A major decision: The influence of declaring a college major in the first year on student engagement and institutional retention

First- year students entering college who have not declared a major are less likely to return in their sophomore year for numerous reasons. As highlighted in this case study, one of the most crucial reasons that undecided students do not return is their lack of engagement in an academic program. Encouraging students to choose a major within the first two semesters is beneficial to the student, creating connectivity and engagement, as well as the college, impacting retention. There are several techniques and tactics that advisors and student affairs professionals can utilize to guide and support first year students through the declaration process. This case study focuses on the issue of retention of the first-year student, student engagement research, techniques on encouraging major choice, and how a successful model can improve institutional retention at a private, 4-year college in upstate New York ("Valley College": pseudonym). Results show that several institutional initiatives completed by "Valley College" between 2009 and 2014 improved first-year retention for both undecided majors, as well as all majors.