Kerri McGann Sunday, November 3, 2013 Summary and Response Choosing a major at the university level is difficult; due

to this observation, I pose the following question: What are the negative consequences of the push to make college students declare majors and begin career preparation in their first and second years? In an article published by The Penn State University Division of Undergraduate Studies, entitled The Developmental Disconnect in Choosing a Major: Why Institutions Should Prohibit Choice until Second Year author Liz Freedman denotes the negative affects that come with declaring a major as a first and/or second year student. Within the article Freedman touches on all contributing factors of solely being a newly college level student. She goes on to mention transformations and realizations that occur during the first and second years of school and how this is the time period in which individuals shape who they are. Freedman then develops her argument based around this notion, proclaiming that personal development and self-understanding are largely contributing insight as to what an individual may want to be in their lifetime. The author stands by the concept of exploratory studies during this transition in order to accurately declare a major and obtain ultimate success. Within the article the author does not directly address the aforementioned research question, but keeps the tone of academic stress on students. Freedman goes on to explain the limited, but helpful accommodations being demonstrated at institutions nationwide. The source is reliable, having been published by a university it is a scholarly source, but seems less objective and more bias toward students. Being that article is an article centralized around students major declaration, this source was useful, but minimally so. The article provided useful statistics that I will

Kerri McGann Sunday, November 3, 2013 utilize to my fullest capability throughout the continuation of my research. It also allowed for me to notice my own stance and the biases that are attached to it; I want to be sure to be a versatile scholar and therefore need to ensure my own ability to remain objective. It has changed my topic in that I think it is almost too specific, that is, I feel as though the responses I am finding are very generalized and not clear enough. Thesis: Students should wait to choose their majors until after completing their general education requirements. Claim 1: There are negative effects on the student if they choose a major early on because of societal pressures, inexperience on the University level, and the transformations that occur during those first two years. Claim 2: The major that students declare is often not the field they go into, skills they learn throughout higher education have a greater impact than their area of study. Claim 3: The negative stigma attached to major indecision on applications forces many students to feel pressured to declare before they enter the university but professionals in the field of admissions praise the undecided applicant. Claim 4: Collegiate level individuals need to heighten awareness in order to increase the stigma. Claim 5: College level students facing decisions over choosing a major are more inclined to experience depression. This depression tied with societal influence often results in eating disorders.

Kerri McGann Sunday, November 3, 2013 References Freedman, Liz. "The Pennsylvania State University Division of Undergraduate Studies." The Mentor. N.p., 28 June 2013. Web. 4 Nov. 2013 <http://dus.psu.edu/mentor/2013/06/disconnect-choosing-major/>. Collegiate Survey Project | National Eating Disorders Association. (n.d.).Collegiate Survey Project | National Eating Disorders Association. Retrieved November 21, 2013, from http://www.nationaleatingdisorders.org/CollegiateSurveyProject Eating Disorders Princeton University Health Services. (n.d.). University Health Services Atom. Retrieved November 21, from http://www.princeton.edu/uhs/healthyliving/hot-topics/eating-disorders/