WHAT'S THE BEST MAJOR FOR ME?

1. First, get to know the majors and programs that are open to you.  You may be familiar with English, history, chemistry, or math, but do you have any real idea what anthropology, geography, or cytotechnology are all about? Before you choose a major, read catalog descriptions and then talk to faculty in those departments.
2. Get first-hand experience.  Experiment with different courses before making decisions.  A note of caution:  do not limit yourself to beginning level courses that exist primarily to fulfill Liberal Studies requirements.  They're sometimes too broad in scope to give you an accurate picture of the major.
3. Evaluate what you've learned to date.  What courses have you liked best?  Least?  Why?  How do the majors you're considering relate to your interests, abilities, and values?
4. Evaluate the majors you're considering.  You're close to making your choice.  This will help you confirm or reassess your decision.
5. Do you know:
   1. What preparatory courses are required?
   2. What's the minimum grade point average for acceptance into the major?
   3. How many courses are required in the major?
   4. What course offerings are sequential or non-sequential?
   5. If the exams are finite reasoning or essay?
   6. How much freedom there is for elective courses?
   7. How many credits are needed in order to graduate in that major?
   8. Who the departmental exploratory advisor is?

TYPES OF KNOWLEDGE NECESSARY TO MAKE GOOD CAREER DECISIONS

There are four types of knowledge which students need before making career decisions:  self-knowledge, occupational knowledge, educational knowledge, and decision-making knowledge.

Self-knowledge means the student knows about:

• Interests (What do I like and enjoy?)
• Aptitudes (What are my strengths?  Skills?  Abilities?)
• Values (What is important to me in a career?)
• Goal setting (Where do I want to go?  What do I want?  How can I get there?  By when?)

Occupational knowledge means the student knows about:

• Nature of work (What tasks are involved?  What are the major duties of a job?  What does someone with this job do all day?)
• Places of employment (Where is the work?)
• Qualifications and advancement (What is entry level expertise?  What type of experience is needed?  Are promotion opportunities available?)
• Employment outlook (What will the job market be like at graduation?  In 5 years?  In 10 years?)
• Earnings and working conditions (What is the pay range?  Are there physical demands to the job?)
• Job seeking skills (Can I write a resume?  Do I know how to conduct myself in an interview?  Can I investigate an organization?  Obtain references?)

Educational knowledge means the student asks:

• Are there specific educational programs that will provide me with any necessary knowledge or skills?
• What major interests me?
• Are there particular courses that will help?
• Is a particular degree necessary or can I select any major or program?

Decision-making knowledge means the student asks:

• Can I link self-knowledge to occupational information?
• What kind of decision maker am I?
• When do I need to make career decisions?
• Can I integrate my values into my decisions?
• Do I know how to choose between several majors?

GATHERING INFORMATION:

Self-Knowledge

    YOU can:

• list activities you enjoy doing in school, work, and personally.
• review your academic transcript; this helps you identify your academic strengths and weaknesses.
• list five work values you want to have in your career (income, variety, independence, prestige, contribution to society, etc.).
• list five skills you can do well.
• create a 40 year plan:  After graduation?  What do you want to be doing five years from now?

Occupational Knowledge

    YOU can:

• conduct an occupational interview.
• visit the Career Services Office.
• use government publications such as "The Occupational Outlook Handbook," or "Dictionary of Occupational Titles."
• use a computerized career search system (e.g., Discover)
• use occupational brochures/publications written by professional groups.
• volunteer or use a co-op or internship to gain direct experience in a specific career field.

Educational Knowledge

       YOU can:

• identify types of courses that match your interests and abilities; review the course offerings bulletin.
• identify majors related to these courses.
• meet with appropriate academic advisors to review curricula.
• list how skills and knowledge inherent to each major would be related to careers being considered.
• list minors or elective course work which could supplement their skills or knowledge base.
• develop a schedule projection for the various majors.

Decision-Making Knowledge

        YOU can:

• list five ways your interests and abilities are related to the occupational and educational alternatives you have identified.
• list three ways your decision-making style has helped you in your search.
• list three ways your decision-making style has not served you well in making decisions.

EXPLORE:  MAJORS AND CAREERS INFORMATION GATHERING

The more you know about yourself in relation to the situation, the better prepared you will be to make an effective decision.  Understanding your values, interests, and skills and gathering information about majors and careers will help you to weigh and judge these factors against each other, to consider alternatives, and to make satisfying decisions.  

Talking to people who are knowledgeable about fields in which you are interested in is an excellent way to learn about majors and careers.  Professors, departmental advisors, graduate assistants, and other undergraduate students can answer questions regarding majors.  Professionals working in the field are excellent sources for information regarding careers.

Written resources, such as university catalogs, textbooks, professional journals, and trade publications, can also facilitate your decision-making.  The Office of Career Services, located in Maltby Center, has a number of publications regarding majors and careers.

Gather information on majors:

• Look through the SRU catalog and determine which course descriptions interest you.
• In the bookstore, look at textbooks that are required for courses that interest you.
• Look at textbooks for related courses also.
• Obtain a syllabus of a course before the course starts.
• Sit in on the first class of the semester to get an overview of a course and a syllabus.  Audit or sit in on a class any time during the semester.
• Obtain a list of requirements for a major from the departmental advisor.
• Talk to departmental advisors about the major or the field.
• Talk to professors.
• Talk to graduate students and other undergraduate students majoring in a subject.
• Read professional journals in the field.

Gather information on careers:

• Talk to departmental advisors and professors.
• Talk to professionals in the field.
• Contact professionals in the field on your own.
• Use the Career Laboratory in the Office of Career Services.
• Attend professional organization meetings in the community and on campus.
• Read professional journal and trade publications.

Questions to ask yourself when you sit in on a class:

• What do you like about the class?
• What do you dislike about the class?
• What do you like about the professor?
• Is there anything you dislike about the professor?
• What appeals to you about the content of the course?
• How well would you expect to perform in this class?
• Would you enjoy this class?
• Would this course complement your natural inclination?
• Would you feel comfortable working or thinking in a way required by this course?
• Do you feel compatible with other students in this class?

Questions to ask professors:

• What do you like about your field?
• What do you see as future trends in this field?
• What key research is being done in the field?
• What are your frustrations regarding the field?
• What are some pitfalls of this field in terms of careers?
• What do you see as the best opportunities in the field?
• What common misunderstandings do students have about the field?
• Are opportunities available for undergraduate students to be involved in research or other aspects of the field?
• What professional journals and organizations would you recommend?
• Do you know professionals working in the field to whom you can refer me?