reading