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New Advising System for Students’
Selection of Majors in China
TSINGHUA UNIVERSITY
Presenters：Yisi Zhan, Xiaochuan Yan
2018.12.14
Presenter
Yisi Zhan
China：Tsinghua University
Associate Professor/ academic counselor
10 years: 1100 students
Global Career Development Facilitator (GCDF),
Nation Psychological Counselor (NPC),
Board Certified Coach (BCC)
Myer-Briggs Type Indicator（MBTI）
Global Initiatives Committee of NACADA Member
（2013-）
PRESENTER
Presenter
Xiaochuan Yan
PRESENTER
China：Tsinghua University
Student Academic and Development Counselor
3 years: 150 students
China: Beijing Normal University
New China Studies Scholar & PhD Candidate
NACADA Member
01Why
Part one
Why we focus on Major selection?
02 What
Part two
What are common puzzles?
03 How
Part three
How to support students?
04Q & A
Part four
Welcome discussion and questions.
CONTENT
Why We Focus on Major Selection?
PART
ONE01
WHY WE FOCUS ON MAJOR SELECTIONS
Why？
UK Style ：Admission to a major US Style：Admission to a school
WHY WE FOCUS ON MAJOR SELECTIONS
Why: Tsinghua Reform
UK
Style
Tsinghua
Style
• 16 Major Clusters
• 3 times for choice
US
Style
Students’ freedom
of major choice
Students’ needs
of Choice ability Challenge 1: Workload
200 to 3879 students
WHY WE FOCUS ON MAJOR SELECTIONS
Why: Students Needs
Nation Youth League Committee, 2013
• Sample Size: 10005 college students in
China
• 71.2% of the respondents were
dissatisfied with their original major
choices.
• Only 16.4% of the respondents
understood, at the time of selection,
what the major he or she chose was
about.
WHY WE FOCUS ON MAJOR SELECTIONS
Challenge 2:
Students needs?
Find Meaning of Learning
WHY WE FOCUS ON MAJOR SELECTIONS
Passive Learning Behaviors
Active Learning Behaviors
Lack of
Learning Motivation
Lack of
Professional identity
Value awareness
Social responsibility
Challenge 3:
Meaning of learning
What Are Common Puzzles on Major Selection?
PART
TWO02
COMMON PUZZLES ON MAJOR SELECTIONS
Case 1
COMMON PUZZLES ON MAJOR SELECTIONS
I just want to
wiiiiiiiiin!
Major Exploration
Base on 5,000+ undergraduates
COMMON PUZZLES ON MAJOR SELECTIONS
Lack of Knowledge
Meta-cognitive
skills
Career
Decision
Self Knowledge
CareerKnowledge
Peterson, G. W., Sampson, J. P., Reardon, R. C.（1991）. Career development and services: A cognitive approach. CA: Brooks/Cole
Cognitive Information
Processing Pyramid
COMMON PUZZLES ON MAJOR SELECTIONS
Lack of Knowledge
Why?
China: Two worlds
Higher Education
High School
COMMON PUZZLES ON MAJOR SELECTIONS
PAGE 01
Puzzles Strategies & Tools
Self-Knowledge
1. The Self -Directed Search, Form R
2. Myers-Briggs Type Indicator
3. Learning Goal Discussion
DisciplinesKnowledge
Old: 1.Professor/Tutor/Advisor interviews
2. Department Admission Policies
3.Data on Admission/ Employment
4. Major & Curriculum Introductions
5. Seminars or Courses for freshmen
New: Disciplinary Characteristics Analysis Tools（DCAT）
Strategies and Toolbox
Case 2
COMMON PUZZLES ON MAJOR SELECTIONS
Struggling in Different Opinions
How to Make a Decision?
Base on 5,000+ undergraduates
COMMON PUZZLES ON MAJOR SELECTIONS
Lack of Decision Making Skills and Experience
Meta-cognitive
skills
Career
Decision
Self Knowledge
Career Knowledge
Peterson, G. W., Sampson, J. P., Reardon, R. C.（1991）. Career development and services: A cognitive approach. CA: Brooks/Cole
Cognitive Information
Processing Pyramid
COMMON PUZZLES ON MAJOR SELECTIONS
Strategies and Toolbox
Puzzles Strategies & tools
DecisionMaking skills
1. Balance Sheet (Janis & Mann, 1977)
2. CASVE: Communication, Analysis, Synthesis,
evaluation, Execution (Phye, 1986)
Reference:
Janis, I. L., & Mann, L.(1977). Decision Making: A psychological analysis of conflict, choice, and commitment. New
York: The Free Press
Phye, G. D.(1986). Practice and skilled classroom performance. In G. D. Phye & T. Andre (Eds.), Cognitive classroom
learning: Understanding, thinking, and problem solving (pp. 141-168). New York: Academic Press.
COMMON PUZZLES ON MAJOR SELECTIONS
Find Meaning of Learning
WHY WE FOCUS ON MAJOR SELECTIONS
Challenge 3:
Meaning of Learning
Discovering personal values
Connecting to social issues through disciplinary values
Forming an organic alliance between the person and the discipline
Social
responsibility
Self-awareness
Professional
identity
Case 3
I need your guidance!
COMMON PUZZLES ON MAJOR SELECTIONS
How to Prepare for Application
Base on 5,000+ undergraduates
COMMON PUZZLES ON MAJOR SELECTIONS
Lack of Metacognitive Skills and experience
Metacognitive
Career
Decision
Self Knowledge
CareerKnowledge
Peterson, G. W., Sampson, J. P., Reardon, R. C.（1991）. Career development and services: A cognitive approach. CA: Brooks/Cole
Cognitive Information
Processing Pyramid
COMMON PUZZLES ON MAJOR SELECTIONS
Puzzles Strategies & tools
Metacognitive Skills
1. Lectures on PS Writing and Revising Service
2. Workshops on Interview Preparation and Drop-in
Advising
3. Successful Case Interviews
4. Mock Interviews
5. Personal Achievement (for low self-efficacy students)
Strategies and Toolbox
COMMON PUZZLES ON MAJOR SELECTIONS
Summary
Metacognitive
Career
Decision
Self Knowledge
Disciplinary Knowledge
Knowledge
Decision-Making Skills
Executive Processing
COMMON PUZZLES ON MAJOR SELECTIONS
Challenge 2:
We know Students needs
How to Construct an Intervention?
PART
Three03
HOW TO CONSTRUCT AN INTERVENTION
New Intervention System
Stage 1
“How to Know”
• Self- Knowledge
• Disciplines knowledge
• Policy information
• Services
1. Academic Advising
2. Lectures
3. Disciplinary
Characteristics
Analysis Information
Stage 2
“How to Decide”
• Balance Sheet
• CASVE Discussion
• Services
1. Academic Advising
Stage 3
“How to Win”
• Writing Strategies
• Interview Training
• Test Preparing
• Services
1. Academic Advising
2. Workshop
3. Drop-in
4. Writing Revising
HOW TO CONSTRUCT AN INTERVENTION
New Intervention System
System cover 10000+ Tsinghua Students (2018)
Online: 8453+
Under the line: 1500+
HOW TO CONSTRUCT AN INTERVENTION
Challenge 1: Workload
200 to 3879 students
New Intervention System
One-on-one advising Satisfaction rate
2017：97.03（Sample:242 feedback）
2018：98.10（Sample:326 feedback）
Increase: 1.07
NEW INTERVENTION SYSTEM
Tools
Traditional
MBTI
Not Major Specific
4 Dimensions
Holland SDS
Not Major Specific
6 Dimensions
DCAT Tsinghua Version
Major Specific
10-30 Dimensions
Per Major
HOW TO CONSTRUCT AN INTERVENTION
Dimension 1: Most Identifiable Natural Science Bases of Engineering Fields
Dimension 2: Bottleneck-Upstream versus Downstream
Designing Production
Civil E. Mech. E.
Dimension 3: Value half-time of experiential knowledge
Dimension 4: Locational characteristics of intended applications
Dimension 4: Locational characteristics of intended applications
Points: 5/5 Ziqiang; Relatives; Law; Ladder
Dimension 3: Value Halftime of Experiential Knowledge
Points: 3/5 No preference
Dimension 2: Bottleneck-Upstream vs Downstream
Points: 5/5 Brother Runs Mechanics shop
Dimension 1: Most Identifiable Natural Science Bases of Engineering Fields
Points: 5/5 Won Prize in Physics Competition
Dimensional Analysis Examples：Mechanical Engineering
HOW TO CONSTRUCT AN INTERVENTION
Disciplinary Characteristics Analysis Result for this student:
1. Characteristics Dimension A: 5/52. Characteristics Dimension B: 5/53. Characteristics Dimension C: 3/54. Characteristics Dimension D: 5/55. Characteristics Dimension E: 4/56. Characteristics Dimension F: 3/57. Characteristics Dimension G: 4/58. Characteristics Dimension H: 5/59. Characteristics Dimension I: 4/510. Characteristics Dimension J: 5/511. Characteristics Dimension K: 4/5
Total Score: 4.25/5 (high match)
Result: The student chose to switch out of Chemistry and is now much happier in
Mechanical Engineering.
HOW TO CONSTRUCT AN INTERVENTION
Conclusion
The new major-selection advising system can:
Be used simultaneously by thousands of students
Cover common questions on major-selections
Find meaning of learning
Future work
Online-classes can be used on mobile phones
Research on evaluation of this system: eg. Discipline
identification, social responsibility
PRESENTER
Q & A
PART
Four04
Q & A
