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How to Think About the Major

The major is a deep dive into a specific area of study in which a student will take several classes; it’s a requirement for a degree. Some students worry that they need to pick a major that employers will value. But all majors produce employable graduates — because the value of a �Ա���Ƶ liberal arts education is about much more than just the major. Here’s why. 

“Internship providers and employers want candidates with curiosity and the core skills that will help them succeed in their position,” said Teresa Olsen, Milone Family AVP for career initiatives. “All �Ա���Ƶ students refine those core skills — from oral and written communication, critical thinking, time management, working across difference, technology, and collaboration, to their ability to receive and deliver constructive feedback.” 

Students build these skills through the collective experiences of their academic courses, co-curricular activities, internships, research, and career development programs. This is comprehensive preparation for a future where new kinds of professional paths are always opening up, and where most people change jobs or career tracks multiple times. 

The major allows students to immerse themselves into an area of study as they hone those skills and deepen their thinking. “Employers tell us that the diversity of thought and perspective inherent in different academic majors’ training is invaluable to their teams,” said Olsen. 

So, focusing on what a student finds truly academically interesting is a far better tactic than choosing a major based on what they think an employer might want.

The Importance of Interest and Motivation

Sheer enjoyment of the subject should be a key factor in a student’s choice of major.

“We know that students learn best when they are intrinsically motivated,” explained psychology professor Regina Conti. Her research investigates motivational processes in school, health, work, and family contexts — particularly, the link between intention and action.

“Intrinsic motivation toward college-level work has two components: enjoyment and challenge.” Conti explained. She suggests that “students choose a field that they find engaging and satisfying to study and in which they expect their skills will be stretched.”

Students feel intrinsically motivated, she said, when what psychologists Ed Deci and Rich Ryan would call their self-determination is supported. That happens when their needs are fulfilled in three areas:

• Autonomy. Students need a sense of freedom and ownership over their academic choices. Conti suggests that family members “support their students’ interests as they emerge, and try to avoid making suggestions that may be perceived by their student as a directive.” 
• Competence. Students need to feel that they can master the material in the subject of their major. Recognizing your student’s accomplishments, and encouraging them to find support on campus if they are struggling in a course of interest are two ways that family members can support their students, Conti said. 
• Relatedness. Students experience motivation when they make connections with professors and the other students in their major. Asking your student about the people they are learning from, and with, can help them recognize those connections. Conti also suggests attending department events when you visit campus, and otherwise supporting bonding around your student’s intellectual interests.

Doug Johnson, a psychology professor and dean of academic and curricular affairs, reiterated Conti’s advice: “Choosing a major based on intellectual interest should be the primary goal. Everything else will follow.”

That said, international students may have some special considerations. For international students who would like to stay in the United States for internships and post-graduate work after graduating from �Ա���Ƶ, the choice of major has particular significance. Their major must topically fit within the career field in which they would like to work; the U.S. visa process is strict about this. These students should, early on in their time at �Ա���Ƶ, take advantage of the support provided by Career Services and the Office of International Student Services to discuss their goals and ensure that their plan meets the necessary requirements. 

Deciding Upon a Major

Declaring a major is an important moment. Students should have a sense of how specific their postgraduate goals are so they can be sure to choose a program that will meet them. For example, the major can be a factor in graduate or professional school admission.

If your student isn't sure about their academic choices, career direction, or even how co-curriculars might help to shape their path, encourage them to tap the many resources and services available to them. Students can start their exploration during the first year. Some strategies for their process might include:

• Reading the �Ա���Ƶ Catalog and the Student Handbook to carefully review course descriptions, requirements for majors (and minors) of interest, and University policies.
• Talking with juniors and seniors in the major about their experience, likes, and dislikes.
• Making an appointment with Career Services to explore how the major fits with their goals.
• Meeting with the department chair and professors teaching courses in the major.
• Attending events hosted by the department — great opportunities to meet faculty members and current majors and get a feel for the experience.
• Meeting with their academic adviser and administrative dean to synthesize their research and thoughts.

Students should take these steps well in advance of the deadline for declaring their major. In order for professors and advisers to provide the best guidance, students should take time to prepare for meetings or discussions. They can reflect upon their areas of curiosity (academic, professional, extracurricular). They can consider the types of classes or activities they have — or haven't — enjoyed (and why). It can also be helpful to think about aspects of their personal identity that they bring into their choices.

Faculty advising can be essential to a student’s success and sense of satisfaction with their academic program. Effective advising develops when students seek their adviser’s assistance early and often. Occasionally, students will pursue two majors (called a double major) in subjects that they may consider complementary, such as education and English literature, or that fulfill different interests, such as neuropsychology and art history. Some students also choose one or more minors in a secondary subject that may or may not be related to the major. 

The Process of Declaring a Major

When it comes time to declare the major, sophomores receive an explanatory email with a link to a web page providing step-by-step instructions, information about the many resources available to help them, and helpful prompts of what to consider and ask about while making their academic plans.

They will meet with their current academic adviser (usually their FSEM professor), to talk about their interests and goals. Together, they will use the Degree Works platform, whose What-If audit helps them to review requirements and track progress in their intended major and other graduation requirements. Online tutorials are available to help them navigate the process.

As they declare their major, they will choose a new academic adviser in that department or program. Students can choose an adviser any time up until then. It would be advantageous NOT to wait until the last minute, especially if they want a particular adviser to serve in that capacity. 

“Professors are only human, and they can only take so many students in their advising load before they are saturated,” said Johnson. “Asking a potential academic adviser face to face during office hours is an ideal way for your student to start.”

Changing Majors

Given the course requirements for each major and overall degree, it’s important for students to choose their courses thoughtfully. And yet, sometimes students realize that their major no longer fulfills their interests. Others, through elective courses, discover strong new interests that might lead them to want to pivot. Maybe a new experience or new understanding about their identity has shifted their goals. This might come as a surprise to you (“But you have always wanted to be a doctor!”). Responding with supportive feedback and guidance will help them navigate the change.

Know that, within reason and specific time frames, it is usually possible for students to change their major without being too concerned about negative consequences. 

A potential challenge to be aware of could be difficulty getting into needed courses, especially prerequisites that may not be offered every year. This could result in a delay in graduation. Students who wish to change their major should consult with their academic adviser as soon as possible. As well, career services advisers can help a student explore how a new major would align with career interests.

If your student is thinking of changing their major, ask questions that help them articulate their reasons and self-direct their decision:

• What excites you about this new major? 
• How would it make a better fit for you? 
• What does your academic adviser say? 
• Have you met with any faculty members in that department?
• What differences do you anticipate compared to your current major? 
• How will changing your major impact progress in completing your degree?

Pivoting from an intended major might seem concerning, but it could open up exciting new paths and possibilities for your student’s future that are a better fit for them. The important part is helping them ensure that they have done their homework in thinking through the change.

Closing Advice

Choosing — or changing — a major can feel monumental. And while for some students, decision making comes easily, for others it may be an acquired skill. If your student asks for assistance, keep in mind that these are their decisions and avoid undue influence.

Encourage self-reflection and active exploration so that they can be confident in their decision. Have them consider what has helped them to sort through past decisions. Tell them about a decision you had to make and how you approached it. Sharing your own experience can remind your student that decision-making is a process. Help them refocus when they slip off track. 

Ask open-ended questions: 

• Tell me about the courses you’ve gotten most excited about? Were there any you did NOT enjoy? Why?
• What’s been your process — who on campus are you talking to?
• Have you attended any events offered by the program you are interested in?
• What aspects of your personality and identity might be helpful in making your decision?
• How can you build a plan to make your decision?

Recognizing the opportunities a major provides while keeping perspective on its role in their college education will help you support your student as they make this important choice.

Inherently, your student is the best expert on themself. “The more they can bring their whole self into the conversation, the more their advisers will be able to help them identify the types of pathways, resources, and support that will match their interests and needs — and move them toward their goals,” said Olsen.