Helping students find the right fit

When Karen Arthur began her undergraduate degree, she didn’t have a clear path in mind.

“I spent hours in our career development center’s library, book after book, reading about the process of deciding on a major because I just wasn’t sure.”

That uncertainty and curiosity led her across the world for a year-long study abroad program and eventually to Central Michigan University, where she earned her master’s in counseling and began a long career in academic advising. Today, Arthur is the director of Business Student Services in the College of Business Administration—but she still advises a small number of students directly and stays involved in the work that first drew her in.

“I loved my role as an advisor,” she said. “And I also think maintaining and still doing some advising keeps me in the loop on challenges students face. I like to be real and help normalize and find meaning in the struggle.”

She’s not just offering reassurance—she’s echoing national trends. According to academic advising studies, nearly one in ten students enter college undecided, and nearly one third of all students change their major at least once.

Arthur’s team advises students across all 17 business majors, helping them navigate degree requirements, plan their sequence of classes, consider the value of early internships, and understand how their decisions now shape their future options.

Her goal is to help students see value in the path they’re on—even if it feels uncertain.

Advice for exploring students

Arthur spent much of her career working with first-year and exploring students, helping them reflect on their strengths, experiences, and interests.

“In the CBA, we interact with two types of exploring students: those who say, ‘I want business, but I have no idea what I want in business.’ And then students deciding between business and something else on campus,” she said.

She works to help students see that their chosen major doesn’t define their future—it’s a launchpad, not a destination. Students earning a business degree have many career opportunities because of the extensive business degree requirements and in-demand skills developed that are needed in every industry.

She also helps students think about the types of careers they want and guides them on how to ask themselves the right questions to do more reflecting.

“Do you have a dream job? Have you ever had a job or experience where you demonstrated some skills you haven’t thought about? Did you ever train other people?” she said. “Maybe you have some leadership skills, some people skills, management skills that you’ve really never even thought about.”

Those types of questions can spark meaningful reflection.

“It’s getting to know the student’s experiences and helping them see the value in the experiences they’ve had,” she said. “Because sometimes they haven’t reflected on who they are and what they’ve already accomplished.”

Start with a snowball

Arthur often encourages students to approach decision-making and involvement like a snowball—starting small and letting it build over time.

“Maybe your goal is just to go to one student organization meeting,” she said. “It’s just like studying. You’re having a hard time studying? Let’s just sit down for 15 minutes. Then, once you sit down for 15 minutes, how do we develop curiosity so you want to keep studying?”

When students feel overwhelmed by choosing a major, she encourages them to gather information through conversation.

“I tell students they need to talk to many people,” she said. “Talk to faculty. Talk to other students. ‘Oh, you’re an accounting major. What do you love about your accounting classes?’ If you don’t hear other people’s stories, that decision seems more overwhelming because you don’t have enough awareness to base your decision on.”

And if a student is struggling with indecision?

“Take a step back and say: what other information could benefit me? Are there any unknowns? Maybe I’m at the information gathering stage still.”

The power of reflection and relationships

Arthur’s advising style is affirming, reflective, and relationship-driven.

“I like to be affirming,” she said. “I think part of it is coaching students with some storytelling, some normalizing, some guidance.”

She encourages students to use their experiences—even informal ones—as the foundation for career planning and resume building.

“Your resume tells a story. It helps you get the ask. Whether it’s the internship interview or just a conversation in a networking event, then you can elaborate and tell that story,” she said. “You’re really building a collection of stories. You want to gather and grow your storytelling about yourself and your college experience.”

She also challenges students to spend more time in conversation—not just scrolling.

“Spend time in conversations beyond just asking about assignments. Let people get to know you,” she said. “Break the ice. Be the one to ask the question. Be the one to introduce yourself.”

One of her favorite conversation starters?

“Tell me about your…” she said. “Tell me about your experience so far. Tell me about your summer job. Tell me more about what you did. That can help the advising process. It can help the career exploration process.”

Seeing the bigger picture

Staying open to the learning and reflection process extends far beyond the first couple years of college.

 “Whatever you end up deciding, three years down the road into your career path, something will open that you had never thought about. So, we do our best to prepare ourselves now with skills and what we’re passionate in,” she said.

“You’re giving yourself more possibilities and opportunities,” she said. “You have a bigger whiteboard for your future.”