College Bound Mentor Podcast

Extra Credit: How to Handle the Why College/Why Academic Interest Essay with Lisa Marker-Robbins

Release Date: October 8, 2025
Guests: Lisa Marker-Robbins (CEO of Flourish Consulting, Host of College and Career Clarity)
Hosts: Lisa Bleich, Abby Power, Stefanie Forman

Episode Overview

This episode focuses on demystifying the “Why College/Why Academic Interest” essay—a critical, yet often misunderstood component of many college applications. The hosts, joined by expert Lisa Marker-Robbins, share strategic advice and research-backed insights to help students authentically convey academic interests, demonstrate alignment with colleges, and avoid common pitfalls. They also address strategies for students who are still exploring their interests, and wound the episode with practical resources for families.

Key Discussion Points & Insights

1. Common Myths About the Why College/Why Major Essay

• Myth: Gushing About the School Is Effective

  • Truth: Admissions officers already know the school’s virtues. Essays should reflect alignment between the student’s goals and what the school uniquely offers.
  • Lisa Marker-Robbins:

    “They already know that they're great. So we're looking for where that alignment is. Right. Between who you are and what they offer.” [03:00]

• Myth: Name-Dropping Alumni Strengthens Your Case

  • Truth: Essays need to focus on the applicant’s own path, not acquaintances or famous graduates.
  • Lisa Marker-Robbins:

    “Absolutely not. No, this is about you and this is about alignment. ... It doesn’t have anything to do with any alum or any notable graduate that you may know of.” [03:20]

• Myth: Choose an Easier Major to Boost Admission Chances

  • Truth: Applying for less competitive majors as a “backdoor” approach is risky, especially for selective or capacity-limited majors (computer science, nursing, architecture, etc.). Colleges look for alignment between interests, coursework, and extracurriculars.
  • Lisa Marker-Robbins:

    “If you try to go in as a social work major to become a computer scientist, not going to work. Likely to backfire on you. And they're going to see right through it.” [05:43]

2. Advice for Showcasing Alignment

• Visualize Your Fit: Lisa Marker-Robbins recommends using a Venn diagram exercise as a family: on one side, list what the college offers for a major; on the other, list the student’s experiences and interests. Where these overlap forms the core of the essay.

  • Lisa Marker-Robbins:

    “Sit down with your kid and do the two circles ... Make your list and then cross-populate it. That’s what you need to be talking about.” [04:17]

• Evidence Matters: Especially for “impacted” or selective majors, demonstrate involvement—relevant coursework, extracurriculars, or independent exploration.

  • Lisa Marker-Robbins:

    “They are looking at your activities, list the classes that you've taken in high school ... they're looking for alignment in what you say you're going to major in and the classes you've taken and the extracurriculars.” [05:43]

• Research Each College’s Policies: Every school manages major selection differently. Don’t assume you can easily transfer into restricted majors later.

  • Lisa Marker-Robbins:

    “Get your feet on campus and you’ve got to talk to them. ... Be a wise consumer. Ask the tough questions.” [07:32]

3. Admitting by Major: Key Research Findings

• Lisa’s Team’s Study: Contacted all 50 state flagship universities. Of these, only four do not admit directly to major; most research universities admit all or some students directly to their chosen major.

  • Lisa Marker-Robbins:

    “There were only four of the 50 state flagship universities [that] don't admit directly to major. ... The biggest category was: we admit all students directly to a major.” [11:25]

• Different Structures: Some schools offer “pre-major” status; others admit fully to the major. Many expect applicants to have a clear intention, even if not a full commitment.

  • Lisa Marker-Robbins:

    “Even some of those schools still said, tell us what your intent— they all said, what's your intended major? They expect students to have done some amount of work.” [12:53]

• Enrollment Management: Colleges track students’ intended majors to ensure they can accommodate class demand (e.g., for pre-med requirements), not just for admissions.

  • Lisa Marker-Robbins:

    “Do we have enough professors, can we have enough sections of these classes so that you can get in and out in four years … That intention does affect things, even though it’s not a commitment.” [15:14]

4. Advice for Undecided Students

• Pressure Is Unnecessary: You’re not meant to find your “forever” job when picking a major.

  • Lisa Marker-Robbins:

    “Your passions are going to switch over time. So don't put all this pressure on, like I'm figuring out my forever job.” [17:39]

• Focus on Building Self & Career Awareness: Take time to get to know yourself—aptitudes, interests, and career options.

  • Lisa Marker-Robbins:

    “Focus on taking the time to be intentional ... build self-awareness and career awareness.” [17:46]

• Passion Can Follow Proficiency: The better you get at something, the more you might grow to like it.

  • Abby:

    “The better you get at something, the more you like it.” [20:04]

• Try Assessments, Shadowing, and Informational Interviews: Use tools like the Berkman assessment and pursue first-hand exposure through shadowing and interviews to expand awareness and make better choices.

  • Lisa Marker-Robbins:

    “Informational interviews and job shadows are crucial in building the career awareness piece.” [21:31]

• Think of Choosing a Major as a First Step: Don’t get overwhelmed by the pressure to get it perfect for life; treat it as an informed, practical first move.

  • Lisa Marker-Robbins:

    “You're making a first step out of many good steps. But at some point you have to make a decision.” [22:54]

• Look for ‘Get Tos’ and ‘Have Tos’: In internships or classes, notice which tasks energize you and which drain you—this can guide future choices.

  • Lisa Marker-Robbins:

    “What were the get tos and the have tos? A get to is the thing, like, if I did that all day long that day, it doesn't exhaust me... What are the have to's? ... those are the things we tend to put off.” [26:43]

5. Case Studies and Personal Examples

• Abby shares a student’s journey: initially STEM-focused, then intrigued by political science, and ultimately discovering a passion for engineering after real-world exposure and reflection. [20:04-21:31]

• Hosts reflect on their own “zig-zag” career paths, affirming for students that multifaceted interests can combine in unique ways.

• Stephanie’s son uses a finance internship to pinpoint what tasks feel energizing vs. draining—demonstrating the importance of practical experimentation. [25:44]

6. Final Pearls of Wisdom & Resources

• Parents: Help Students Carve Out Time for Reflection.

  • Lisa Marker-Robbins:

    “Carve out the time to do the work ... It's the time where you can support them the most before they're out in the wild without you.” [28:05]

• Ask the Right Questions—Be a Wise Consumer: Use offered templates and research tools to clarify each school's major selection process.

• Resources Mentioned:

  • Lisa Marker-Robbins provides a downloadable template for contacting colleges and a spreadsheet of research findings (flourishcoachingco.com/majors) [28:05].
  • College Bound Mentor’s own “Why College, Why Major” worksheet is available for students.

Notable Quotes

• “They already know that they're great. So we're looking for where that alignment is. Right. Between who you are and what they offer.”
  — Lisa Marker-Robbins, [03:00]

• “Be a wise consumer and ask the tough questions.”
  — Lisa Marker-Robbins, [07:32]

• “Your passions are going to switch over time. So don't put all this pressure on, like I'm figuring out my forever job.”
  — Lisa Marker-Robbins, [17:39]

• “Passion can grow with proficiency. ... Don't feel like, I mean, hello, you're going into college, you're going to college to learn some things. You're not supposed to have it all figured out.”
  — Lisa Marker-Robbins, [19:53]

• “Think of choosing a major as the first step. It’s a lot less overwhelming.”
  — Stephanie, [22:54]

• “What were the get tos and the have tos? ... That can help students as well.”
  — Lisa Marker-Robbins, [26:43]

Time-stamped Guide to Important Segments

• Myths of the Why College/Major Essay: [01:46]–[06:38]
• Discussion on Competitive/Impacted Majors/Admissions: [06:38]–[12:53]
• Lisa’s Research on State University Admissions: [10:05]–[15:14]
• How Colleges Manage Majors/Enrollment: [15:14]–[17:39]
• Advice for Undecided Students: [17:39]–[23:00]
• Personal Examples and the Role of Exploration: [23:37]–[27:40]
• The ‘Get Tos’ vs. ‘Have Tos’ Approach: [26:43]–[27:40]
• Final Tips and Practical Resources: [28:05]–[29:43]

Episode Tone & Style

Conversational, encouraging, and practical—with a focus on empowering students to be intentional and self-aware, and families to be active, insightful consumers in the application process.

Useful Links

• flourishcoachingco.com/majors – Lisa Marker-Robbins’ free research and template
• College Bound Mentor Why College, Why Major worksheet (as referenced)

Summary for those seeking actionable takeaways: Be genuine, focus on alignment, do your homework, and remember—choosing a major is about the next right step, not a lifelong lock-in.