Date Approved

8-25-2017

Embargo Period

8-25-2017

Document Type

Thesis

Degree Name

MA Higher Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Sisco, Burton R.

Committee Member 1

Walpole, MaryBeth

Keywords

career exploration, undeclared students, learning styles, academic advising

Subject(s)

Vocational guidance; College majors

Disciplines

Higher Education

Abstract

The purpose of this study was to investigate the potential relationship between the Learning Connections Inventory (LCI) and the career and academic exploration process of undeclared students at Rowan University, Glassboro, New Jersey. I examined if the LCI has predictive value in assisting undeclared students in the career exploration process as well as the attitudes of selected Rowan University professors and administrators towards the use of the LCI in the career and academic exploration process. The study investigated the statistical relationship of learning styles, as defined by the LCI, had on academic major selection. Data on the LCI scores and academic majors of 5,072 students who completed the LCI since the fall 2007 semester were collected through an anonymous Microsoft Excel file. Data on the attitudes were collected by means of interviews with six Rowan University professors and administrators with direct experience using the LCI with students. Factors examined included learning styles of the selected students, the relationship between learning style and academic college, strengths and limitations of the LCI in the classroom, and the effectiveness of using the LCI in the career and academic exploration process of undeclared students. Using both quantitative and qualitative research, I was able to conclude that the LCI can be used as a supplementary tool in the career and academic exploration process for undeclared students.

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