Do My Extracurricular Activities Have to Be Related to My Intended Major?

What if your strongest extracurricular activity has nothing to do with your intended major? In this episode of Just Admit It!, IvyWise counselors Tasha and Juaquin discuss how colleges evaluate activities, what meaningful commitment looks like, and how students can build an authentic application narrative. 

Key Takeaways 

• Your strongest activity does not have to match your intended major to strengthen your application. 
• Colleges value depth, commitment, growth, and impact more than a long list of loosely connected activities. 
• Students should choose activities that reflect their genuine interests rather than what they think will look impressive to admissions officers. 
• Leadership and meaningful contribution can take many forms, including mentoring others, starting a program, or addressing a need in your community. 
• A “pointy” application is built through sustained involvement and clear evidence of growth — not perfect alignment between every activity and a future major.

Podcast Transcript 

Tasha:  

Hi there. Welcome to semester 12, episode nine of the IvyWise Just Admit It! podcast, where former deans and directors of admission give expert insight into the complex college admissions landscape.  

I’m Tasha, your host. I’m an admissions counselor at IvyWise, a former international admissions officer at USC, and a former assistant director of international admissions at Boston University.  

This season on the show: FAQs about college admissions. We’ll spend each episode focused on a frequently asked question, breaking it down, and answering it thoroughly. On today’s episode: What if my strongest, longest activity isn’t related to my intended major?  

To help answer that question is my colleague Juaquin. Hi, Juaquin. How are you, and could you introduce yourself? 

Juaquin:  

Hi, Tasha. I’m well. So happy to be here today. Hi, everyone. My name is Juaquin. I am an admissions counselor with IvyWise. 

I have experience in selective admission, having worked at Wesleyan University in Connecticut and Occidental College in Los Angeles, and having started a college counseling program at an independent private school. My background also includes entrepreneurial work, including starting a nonprofit that serves youth with enrichment outside of school to help them build the best profile they can for college admission. 

I’m so happy to be here with you all and very excited to address the frequently asked question: What if my strongest, longest activity isn’t aligned with my major? 

Tasha:  

Thanks so much, Juaquin. We’re excited to have you here. And for anyone tuning in for the first time this season, these episodes are built around frequently asked questions we see students and families ask online, in forums, and in search results as they navigate the college admissions process. 

Our goal is to bring clarity to those questions and offer practical, expert guidance. So, let’s start by making sure we understand what this question is really asking: What do we mean by a student’s strongest or longest activity? 

Juaquin:  

Great question, Tasha. Your strongest or longest activity can mean different things depending on the student, so it’s very individual. For some students, it’s the activity where they’ve made the biggest impact through leadership, achievement, service, or commitment. 

For others, it’s the activity they’ve dedicated the most time to over many years. For example, if you’ve played the piano since elementary school and you’re now in high school, that could be your longest or strongest activity. The same could be true for an athlete who’s competed for years and earned awards or leadership roles, such as being a varsity captain. And a student who is deeply involved in theater, technical theater, robotics, debate, volunteering, or cultural organizations over a long period of time could also fit that description.  

Colleges are not just looking at what the activity is; they’re also looking at your commitment. Have you grown in that activity? Have you taken on leadership? Have you shown initiative or identified a need within that team, club, or community and made a meaningful impact over time? Ultimately, the key question is: What activity best represents who you are outside the classroom? 

Tasha:  

I think that idea of representation is a great way to start framing it because it’s not about what looks best, but what truly reflects what you’re most interested in and passionate about. 

Now that we’ve really addressed what we mean by longest and strongest, let’s talk about what that should be for a student. We’re talking about the activity that best represents the student. But if a student hears that and thinks, “I don’t know what that means,” how would you guide them at the very beginning of this process — especially if they’re in ninth grade and just starting to make these choices? 

Juaquin:  

There isn’t one single correct answer, because the strongest activity is very individual. That’s really the key point here. I don’t want students to think, “I have to do this because my parents told me to.” or “A teacher said this would look good.” 

Your strongest activity should reflect your genuine interests. If you have a talent or a passion, that’s often a great place to focus your time and energy. Colleges want to see that you’ve identified something meaningful to you — something in which you can make an impact or reach a higher level of accomplishment. 

Being intentional early in high school is important. It can be helpful to think about the impact or accomplishments you achieved before high school and then consider how you want to explore those further — or what new activities you want to try. 

And if you’ve already developed a talent or skill in a particular area, I would encourage you to continue exploring it more deeply. Colleges value authenticity, and that comes through in many parts of the application — not just in your activities list and the length of your involvement, but also in your essays. Whether it’s your personal statement or a supplemental essay, reflecting meaningfully on an activity you’ve devoted yourself to can strengthen your application. 

A meaningful activity where you truly contribute is usually more powerful than choosing an activity just because it looks good for admissions. 

Tasha:  

I think that’s true across every part of the admissions process. Students often get caught between what they genuinely want and what they think colleges want. 

Of course, it’s important to be mindful of what colleges value — that’s part of this conversation. But students should almost never make a choice solely because they think it will impress an admissions office. The better question is whether that choice makes sense for them and reflects who they really are. So, I just wanted to echo that. Thank you, Juaquin.  

Now that we’ve established this idea of a student’s strongest or longest activity, how should students go about choosing which activities to get involved in and how to deepen that involvement? And depending on where a student is in high school, the way they seek out new activities — or approach the ones they’re already involved in — may look different. 

Juaquin:  

Yeah. That’s absolutely right, Tasha. Choosing which activities to pursue really does depend on where you are in high school. If you’re in ninth or 10th grade, I would encourage you to explore broadly. Try different clubs, sports, and volunteer opportunities in your community so you can begin to understand what genuinely interests you and what opportunities are available. 

In addition to sports and volunteering, students who are artistic or creative should explore arts-based activities and clubs. Academic programs can also be a strong option. And from the beginning, it’s worth thinking about what impact might look like in each of these spaces. 

One obvious form of impact is leadership. If your school doesn’t offer a program that interests you — say, DECA or another business-focused club — I would encourage you to think about starting one. That’s a great way to show initiative while also creating a meaningful opportunity for yourself and others. 

Doing that often means finding a faculty sponsor who can support you and possibly become a mentor. Your first two years of high school are the ideal time for discovery — thinking about what excites you, what you’re naturally good at, what your community needs, and which communities you most want to be part of. 

Those are important questions for freshmen and sophomores to consider. By the end of sophomore year, though, students should begin narrowing their focus. Rather than maintaining a long list of activities, it’s often better to identify where you can make the deepest impact, grow the most, and potentially take on leadership. 

At that stage, students should ask themselves: Where can I make the greatest impact? In which activity can I grow into a leadership role? Sometimes the answer comes from talking with a club president, team captain, or faculty advisor to better understand what deeper involvement might look like. 

A lot can be learned by observation, but sometimes having a face-to-face conversation can give you more insight and help you ask the questions that will move you forward. I think a meaningful contribution is really the goal when we talk about narrowing down your activities after sophomore year, so that by junior year you’re devoting more time to specific activities instead of spreading yourself too thin across too many commitments. 

Deeper involvement can take many forms — from increased time commitment to a more intentional plan for making a meaningful contribution. If you genuinely enjoy an activity and there are opportunities for leadership or greater responsibility, that’s often a strong sign that it’s worth pursuing more seriously. 

Tasha:  

Thank you for being so thorough. Let’s say a student has done all these things and is now wondering, “How do I make this activity my strongest or longest activity?” 

I would say that comes down to deepening their level of involvement and how fully they’re exploring that interest or activity. How would you guide a student who’s really looking to deepen their commitment to a particular activity? 

Juaquin:  

I really love this question because it gets at something important: Depth matters more than simply collecting a long list of extracurricular activities. And what depth looks like can vary from one activity to another. 

Consistency matters. Think about your time commitment — before school, after school, during the school day, or over the summer. Being intentional about where you devote your energy is one of the clearest ways to deepen your involvement. 

Students can also deepen their involvement by pursuing leadership opportunities. And often, that begins with relationships — learning how to work with others, seek guidance, and build support over time. Those are important life skills, and they can also help you grow within an activity. 

That might mean talking with a club sponsor, teacher, advisor, or counselor about what deeper involvement could look like. And certainly at IvyWise, we often help students think through how they can go deeper and make a meaningful impact in the activities they care about most. Working with coaches and mentors can also be incredibly helpful.  

If you’ve developed a strong skill set in an activity or club, I often encourage students to look for ways to share that knowledge with younger students. For example, if you’ve had success in speech and debate at the regional, state, or national level, and a middle school in your district has or is starting a speech and debate program, that’s an opportunity. Reaching out to that program to tutor, coach, or mentor younger students can be a great way to deepen your impact.  

Initiative can take many forms, and I encourage students to think creatively about how they can contribute as they grow within an activity. We always talk about identifying a need or a problem you can solve. What would it look like to show that you’re helping address that need in your community?  

Some examples I love to talk about, Tasha, come from my own experience as a swimmer. I swam in college, and my impact initially came through improving my performance in my events. But it also grew into building team spirit, helping younger or newer swimmers feel included, and giving them a few pointers. That is what helped me reach the level of captain.  

If you’re interested in an environmental club and actively participating, your impact might come from organizing projects, spreading awareness about recycling, or addressing a need you’ve identified in your community. You could also lead an event or work at a local growers’ market — or even start one on your campus. That may sound ambitious, but it has been done. And if your school doesn’t have one, creating something that helps address a need for fresh produce in your community could be a powerful example of meaningful impact. 

I think the other key piece is this: If you’re genuinely passionate about an activity and you take the initiative to grow in it, that’s going to strengthen your college application. 

Tasha:  

Thank you for being so thorough, Juaquin. I love all those examples, especially the one from your own experience. They make this much easier to visualize and help students think about how they might apply these ideas to their own lives and interests. 

So, let’s turn to the second part of the question. When students apply to college, depending on the school, they may or may not need to select a major as part of the application process. Typically, though, we do recommend that students identify at least one intended major — or a few possibilities, if the application allows that flexibility.  

So, the real question is this: Should a student’s strongest or longest activity align with their intended major? That concern is at the heart of the original FAQ. So, should it? Why or why not? And if it doesn’t, what are some ways students can frame their experiences thoughtfully and effectively in their applications? 

Juaquin:  

I love this part of the conversation because it gets at the complexity of the college application process. Colleges evaluate students holistically. They’re getting to know applicants not only through transcripts and teacher recommendations, but also through activities. 

Activities can be deeply reflective of who a student is. And that’s where I’d start: The answer is both yes and no. If your activities align with your intended major, that can absolutely strengthen your application. There’s no doubt. For example, if you’re interested in majoring in engineering or computer science, being involved in your robotics club or maybe even Science Olympiad is a great way to reflect your interest or your intended major and how you’ve learned more about that topic through your out-of-class activities. 

The same is true in other fields. A student interested in journalism might join the school newspaper or speech and debate. A student interested in biology or health sciences might volunteer at a hospital or pursue related community opportunities. Activities that demonstrate interest beyond the classroom can strengthen an application. 

That said, they are not required. Colleges are building communities, not admitting students based on a single formula. They want students with varied interests and strengths who will contribute in different ways. 

So, if your activities don’t align neatly with your intended major, I would first reassure you that colleges do not expect high school seniors to have their entire undergraduate path mapped out. Students do not need to arrive on campus having everything figured out. For example, many students are deeply involved in athletics without intending to major in something related to sports. That’s completely okay. 

The same is true for students whose strongest commitments are in music or art but who don’t plan to major in those areas. That is common, and it’s okay. Your activities should reflect who you are. I encourage students not to get too caught up in whether every activity aligns perfectly with a long-term career goal. 

The same goes for service. Students who love volunteering and giving back often bring something valuable to a campus community, even if they don’t intend to major in a service-oriented field. Alignment can be helpful, but it is not a requirement. Ultimately, it needs to reflect your interests, your talent, your passion, and hopefully, impact, some way in which you’ve contributed to your community. And I would encourage you to focus on that versus does it align with my intended major.  

Tasha:  

That transitions perfectly into my next question, which is really about the idea of being pointy. When we use that term, we mean the opposite of well-rounded. Rather than being a little bit good at many things, a pointy applicant has developed real depth or expertise in one or two areas. 

So, can a student still be “pointy” if their strongest, longest activity isn’t related to their intended major? If they’ve developed real expertise in one area but are interested in studying something else, how does that translate in the application? How do admissions officers see that? How can a student reframe and tell a story that makes sense?  

Juaquin:  

A student can have a pointy application even if their activities don’t align directly with their intended major. A pointy applicant is someone who demonstrates sustained commitment. That may show up in hours per week, years of involvement, or the depth of their engagement. Those are all strong signals of meaningful commitment. 

Achievement in a small number of meaningful areas can also create a pointy application. Being pointy does not mean every activity must connect directly to your intended major. For example, a student interested in pre-med may still have their strongest activity in dance or athletics. That’s very common and can still make for a compelling application because it shows depth, discipline, and sustained commitment.  

Similarly, a future business major might have their deepest involvement in theater or student government. Reaching a leadership role in those spaces can be just as meaningful, even if the subject matter doesn’t directly align with the student’s academic plans. 

What matters most is the evidence of commitment, growth, and impact — not perfect alignment. Sustained involvement and leadership are often what make an application feel truly distinctive. 

I also encourage students to think about growth. Maybe they started an activity knowing very little and, over time, developed real skill through practice, mentorship, and persistence. That kind of progression can be incredibly compelling. 

I talk with students often about impact and what it can look like. When students can articulate how their involvement made a community better or addressed a need, that shows reflection and maturity — and it strengthens the application. 

When students think about growth in an activity without knowing much about it and devote time and seek out mentors, tutors, or coaches to understand it even further — that growth will come through clearly in an application and can help create the kind of focused, pointy profile colleges remember. Authentic passion is hard to fake, and it tends to come through naturally. 

So, when students ask, “How do I build a pointy application?” I usually come back to three questions: How are you growing in this activity and can demonstrate that? How are you making an impact? And what does your sustained commitment look like over time? 

Having a wide range of activities without being able to demonstrate your impact or understanding in any of them is not ideal. But having a smaller number of activities allows you to go deeper and further your understanding. 

Tasha:  

I think the focus on impact is a major takeaway for anyone listening. One of the key parts of deepening your commitment or expertise in something is not just what you get out of it, but what you’re giving to it as well — whether that community is a team, a club, a classroom, or a broader local network, it’s worth asking how your presence, contribution, and expertise are making a difference.  

So, as we start to wrap up, what are your non-negotiables when it comes to activities? Or what are some things that you would say to a student: “This is something you should absolutely try to do if you’re early in your high school career and still making choices about the activities that you’re going to become involved in?” 

Juaquin:  

Great question. For me, the non-negotiables begin with genuine interest. Ideally, by sophomore year, students have started to identify the activities that really resonate with them — the ones they want to devote real time and energy to. 

Commitment is another big one. One sign that you’re genuinely passionate about something is that you keep thinking about it even after the activity ends. You want to learn more, ask more questions, and continue engaging with it outside the scheduled time. 

Passion can show up in curiosity — when you can’t stop asking, “How does this work?” or “How can I deepen my understanding?” It can also show up in the desire to identify a need within that activity and take your knowledge to the next level. 

That connects directly to another non-negotiable: Look for ways to grow, lead, and make an impact. We’ve talked about those themes throughout this conversation because they really do matter. One way to do that is by growing within an activity and eventually reaching some form of leadership. And it doesn’t always need a title. Leadership can mean taking an idea, getting others involved, and creating real impact. It doesn’t necessarily mean being president or captain. 

Leadership can look different in different contexts, and the evidence of impact can itself be a form of leadership. I also want to underscore the importance of meaningful impact. That is something each student has to define for themselves. 

Often, meaningful impact can mean making something easier or better for others. It can also mean addressing an issue in your community that needs attention or meeting a need you’ve identified. And that can apply across everything from athletics to the arts to STEM. 

Prioritizing is another important non-negotiable. It helps students build life skills and make intentional choices about where to focus their energy.  

If there’s one major takeaway here, it’s this: Depth matters more than quantity. Colleges are not expecting students to build a perfect resume. They want students who are engaged, curious, committed, and authentic. The best activities are usually the ones students care deeply about, contribute to meaningfully, and grow in over time. 

Tasha:  

Perfect. Thank you so much, Juaquin, for those wise closing words, and thank you again for joining us. That just about wraps up this episode — the second-to-last episode of the season — of the Just Admit It! podcast. 

Juaquin:  

It was a pleasure to be here with you, and I hope everyone finds that helpful. 

Tasha: 

If you have suggestions for topics we should cover, please email us at [email protected]. In the meantime, you can catch up on previous episodes on our podcast page and be sure to bookmark our KnowledgeBase for additional guidance on navigating the complex and competitive admissions process. 

At IvyWise, we bring together a team of former deans and directors of admission from top universities to give students, parents, and fellow educators the most up-to-date higher ed news and practical admissions advice. Our experts help students navigate everything from college applications and K-8 planning to graduate school admissions and standardized testing. 

Visit IvyWise.com today to begin your journey toward your best-fit schools with the world’s leading educational consultancy. From IvyWise, I’m your host, Tasha, and this has been Just Admit It! See you next time. 

Learn More

Editor’s Note: This transcript has been cleaned up and edited for clarity and readability.