Introduction

• The conversation involves a meeting between a student (Jessica) and an academic advisor (Sandra) discussing Jessica's major and academic challenges.

Changing Majors

• Jessica's Current Situation

  • Jessica is a second-year student considering changing her major.

  • She is currently majoring in biochemistry and is interested in switching to biology or anthropology.

• Academic Exploration

  • Jessica has previously modeled her Degree Audit Reports (DARS) and is open to exploring various majors, emphasizing her continued interest in life sciences.

Academic Performance and Challenges

• Struggles in Science Classes

  • Jessica has faced difficulties in her science classes at UCLA due to her hard of hearing and the challenges associated with using the Center for Accessible Education (CAE) services.

  • She has struggled over the past four quarters but shows a strong interest in science and wants to improve her academic performance.

• Specific Courses Discussed

  • Jessica completed Chem 14A and 14B and is struggling with Chem 30A (Organic Chemistry).

  • She has repeated courses and is trying to address her academic performance through university resources.

Interaction with Academic Advisors

• Meeting with the Biology Undergraduate Office

  • Jessica describes a positive interaction with the biology department, which expressed support for her potential switch to biology.

  • They did not have concerns regarding her pathway but wanted to explore her academic performance further.

• Anthropology Considerations

  • The advisor mentions that anthropology classes can allow Jessica to space out her course load, potentially leading to better retention and higher grades.

Exploring Prerequisites and Class Structure

• Chemistry and Prerequisites

  • Discussion around the Chem series required for her biochemistry major.

  • Jessica indicates she is confused about her eligibility to drop or repeat courses due to her experiences and has questions regarding DARS.

• Issues with GPA Requirements

  • Emphasis on the importance of obtaining a C or higher in premed requirements, noting that C minuses may not count for medical school prerequisites.

• Impacted Courses

  • Discussion on which courses are considered impacted, discussing how difficulties with enrollment and grading need to be articulated in petitions to show that Jessica had struggles in specific classes.

Emotional and Personal Support

• Grief Impact

  • Jessica shares the impact of personal loss, explaining the recent passing of family members and its effect on her academic performance.

  • Advisor emphasizes the importance of seeking mental health support from UCLA’s Counseling and Psychological Services (CAPS).

• Discussing Grief

  • Advisor explains the importance of talking to someone about grief and its implications on academic performance, noting how grief can influence students differently.

  • Suggestions for grief support groups and therapy to help Jessica process her feelings and maintain academic performance.

Practical Recommendations for Academic Plans

• Planning Courses

  • Discussion about selecting courses that might overlap between biology and anthropology and the advantages of an anthropology major, including flexibility and easing of workload.

  • Suggestion to utilize tools like the class planner and optimize her course load to avoid overlaps and overwhelming schedules.

• General Education Requirements

  • The advisor reminds Jessica about the need to complete GEs and suggests exploring options like sociology or psychology as courses that could fulfill requirements for both biology and premed standards.

Conclusion and Next Steps

• Next Steps in Major Exploration

  • Jessica needs to continue evaluating her major choices and finalize decisions based on her experiences with courses and advisors.

  • Discussion of scheduling follow-up meetings for continued support and guidance in her academic planning.

• Encouragement to Utilize Resources

  • Advisor emphasizes the importance of utilizing university resources, including reaching out for help and support as needed, acknowledging that seeking help is part of being self-sufficient.