Under The Gun: Choosing A Field

In less than a month, Harvard first-years are required to declare a concentration. On May 4, as the class of 2001 makes the trek to 20 Garden St. to file Plans of Study, many students may be wondering if they have made the right decision.

Students at other universities often do not declare their major until the end of the sophomore year.

Katherine A. Murphy '01 says she has had difficulty selecting her concentration, feeling somewhat overwhelmed by the number of options.

"When I came to Harvard, I had one or two [concentrations] in mind. Now, the possibilities seem limitless," she says. Murphy says she believes that having to declare her concentration in her first year has made the process more difficult.

"There doesn't seem to have been enough time. It seemed very quick--and I still have five concentrations to choose from," she says.

Dean of Freshmen Elizabeth Studley Nathans says in an e-mail message that students find choosing a concentration to be a challenge regardless of when that decision is made.

"The choice is...always difficult and in a very real sense, no student ever has `all' of the information he or she might ideally wish for," she says. "Interestingly, one hears the same concerns from students whose universities require them to make a major or concentration choice by the end of the sophomore year."

Dean of Undergraduate Education William M. Todd III defends the College's policy of requiring concentration decisions by the end of the first year. Harvard's unique tutorial program necessitates a relatively early commitment to an academic department, he says.

"The tutorial system at Harvard is a truly wonderful resource. But, it means that students need to start soon. If not, they lose a year," he says.

According to Todd, sophomore tutorials in thevarious concentrations are a "valuable means ofgaining exposure to the traditions, methods andapproaches of the disciplines."

Nathans concurs with Todd and says she believesthat early involvement in tutorials providesextraordinary academic benefits to students.

"One of the greatest strengths of Harvard'scurriculum is the opportunity it offers theCollege's students to prepare for genuinelysignificant, advanced work by the finalundergraduate year," she says.

But students are not as certain that thebenefits outweigh the costs. Many express theconcern that expecting first-year students tocommit to a concentration after only limitedexposure to the department is unwise.

Carey E. Schwaber '01, who selected English asher concentration, says she made her decisionafter taking only one English department course.

"I spoke with my TF a lot about concentrating[teaching fellow (TF)] and it was helpful. But Idon't know if one TF is really enough," she says.

With only a year in which to focus theirinterests, students are faced with the difficultprospect of gathering enough information abouttheir prospective concentrations before signingon.

Todd says he believes that resources areavailable for students who wish to take advantageof them and that departments are doing their part.

"I recently met with [Dean of the College HarryR.] Lewis ['68] and with the head tutors from manydepartments to discuss advising. They all seemedto have something in place to ensure that freshmanare given the information they need," he says.

Nathans says she recognizes the College'sresponsibility to reach out to students but alsoemphasizes the individual student's role inactively seeking out advice.

"Advising is equally about students'willingness and commitment to gather and reflecton the information offered to them," she says.

Justin E. Howell '01, who is consideringconcentrating in psychology, says he believes theadvising system at the College leaves something tobe desired. The availability of information maynot be enough for students who don't know what toexpect.

"Info passes you by and its hard to keep upwith things. I had been interested in [visual andenvironmental studies], but then I found out youhad to take a course first year. By that time itwas too late and I would have been a year behind.Advising just isn't very good," he says.

But Todd says the quality of students atHarvard is such that it is not unreasonable toexpect them to make this decision earlier thanstudents at other schools.

He also notes that first-years are expected touse some of their electives to exploreconcentrations and says he believes this allowsstudents to choose their fields wisely.

"On average, students have seven electives.Freshmen can shop concentrations and gain exposureto the courses offered in the departments they areconsidering," he says.

But some question the validity of judging anentire department based on one or two courses.

According to Todd, 40 percent of Harvardstudents change their concentrations some timeduring their undergraduate careers. Opinions varyas to how this figure reflects on the advisingsystem.

Todd says he sees how some might interpret thatnumber as evidence that a significant number ofstudents chose concentrations without fullyunderstanding what they were getting into.

But another way to interpret the relativelyhigh transfer rate, according to Todd, involvesunderstanding that choosing a concentration is notan irreversible decision.

"By committing early to a concentration, and bytaking the sophomore tutorial, students getfirst-hand experience in the department and thencan re-evaluate their desire to remain in thatconcentration," he says.

The sophomore tutorial is another part of theinformation students gather in making their finaldecision, he says.

"It is easy enough to switch concentrations ifthat is necessary," he says.

Nathans agrees and suggests that first-yearsoften view choosing a concentration toofatalistically "as somehow determining what onewill do for the ensuing six decades of one'slife."

Despite the fact that many students doultimately change their concentrations, both Toddand Nathans say they believe the act of committingto a set of concentration requirements andbeginning a sophomore tutorial is academicallybeneficial.

Finding A Place

The stresses of the process aside, studentswill declare their concentrations next month. Anddepartments have to prepare to welcome theirnewest members.

The literature concentration recently placed aquarter-page advertisement in The Crimson,encouraging first-years to drop by its offices topick up application forms and ask questions or toattend an open house "for dessert and a chance tolearn more about the concentration."

Sandra A. Naddaff '75, director of studies inthe literature concentration, says in an e-mailmessage that she placed the advertisement to makestudents aware of the possibility of concentratingin literature.

"Students might immediately think toinvestigate the English department, or a nationalliterature department, [but] might not so readilybe aware of the possibility of concentrating inliterature," she says.

Naddaff says the ad was not an attempt to"recruit" students and notes that "literature hasdoubled in size over the past three years or so."

The economics department, as the departmentwith the largest number of undergraduateconcentrators, faces a very different set ofcircumstances.

Far from needing to make students aware of thepossibility of concentrating in economics, thedepartment regularly has an incredible number ofstudents flock to it.

Already, 36 members of the class of 2001selected economics as their advanced standingconcentration.

William J. Collins '93, a member of theeconomics department's tutorial staff, says enoughstudents express interest in the department andtake advantage of the advising structure that hebelieves the system is working well.

"Students come to us for information and wemake ourselves available," he says.

But that may not be enough to assuage students'anxieties as May 4 approaches.TOUGH CHOICES: ADAM A. HACHIKIAN '01pleads with Harvard's founder for advice in makinghis concentration decision.

According to Todd, sophomore tutorials in thevarious concentrations are a "valuable means ofgaining exposure to the traditions, methods andapproaches of the disciplines."

Nathans concurs with Todd and says she believesthat early involvement in tutorials providesextraordinary academic benefits to students.

"One of the greatest strengths of Harvard'scurriculum is the opportunity it offers theCollege's students to prepare for genuinelysignificant, advanced work by the finalundergraduate year," she says.

But students are not as certain that thebenefits outweigh the costs. Many express theconcern that expecting first-year students tocommit to a concentration after only limitedexposure to the department is unwise.

Carey E. Schwaber '01, who selected English asher concentration, says she made her decisionafter taking only one English department course.

"I spoke with my TF a lot about concentrating[teaching fellow (TF)] and it was helpful. But Idon't know if one TF is really enough," she says.

With only a year in which to focus theirinterests, students are faced with the difficultprospect of gathering enough information abouttheir prospective concentrations before signingon.

Todd says he believes that resources areavailable for students who wish to take advantageof them and that departments are doing their part.

"I recently met with [Dean of the College HarryR.] Lewis ['68] and with the head tutors from manydepartments to discuss advising. They all seemedto have something in place to ensure that freshmanare given the information they need," he says.

Nathans says she recognizes the College'sresponsibility to reach out to students but alsoemphasizes the individual student's role inactively seeking out advice.

"Advising is equally about students'willingness and commitment to gather and reflecton the information offered to them," she says.

Justin E. Howell '01, who is consideringconcentrating in psychology, says he believes theadvising system at the College leaves something tobe desired. The availability of information maynot be enough for students who don't know what toexpect.

"Info passes you by and its hard to keep upwith things. I had been interested in [visual andenvironmental studies], but then I found out youhad to take a course first year. By that time itwas too late and I would have been a year behind.Advising just isn't very good," he says.

But Todd says the quality of students atHarvard is such that it is not unreasonable toexpect them to make this decision earlier thanstudents at other schools.

He also notes that first-years are expected touse some of their electives to exploreconcentrations and says he believes this allowsstudents to choose their fields wisely.

"On average, students have seven electives.Freshmen can shop concentrations and gain exposureto the courses offered in the departments they areconsidering," he says.

But some question the validity of judging anentire department based on one or two courses.

According to Todd, 40 percent of Harvardstudents change their concentrations some timeduring their undergraduate careers. Opinions varyas to how this figure reflects on the advisingsystem.

Todd says he sees how some might interpret thatnumber as evidence that a significant number ofstudents chose concentrations without fullyunderstanding what they were getting into.

But another way to interpret the relativelyhigh transfer rate, according to Todd, involvesunderstanding that choosing a concentration is notan irreversible decision.

"By committing early to a concentration, and bytaking the sophomore tutorial, students getfirst-hand experience in the department and thencan re-evaluate their desire to remain in thatconcentration," he says.

The sophomore tutorial is another part of theinformation students gather in making their finaldecision, he says.

"It is easy enough to switch concentrations ifthat is necessary," he says.

Nathans agrees and suggests that first-yearsoften view choosing a concentration toofatalistically "as somehow determining what onewill do for the ensuing six decades of one'slife."

Despite the fact that many students doultimately change their concentrations, both Toddand Nathans say they believe the act of committingto a set of concentration requirements andbeginning a sophomore tutorial is academicallybeneficial.

Finding A Place

The stresses of the process aside, studentswill declare their concentrations next month. Anddepartments have to prepare to welcome theirnewest members.

The literature concentration recently placed aquarter-page advertisement in The Crimson,encouraging first-years to drop by its offices topick up application forms and ask questions or toattend an open house "for dessert and a chance tolearn more about the concentration."

Sandra A. Naddaff '75, director of studies inthe literature concentration, says in an e-mailmessage that she placed the advertisement to makestudents aware of the possibility of concentratingin literature.

"Students might immediately think toinvestigate the English department, or a nationalliterature department, [but] might not so readilybe aware of the possibility of concentrating inliterature," she says.

Naddaff says the ad was not an attempt to"recruit" students and notes that "literature hasdoubled in size over the past three years or so."

The economics department, as the departmentwith the largest number of undergraduateconcentrators, faces a very different set ofcircumstances.

Far from needing to make students aware of thepossibility of concentrating in economics, thedepartment regularly has an incredible number ofstudents flock to it.

Already, 36 members of the class of 2001selected economics as their advanced standingconcentration.

William J. Collins '93, a member of theeconomics department's tutorial staff, says enoughstudents express interest in the department andtake advantage of the advising structure that hebelieves the system is working well.

"Students come to us for information and wemake ourselves available," he says.

But that may not be enough to assuage students'anxieties as May 4 approaches.TOUGH CHOICES: ADAM A. HACHIKIAN '01pleads with Harvard's founder for advice in makinghis concentration decision.