As the semester begins to wind down, you may notice a shift in the attitude of your student. The energy that may have accompanied your student after Fall Break will be gone, and in its place will be frustration at classes, registration, end of semester projects and exams, and an overall sense of anxiety for the end of the semester.

Making It to the Finish Line

Many students will feel overworked and extremely tired during these last few weeks. Often, first-year students begin to develop a sense of regret about their college choice, or even going to college in the first place. Many students feel as though they are not doing well enough in school, especially in comparison to high school. Remind your student that the average first-year student’s college GPA is about one point less than it was in high school – not unusual in their first semester.

Many students may find that they are struggling in calculus, chemistry, biology, physics, philosophy, or macroeconomics. This is common. Some students are unprepared for college-level classes because they did not understand the conceptual basics of calculus and physics in high school. Others struggle because they think two hours of homework per day is enough. However, by better managing their time and communicating with their professors, many students will be able to pass. In addition, students can also connect with the Learning Commons to get individual help for each of these classes. The Learning Commons can help students learn how to study more effectively, prepare for exams, practice language skills, receive math and writing tutoring, or improve memory strategies.

While this may feel like a lot of doom and gloom, your student is resilient and can rise to the occasion. How can you help them to the finish line? First, encourage them to take deep breaths, and then consider these tips:

• Let them know that you’re proud of the growth and progress they have made so far in the semester.
• Support them in continuing to work hard. They can do this!
• Encourage them to build effective stress relief time into their schedule.
• Encourage your students to connect with the Learning Commons and set up an appointment with a peer tutor.
• Remind them to sleep and eat well.
• Point them towards these tips for preparing for and taking exams from the Shepard Academic Resource Center.
• Review these mental health and academic resources that we covered in the “Your Pilot’s Mental Health & 2020” webinar on November 13.

If you will see your student over the Thanksgiving Break, use that time to pump them up for the homestretch of the semester. After the four-day weekend, they only have one week of class and then finals week itself. They can do this, and you are there to encourage them along the way.

Helping your Student with “Major” Choices

During this part of the semester, some students begin to be concerned about their major and may question their academic course of study. Sometimes this becomes a hot topic around the Thanksgiving dinner table with family, who may be curious about what your student is studying. To assist you in supporting your student with these big questions, we have included helpful information below about choosing majors.

For most first-year students, the second semester is considerably less stressful than the first semester. But for many first-year students, one important question still remains: “What will be my major?” Many new students are still “undeclared” majors, and many students who declared a major upon enrollment have since had second thoughts about that decision. These students will be soliciting advice from their peers, professors, advisors, and families. When parents discuss this matter with their UP students they should keep the following in mind:

• Choosing a major does not mean choosing a career. What do singer and EGOT winner John Legend, Supreme Court Justice Clarence Thomas, and legendary astronaut Sally Ride have in common? All three received undergraduate degrees in English. The conclusion to draw from this bit of trivia is that an undergraduate major is not the surefire predictor of future career. Some majors may be better preparation for certain kinds of work than others; however, relatively few undergraduate majors lead directly to a specific career. Career goals should certainly be one consideration when choosing a major, but by no means the only one. Moreover, employers in any field will be more interested in what a potential applicant can do than they will be with the student’s college major.

• Skills matter. When thinking about a major, students should consider not only their interests but their skills and talents as well. How will the major help them capitalize on their natural talents and develop skills that may be weak? In a recent survey by the National Association of Colleges and Employers, employers ranked communication skills as the most important personal characteristic they sought in potential employees. Other important characteristics included analytical skills, ethics, leadership abilities, work experience, motivation/initiative, teamwork skills, and technical skills. Students considering a major should ask professors and upper-class students how the major will help them develop as writers and speakers. They should also inquire about internship and co-op opportunities in the major, and projects that will give them practice working with others and using the latest technology in the field.

• Think of a major as an intellectual home. When students enter a major they begin a concentrated course of study that becomes increasingly focused and demanding. They will be going to classes, working on projects, and socializing with other students as well as professors in that discipline. It is important that they enjoy not only the work but also the people with whom they will be spending so much time. If a student is drawn to a major because of genuine interest and curiosity about the subject, then chances are they will feel at home with peers within the field. On the other hand, a student may feel out of place and uncomfortable if they enter a major because they think it will lead to a high-paying job (as an example) or to fulfill the expectation of parents or teachers.

• A good choice is an informed choice. Encourage your student to make use of the information and resources available through UP. UP professors and advisors are always willing to share their expertise, and upper-level students in the major they are interested in can offer a student perspective. The Career Center also holds a wealth of information about majors and career planning as well as tools and services to help students assess their own interests and abilities.

• Be patient. The earlier a student chooses a major, the easier it will be to fulfill the requirements of that major. However, second-semester first-year students still have time to make up their minds. Students enjoying many different courses are often those who have the most difficulty choosing one discipline on which to concentrate. These students should be encouraged to begin the exploration process early to avoid making a hasty decision when the time comes to declare a major. Students who take the time to explore different major options before declaring are often more confident and content in their final decision.

Check out these other helpful articles on choosing or changing a major:

• Choosing a Major Doesn’t Have to Feel So Major
• When the Path Changes