While it is advised students don't wait too long to declare a major, some students aren't ready.
Talking with an academic advisor can help.
The Office of Career Services also offers resources that can help students assess career paths.
Navigating Sophomore Year: Understanding the Dynamics
For some students, sophomore year can be challenging. The excitement of the first year with its new experiences and budding relationships can meld into a time of complacency and even disappointments. Sophomores may feel they have a nondescript role on campus—not having the novelty of being freshmen but not quite having attained the status of being upperclassmen.
These factors, coupled with feelings of uncertainty with regard to their career paths and academic abilities as courses become increasingly difficult, can lead to students being overwhelmed and/or frustrated at times.
Parent encouragement is important. Along with your support, our faculty and staff can help your student gain the confidence, abilities and insights that can assist him/her in achieving academic competency, developing autonomy, and discovering personal and career niches.
A sophomore's schedule often includes courses that fulfill BW core requirements as well as ones in a declared major. This process enables a student who is an undeclared major to take general courses aimed at fulfilling core requirements while still allowing for academic exploration.
In addition, it allows a student with a declared major to take focused courses as a way to discern his/her level of interest and competence in a particular academic area. During this time, a student is encouraged to be receptive to other options with the possibility they could develop into a double major, a minor, or a change in his/her major.
As a parent, you might be concerned if your student switches majors as a sophomore. You might wonder about him/her staying on track for graduation as well as question if your student might be experiencing feelings of disillusionment or disappointment that could change in a few months.
BW resources can help. Your student's academic advisor, as well as advisors in the offices of Career Services and Academic Advising, can help him/her explore academic and career options while striving to stay on track for graduation. In addition, your student has an online tool, called the BW Graduation Plan, he/she can use to plan course selection.
Starting freshman year, most students begin a steady progression of independence that culminates senior year and extends beyond graduation. But this transition isn't without fluctuation.
For example, a student might experience mixed feelings about financial independence. On one hand, he/she may want to be fiscally independent but doesn't know how to properly manage money. On the flip side, parents may want their student to assume more personal accountability for finances but have difficulty in convincing their student to embrace this practice.
The transition of social issues that began freshman year often continues this year. A student may be faced with the dilemma of sorting out hometown friendships with college-based ones. Problems can arise if hometown relationships jeopardize a student's ability to fully acclimate to college.
Personal and Career Niches
Similar to freshman year, the factors of identity formation, self-esteem and self-concept continue to evolve and influence a student's sense of values, direction and purpose as he/she defines personal and career niches.
Academics, relationships, co-curricular activities and other experiences can fuel a student's passion and commitment to a potential career path, social cause and/or personal endeavor.
In some cases, a student may question long-held values and beliefs. As a result, there may be times when you are concerned or puzzled. Listening and talking to your student can help.
As a parent, you can support your student by:
Listening as he/she shares interests, strengths and goals as well as frustrations, disappointments and/or uncertainties.
Encouraging him/her to utilize BW's array of campus services and programs.
Allowing for autonomy when it comes to decision-making—even though it may be difficult to watch your student make mistakes along the way.
Staying in touch via phone calls, e-mail and text messages and sending cards, small gifts and "care packages."