Abstract
Often the frontline campus representatives who interact with undecided students, academic advisors receive the opportunity to offer academic support and guidance during the academic journey, which especially benefits first-year students trying to navigate this new and challenging endeavor. As a result of their unique position, advisors have the potential to influence both students' academic experience and satisfaction with the institution. This qualitative case study focuses on the advising experiences of first-year students who were undecided in their majors while attending a high-research-activity institution. Through individual interviews, participants articulately revealed how they made meaning of academic advising.
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