The First-Year Blueprint: A Strategic Guide to Selecting Your Freshman College Courses

Introduction

The transition from high school to college represents a pivotal moment of both profound excitement and considerable stress.

For many incoming freshmen, the question of which classes to take looms large, often feeling like a series of high-stakes decisions that will define an entire academic career.

This report aims to reframe that perspective.

The freshman year is not merely a set of hurdles to be cleared; it is the single greatest opportunity for intellectual exploration a student will encounter.¹

The core philosophy of this guide is that strategic, informed planning can transform the anxiety of course selection into an exercise in confidence and purpose.

By understanding the fundamental structure of a university degree, navigating requirements with intention, exploring potential majors thoughtfully, and building a balanced schedule, students can take ownership of their education from day one.

This report provides a comprehensive blueprint for that process, moving from the architectural components of a degree to the practical tactics of registration, equipping students with the knowledge to build a truly rewarding first year.

Section 1: Deconstructing Your Degree: The Architecture of Your Academic Journey

Understanding how to choose first-year courses begins with understanding the structure of the credential they lead to: the bachelor’s degree.

In the United States, the system is designed with remarkable flexibility, but its components are standardized.

Mastering this foundational vocabulary turns a confusing list of requirements into a comprehensible map for the next four years.

The 120-Credit Standard

A bachelor’s degree is the most common undergraduate path, typically requiring four years of full-time study to complete.²

The academic currency for this degree is the “credit hour.” To graduate, most universities require students to earn a minimum of 120 credits.³

It is crucial to understand that 120 credits does not mean 120 separate classes.

The vast majority of standard semester-long courses are worth 3 credits, with some, particularly science courses with a lab component, being worth 4 or more.⁴

A full-time student typically enrolls in 12 to 18 credits per semester, which translates to a schedule of four or five classes.²

This simple arithmetic is the first step in planning: a student taking an average of 15 credits per semester will earn 30 credits per year, reaching the 120-credit target in four years.

The Three Pillars of a Bachelor’s Degree

Those 120 credits are not earned randomly.

They are organized into three distinct but interconnected categories that form the pillars of a bachelor’s degree: General Education, the Major, and Electives.⁷

• General Education: Often called the “core curriculum,” this is a set of courses across a wide range of subjects designed to give every student a broad academic foundation.⁸ These courses in English, math, science, and humanities are typically concentrated in the freshman and sophomore years.⁸
• The Major: This is the student’s chosen area of specialization and in-depth study, such as psychology, computer science, or business administration.² Courses for the major are more focused and advanced, usually comprising one to two years of study during the junior and senior years.⁸
• Electives: These are courses a student chooses based on personal or professional interest to fill the remaining credit gap and reach the 120-credit minimum.⁴ They offer a chance to explore subjects outside the major and can be taken at any point during a student’s four years.⁸

The American university system is not a rigid, linear checklist but rather a flexible formula: General Education + Major + Electives = 120 Credits.

The fact that general education is front-loaded in the first two years is by design.¹⁰

This structure provides a built-in period for exploration before a student must commit to the deep specialization of a major.

Therefore, the first year is not simply about “getting requirements out of the Way.” It is about actively architecting an education by selecting courses that might simultaneously satisfy a core requirement, introduce a potential major, and align with a personal interest.

Beyond the Pillars: Minors and Degree Types

This flexible structure allows for further customization.

Using the credits allocated for electives, students can pursue a minor, which is a secondary field of focused study.¹¹

This allows a student to develop a credentialed expertise in a field that complements their major.

Furthermore, the bachelor’s degree itself comes in several varieties, most commonly the Bachelor of Arts (B.A.) and the Bachelor of Science (B.S.).

The distinction often lies in the educational philosophy and course requirements.

• A B.A. degree tends to focus on a holistic education, emphasizing skills like critical thinking, communication, and humanities.⁹
• A B.S. degree often has a more technical or quantitative focus, with more coursework in mathematics, logic, and the natural sciences.⁹

Other specialized degrees, such as the Bachelor of Fine Arts (B.F.A.), Bachelor of Business Administration (B.B.A.), or Bachelor of Science in Nursing (B.S.N.), are also common and have highly structured curricula.³

The type of degree is often determined by the chosen major, but the choice between a B.A. and a B.S. within the same field (e.g., Psychology) can shape the focus of a student’s education.

Section 2: The Foundation of Your Education: A Strategic Approach to the Core Curriculum

General Education (Gen Ed) requirements, sometimes called the “core curriculum,” are a feature of over 90% of U.S. universities.¹³

For many freshmen, these can feel like a list of tedious obligations.

However, a strategic approach reveals the core curriculum as a powerful tool for developing essential skills and exploring academic interests with purpose and efficiency.

The “Why” Behind Gen Ed

Universities implement a core curriculum because a bachelor’s degree is intended to produce not just a specialist, but a well-rounded, educated citizen.¹⁰

These courses are designed to build a broad knowledge base and cultivate transferable skills that are highly valued in the workplace, regardless of one’s career path.

These include critical thinking, clear communication, quantitative reasoning, problem-solving, teamwork, and an understanding of diverse perspectives.¹³

By taking classes across multiple departments, students learn to think in different ways, a key component of creativity and a vital asset for any professional.¹⁰

Common Gen Ed Categories (The “What”)

While the specific names and credit requirements vary by institution, the categories of knowledge are remarkably consistent.

A representative model includes several key areas ¹⁴:

• Writing/Composition: Nearly every university requires one or two foundational courses in college-level writing. These courses focus on organizing ideas, crafting persuasive arguments, and conducting research.¹⁴ It is common for this to be a required first-year course.¹
• Quantitative Reasoning (QSR/Math): To ensure numerical literacy, students must take courses in areas like statistics, calculus, or symbolic logic.¹⁴
• Natural Sciences (NSc): These courses, often with a required lab component, introduce the scientific method and the natural world through subjects like biology, chemistry, physics, and geology.¹⁴
• Social Sciences (SSc): This area explores human behavior and societal structures through disciplines such as psychology, sociology, economics, anthropology, and political science.¹⁴
• Humanities (A&H): Through the study of literature, philosophy, history, and religion, these courses engage with the enduring questions of the human experience and develop critical analytic skills.¹⁴
• Arts: Courses in painting, music, theater, or dance are often included to foster creative thinking and problem-solving.¹⁴
• Diversity/Global Perspectives: To prepare students for an interconnected world, many universities require courses that focus on non-Western traditions, diverse cultures within the U.S., or global issues.¹⁴
• Foreign Language: Some colleges require a certain level of proficiency in a foreign language, a requirement that can often be satisfied by placement exams or sufficient coursework in high school.¹⁵

The Strategy: “Double-Dipping” and “Triple-Dipping”

The most efficient way to navigate these requirements is to find courses that satisfy multiple categories at once.

A single course can often be “tagged” by the university to fulfill several requirements.

For instance, a course like “Ancient Astronomies of the World” might satisfy a Natural Science requirement, a Historical Views requirement, and a Diversity/Global Views requirement simultaneously.¹⁶

Similarly, a course in a student’s major might also count toward a Gen Ed requirement.

Identifying these opportunities in the course catalog is a key strategy for building an efficient schedule that frees up more room for electives later on.

The structure of these requirements provides a critical, though often overlooked, advantage.

While fulfilling mandates for a broad education, these courses simultaneously function as a low-stakes platform for academic exploration.

The list of Gen Ed disciplines—psychology, economics, biology, English—is also a list of popular majors.²

Therefore, the core curriculum is not a random assortment of classes but a deliberately designed “taste test.” A student is not just “taking a social science class”; they are being given a university-sanctioned opportunity to see if they enjoy sociology enough to major in it.

If the experience is positive, they have discovered a potential path.

If it is negative, they have still fulfilled a graduation requirement and can confidently cross a major off their list without losing any time or credit.¹⁷

This reframes the entire purpose of the first year from one of obligation to one of strategic discovery.

Section 3: The Major Question: A Dual-Track Guide for Declared and Undeclared Students

The pressure to choose a major can be one of the most significant sources of anxiety for incoming students.

However, the first year of college is structured to accommodate both students who have a clear direction and those who are still exploring.

The key is to adopt the right strategy based on one’s current status.

Part 3A: For the “Undeclared” or “Exploring” Student

For students entering college as “undeclared” or “exploratory,” the first step is to recognize that this status is not a disadvantage—it is normal, common, and an opportunity for intentional discovery.

Most universities expect students to use their first year or two to explore, and you are not behind.¹⁷

The goal is to move from “undecided” to “informed” through a structured process.

1. Self-Reflection: The process begins with introspection. A student should identify their interests, values, strengths, and passions. What subjects in high school were genuinely engaging? What activities, inside or outside the classroom, bring a sense of fulfillment and motivation?.¹⁷ Tools like career assessments or personality quizzes (such as the Myers-Briggs Type Indicator) can be useful starting points for generating ideas, but their results should be seen as suggestions, not directives.¹⁷
2. Strategic Course Selection: The Gen Ed “taste test” is the primary tool for exploration. An effective tactic is to browse the university’s entire course catalog and make a list of every class that sounds interesting, regardless of the department.¹⁸ Then, cross-reference that list with the General Education requirements to find courses that both pique curiosity and fulfill a mandate. This allows for exploration that also makes progress toward graduation.
3. Gather Intelligence: Information gathering should extend beyond the course catalog. Students should seek out conversations with people who have relevant experience. Schedule meetings with professors in departments that seem interesting to learn about the field, curriculum, and potential career paths.²⁰ Talk to upperclassmen about why they chose their majors and what their experience has been like.²¹ Interview family, friends, and other adults about their careers and the paths they took to get there; many career journeys are more meandering and less linear than they appear.¹⁸
4. Get Involved: Practical, hands-on experience is often the most powerful clarifier. Joining student clubs, participating in volunteer opportunities, or getting a part-time job related to a potential field of interest can provide invaluable insight into whether a theoretical interest translates into a practical passion.¹⁷

Part 3B: For the “Declared” Student

For students who enter college with a declared major, the first year is not about coasting; it is about validation and foundation-building.

A surprisingly high number of graduates—three in five, according to one study—report they would change their major if they could go back.¹⁷

The first year is the time to test that choice and build a strong base for future success.

1. Take Foundational Courses: The immediate priority is to enroll in the introductory or “gateway” courses for the declared major (e.g., ECON 101 for an economics major, CHEM 121 for a chemistry major). These courses are often prerequisites for all upper-level coursework, so taking them early is essential for staying on track.⁵
2. Assess the Experience: While in these foundational courses, a student should perform a rigorous self-assessment. Do they genuinely enjoy the subject matter and the core questions of the discipline? Does the mode of thinking required in the field (e.g., quantitative, analytical, creative) align with their natural strengths? Are they performing well academically?.¹⁷ Answering these questions honestly is critical.
3. Connect with the Department: A major is more than a set of classes; it is a community of scholars. Declared students should make a point to meet with several professors in their department. These faculty members are the most valuable resource for understanding the nuances of the field, learning about undergraduate research opportunities, and exploring potential career paths and internships.²⁰
4. Develop a Backup Plan: Even for students who feel 99% certain about their choice, it is wise to have a flexible backup plan. This involves identifying one or two alternative majors of interest and, if the schedule allows, taking an introductory course in one of those fields as an elective.¹⁹ This small investment in a “Plan B” provides immense flexibility if a student later decides to pivot.

Ultimately, the distinction between “declared” and “undeclared” is largely artificial during the first year.

A closer look at their academic activities reveals a shared experience.

Both groups spend the majority of their time fulfilling the same set of General Education requirements.⁸

The introductory course a declared student takes to validate their major (e.g.,

PSYC 101) is often the very same course an undeclared student takes to fulfill a social science requirement and “taste test” the field.

In practice, both students are engaged in the same fundamental activity: testing the waters of a discipline to see if it’s the right fit.

The “declared” student has simply chosen which body of water to test first.

Recognizing this common ground should reduce the pressure associated with the “major” label.

Every freshman is, to some degree, an exploring student, and their course selection should reflect that reality.

Section 4: The Power of the Elective: Crafting a Unique and Compelling Academic Profile

In the degree formula, electives are often misunderstood as mere “filler credits”—the miscellaneous courses taken to reach the 120-credit finish line.

This perspective overlooks their true potential.

Strategically chosen electives are the most powerful tool a student has for customizing their degree, developing a unique skill set, and crafting a compelling academic narrative that stands out to future employers and graduate schools.

An elective is formally defined as any course that does not fulfill a specific General Education or major requirement.⁴

This freedom of choice should be exercised responsibly and with intention.

A thoughtful approach to electives can achieve a variety of goals simultaneously.²²

1. Build a Minor or Concentration: This is one of the most common and effective uses of electives. By grouping several elective courses in a single subject, a student can earn a formal minor.¹² This adds a secondary area of expertise to a transcript, signaling intellectual breadth and complementary skills (e.g., a Journalism major with a minor in Political Science, or a Biology major with a minor in Business Administration).
2. Develop In-Demand Professional Skills: Electives offer a chance to acquire practical skills that are valuable in any profession. Courses in public speaking, technical or business writing, statistics, computer programming, a foreign language, or leadership development can significantly strengthen a resume.²²
3. Explore a Career Path: Students can use electives to “test drive” a potential career. This can be done by enrolling in a career-planning course or, more directly, by taking a class that includes an internship, practicum, or service-learning component in a field of interest like health, education, or business.²²
4. Create Interdisciplinary Connections: The most complex real-world problems are not solved through the lens of a single discipline. Electives allow students to take interdisciplinary courses that bridge two or more fields (e.g., “psychobiology,” which integrates psychology and biology).²² This ability to synthesize knowledge from different domains is a sophisticated skill highly prized by employers.
5. Pursue a Passion or Boost Well-being: Sometimes the best reason to take a class is pure curiosity. Enrolling in a course simply because the topic is fascinating or the professor is known to be inspirational can be a source of academic rejuvenation and can prevent burnout.¹⁴ Similarly, some students use electives to take courses in practical life skills like personal finance or stress management, or to take a class that is known to be less demanding to balance a difficult semester and boost their GPA.¹²

A student’s transcript tells a story.

The major demonstrates depth, and the General Education courses show breadth.

But since these components are largely prescribed, they can look similar from one student to the next.

Electives are the only part of the transcript that is entirely driven by the student’s own choices and intellectual curiosity.⁴

This is where a unique academic identity is forged.

A transcript for a finance major is standard.

But a transcript for a finance major who used their electives to take courses in environmental science, public policy, and data analytics tells a much more specific and compelling story.

This student is no longer just a “finance major”; they are a future professional with a demonstrated passion for sustainable investing.

Thoughtfully chosen electives transform a generic degree into a personalized brand.

Section 5: Building Your First-Semester Schedule: A Practical, Step-by-Step Guide

Moving from the “what” of course selection to the “how” of scheduling requires a practical, step-by-step approach.

The goal is not to create the busiest schedule, but the most balanced one—a schedule that supports academic success, personal well-being, and a healthy social life.⁵

College courses require significantly more out-of-class time and effort than high school classes, making a manageable course load essential for a successful transition.⁶

• Step 1: Determine Your Credit Load. A full-time course load is typically between 12 and 16 credit hours per semester, which usually equates to four or five classes.⁵ First-year students should consult with their academic advisor to determine the appropriate starting load for their specific situation and major.⁵
• Step 2: Start with the “Must-Haves.” Begin building the schedule by slotting in the non-negotiable courses. This often includes a required first-year writing or seminar course and, for declared majors, an introductory course for that field.¹
• Step 3: Layer in Gen Eds and Electives. After placing the required courses, select two or three additional classes using the exploration and strategic-use principles from the previous sections. The ideal schedule includes a variety of subjects and difficulty levels.²³ It is generally advised to avoid taking too many lab-science or math-intensive courses in the very first semester to prevent being overwhelmed.¹
• Step 4: Consider Time, Energy, and Location. A course’s content is only part of the equation; when and where it meets is equally important.

• Know Your Rhythms: Be honest about your own energy levels. If you are a morning person, schedule your most challenging classes early. If you are a night owl, avoid that 8 a.m. lecture.⁵
• Mind the Gaps: Long, awkward gaps between classes (e.g., one to two hours) are often wasted time.²⁷ Try to cluster classes back-to-back or with short breaks for a meal. This consolidates the academic day and frees up larger blocks of time for studying, work, or activities.⁵
• Check the Map: On a large campus, scheduling back-to-back classes in buildings on opposite ends can be a logistical nightmare. Check the campus map when building your schedule and, if possible, do a trial run by walking the route before the first day of class.⁵

• Step 5: Block Out Non-Academic Time. A realistic schedule includes more than just class time. Using a planner or digital calendar, block out dedicated time for studying (a common rule of thumb is two to three hours of work for every one hour spent in class), meals, exercise, a part-time job, club meetings, and adequate sleep.⁶
• Step 6: Have Backups. Popular courses and ideal time slots fill up extremely quickly. Before registration opens, create a list of several alternative courses and sections that would also work for your schedule. This ensures that if a first-choice class is full, you can enroll in a backup without panicking.²¹

To make this abstract advice concrete, the following table provides several sample first-semester schedules.

These are general examples; an individual student’s schedule will vary based on their university’s specific requirements, course availability, and personal interests.²⁹

Major/Goal	Sample Course Schedule (15-17 credits)	Rationale
Biology Major (STEM Focus)	CHEM 121: General Chemistry I w/ Lab (4 credits, NSc) MATH 140: Pre-Calculus (4 credits, QSR) BIOL 195: Investigating Biology (4 credits, Major Intro) CARD 101: First-Year Writing (3 credits, Writing)	This schedule front-loads the critical science and math sequence required for most STEM majors, while also fulfilling the first-year writing requirement.6
English Major (Humanities Focus)	ENG 207: Shakespeare (4 credits, Major Intro/A&H) SPAN 101: First-Year Spanish (5 credits, Language) HC 101: Intro to Liberal Arts (4 credits, Writing/Seminar) HC 241: Nature of Sound (4 credits, NSc)	This schedule balances a major introductory course with progress on language and science requirements, showcasing a diverse liberal arts foundation.30
The Exploring Student	WRTG 1160: First-Year Writing (3 credits, Writing) MATH 1012: Quantitative Reasoning (3 credits, QSR) PSYC 202: Mind & Society (4 credits, SSc/Major Exploration) CINE 230: Remix Cultures (4 credits, A&H/Major Exploration)	This schedule fulfills core requirements in writing, math, social science, and humanities, while using the specific courses to “taste test” two different potential majors: Psychology and Cinema Studies.16
The Student-Athlete	ACCT 201: Financial Accounting (3 credits, Major Intro/QSR) SBEN 100: Globalization (3 credits, SSc) PHIL 110: Ethics (3 credits, A&H) CARD 102: First-Year Speech (3 credits, Writing/Comm) All classes scheduled between 8 a.m. and 1:30 p.m.	This schedule fulfills a variety of requirements for a potential business major but strategically clusters all classes in the morning to leave afternoons free for mandatory team practices.6

Section 6: Mastering the System: Your Guide to University Resources and Registration

Choosing the right classes is only half the battle; successfully enrolling in them requires navigating the university’s administrative systems.

Understanding the available resources and the mechanics of registration can prevent common pitfalls and reduce stress.

Your Primary Resource: The Academic Advisor

Every student is assigned an academic advisor, who is their single most important guide in the course selection process.²¹

Advisors are experts on degree requirements, course sequencing, and university policies.

To make the most of this resource, a student must come to their advising meeting prepared.

Do not arrive empty-handed and expect the advisor to build a schedule from scratch.

A productive meeting involves the student having already reviewed the course catalog, created a tentative list of desired courses (with backups), and prepared a list of specific questions.¹⁷

Essential Tools of the Trade

Universities provide a suite of digital tools to aid in course planning:

• Course Catalog/Schedule: This is the official publication listing all courses offered by the university, including descriptions, credit hours, and prerequisites.⁶
• Online Registration Portal: This is the software system (e.g., Harvard’s my.harvard, UPenn’s Path@Penn) where students browse the schedule, add courses to a “shopping cart,” and officially enroll.³²
• Syllabus Explorer: Some universities offer a tool that allows students to search a database of past and current syllabi. This is an excellent way to gauge a course’s workload, topics, and grading structure before enrolling.³³

Leveraging Peer Wisdom: Professor Review Sites

A professor can make or break a class, and choosing a great instructor can be worth adjusting an entire schedule for.¹²

Student-run professor review websites like Rate My Professors, AcademicJobs.com, and Uloop provide peer-generated feedback on instructors’ teaching styles, difficulty levels, and overall quality.³⁴

These tools should be used with a critical eye.

A single negative review may just be a disgruntled student, while a large number of consistent reviews provides a more reliable picture.³⁷

It is important to read the comments to understand the context behind the ratings.

Is a professor rated “tough” because they are a harsh but fair grader who pushes students to learn, or because they are unclear and unhelpful? The former may be a sign of a great class, while the latter is a red flag.

The Registration Event

Course registration is a time-sensitive event.

Popular classes can fill up within minutes of registration opening.²¹

Students should know their exact registration date and time and be logged into the system, ready to enroll the moment their window opens.

Even with careful planning, issues can arise.

The following table decodes common registration errors and provides actionable solutions, transforming confusing jargon into a clear troubleshooting guide.

Error Message	What It Means (Plain English)	What To Do (Action Step)
Prerequisite or Test Score	You haven’t completed a required prior course or submitted a necessary test score.	Check the course catalog for the prerequisite. Take the required course first, or contact the department to see if an override is possible.39
Link/Co-requisite Required	This class has a mandatory lab, recitation, or other component that you must register for at the same time.	Find the Course Registration Number (CRN) for the linked section and add both CRNs to your registration worksheet simultaneously.39
Field of Study/Major/College Restriction	This specific section of the course is reserved for students in a particular major, college, or program.	Look for another section of the same course that does not have the restriction. If none exists, contact the department to request an override.39
Time Conflict	The class you are trying to add overlaps with another class already on your schedule.	Find a different section of the course that fits your schedule, or decide which of the two conflicting courses is more important to take this semester.39
Closed Section / Open – Reserved for Waitlist	The class is full. It may have an active waitlist you can join.	If a waitlist is available, join it. Otherwise, select a backup course. Monitor the registration system for openings, especially during the first week of class.39
Level Restriction	The course is restricted to a different student level (e.g., an undergraduate trying to add a graduate-level course).	Select a course appropriate for your student level (undergraduate, graduate). An override may be possible for advanced undergraduates but requires departmental approval.39
Department Approval / Instructor Signature Required	You need special permission from the department or the specific instructor to enroll in this course.	Contact the department office or the professor directly via email to request permission. If they approve, they will provide an override or an entry code.39

Finally, nearly all colleges have an “add/drop period” at the beginning of the semester.

This is a one- or two-week window where students can attend classes and finalize their schedule, adding or dropping courses without penalty.

This is a valuable opportunity to fine-tune your schedule after experiencing the classes firsthand.⁵

Conclusion: Launching Your College Career with Confidence and Purpose

The task of selecting freshman year courses, while daunting, is the first and most significant step in taking command of one’s college education.

The journey is not a race to finish requirements but a process of intentional exploration.

By embracing this mindset, students can transform a source of anxiety into a foundation for academic and personal growth.

The strategies outlined in this report provide a clear path forward.

A successful first year is built on understanding the fundamental architecture of a degree—the three pillars of general education, the major, and electives.

It involves using the core curriculum not as a checklist, but as a strategic “taste test” for potential majors.

It requires a purposeful approach to choosing a major (or choosing to explore), leveraging electives to build a unique academic brand, and designing a balanced schedule that fosters learning without leading to burnout.

Finally, it depends on mastering the university’s systems and resources, from building a strong relationship with an academic advisor to navigating the technicalities of registration.

College is, at its heart, about figuring things O.T.⁵

Armed with this blueprint, incoming students are no longer just passive recipients of a pre-set curriculum.

They are empowered architects of their own intellectual journey, equipped with the tools and framework to make excellent choices and launch their college careers with confidence and purpose.

Works cited

1. First-Year Course Selection Advice – Davidson College, accessed August 12, 2025, https://www.davidson.edu/offices-and-services/registrar/new-student-resources/first-year-course-selection-advice
2. What Is an Undergraduate Degree? Complete Guide (2025), accessed August 12, 2025, https://www.duny.edu/what-is-an-undergraduate-degree/
3. From Associate to Doctorate: A Complete Guide to College Degree Levels, accessed August 12, 2025, https://thebestschools.org/degrees/college-degree-levels/
4. Components of a Bachelor’s Degree – University of Hawaii at Hilo, accessed August 12, 2025, https://hilo.hawaii.edu/advising/components-of-a-bachelors-degree.php
5. How to build the perfect college class schedule, accessed August 12, 2025, https://www.cmich.edu/blog/all-things-higher-ed/how-to-build-the-perfect-college-class-schedule
6. How to Build Your College Schedule, accessed August 12, 2025, https://www.northcentralcollege.edu/news/2020/09/28/how-build-your-college-schedule
7. hilo.hawaii.edu, accessed August 12, 2025, https://hilo.hawaii.edu/advising/components-of-a-bachelors-degree.php#:~:text=Explaining%20the%20Components%20of%20a,make%20up%20a%20Bachelor’s%20Degree.
8. What makes up a bachelor’s degree? – Lenoir Community College, accessed August 12, 2025, https://www.lenoircc.edu/faq-items/makes-bachelors-degree/
9. What is a Bachelor’s Degree? Benefits and FAQs – DeVry University, accessed August 12, 2025, https://www.devry.edu/blog/what-is-a-bachelors-degree.html
10. Explaining US universities: what are general education requirements?, accessed August 12, 2025, https://www.kaplanpathways.com/blog/us-general-education-requirements/
11. What is the Degree Format in the USA? – Study Abroad, accessed August 12, 2025, https://www.educations.com/articles-and-advice/bachelor-studies/what-is-the-degree-format-in-the-usa
12. How do you choose your electives? : r/college – Reddit, accessed August 12, 2025, https://www.reddit.com/r/college/comments/1lfmi89/how_do_you_choose_your_electives/
13. What Are General Education Courses at US Universities? – Shorelight, accessed August 12, 2025, https://shorelight.com/student-stories/what-are-general-education-courses-at-us-universities/
14. US Universities | General Education Curriculum explained – Kings Education, accessed August 12, 2025, https://www.kingseducation.com/kings-life/us-universities-the-general-education-curriculum
15. General education – UW Undergraduate Advising, accessed August 12, 2025, https://advising.uw.edu/degree-overview/general-education/
16. Sample Schedules for First-Year Students | College of Media, Communication and Information | University of Colorado Boulder, accessed August 12, 2025, https://www.colorado.edu/cmci/current-students/undergraduate-advising/sample-schedules-first-year-students
17. How to Choose Your College Major: 6 Factors to Consider, accessed August 12, 2025, https://www.bestcolleges.com/resources/choosing-a-major/
18. What is the best approach to choosing a college major? : r/education – Reddit, accessed August 12, 2025, https://www.reddit.com/r/education/comments/1is59vt/what_is_the_best_approach_to_choosing_a_college/
19. Choosing the Right College Major for You – BigFuture, accessed August 12, 2025, https://bigfuture.collegeboard.org/plan-for-college/find-your-fit/choosing-right-major-for-you
20. 12 tips for selecting a college major – Central Michigan University, accessed August 12, 2025, https://www.cmich.edu/blog/all-things-higher-ed/12-tips-for-selecting-a-college-major
21. 8 Tips on How to Choose College Classes – Big Future, accessed August 12, 2025, https://bigfuture.collegeboard.org/plan-for-college/get-started/8-tips-for-choosing-college-classes
22. Top-Ten Suggestions for Making the Most of Your College Electives, accessed August 12, 2025, https://www.ucdenver.edu/docs/librariesprovider229/default-document-library/electives-article.pdf?sfvrsn=b14ceba_2
23. Make the Most of Electives to Support Your Career Goals – Sophia Learning, accessed August 12, 2025, https://www.sophia.org/blog/student-success/make-the-most-of-electives/
24. Learning Framework: Effective Strategies for College Success, Introduction to College Success, Chapter 1: Manage the Transition to College | OER Commons, accessed August 12, 2025, https://oercommons.org/courseware/lesson/133515/student/?section=2
25. Finding balance in your schedule | Program in Exploratory Studies, accessed August 12, 2025, https://www.colorado.edu/exploratorystudies/2020/02/18/finding-balance-your-schedule
26. How to Choose Your College Courses – Harvard Summer School, accessed August 12, 2025, https://summer.harvard.edu/blog/how-to-choose-your-college-courses/
27. Guide to Choosing College Classes – YouTube, accessed August 12, 2025, https://m.youtube.com/watch?v=-D5pfspki4U&pp=ygUKI2NvbGxlZ2VzXw%3D%3D
28. How to Balance a Busy Schedule in 14 Easy Steps – College Raptor, accessed August 12, 2025, https://www.collegeraptor.com/find-colleges/articles/student-life/balance-work-school-college/
29. Sample Class Schedules | Ithaca College, accessed August 12, 2025, https://www.ithaca.edu/academics/school-health-sciences-and-human-performance/admitted-students/sample-class-schedules
30. Sample First Term Course Schedules | UO Clark Honors College – University of Oregon, accessed August 12, 2025, https://honors.uoregon.edu/advising/sample-first-term-course-schedules
31. Sample Schedules – First-Year – SMU, accessed August 12, 2025, https://www.smu.edu/provost/saes/academic-support/university-advising-center/incoming-students/sample-schedules
32. Choosing Courses | College of Arts & Sciences – University of Pennsylvania, accessed August 12, 2025, https://www.college.upenn.edu/choosing-courses
33. Course Selection and Registration – Advising Programs Office, accessed August 12, 2025, https://advising.college.harvard.edu/academic-planning-for-students/course-selection-and-registration/
34. Professor Reviews: Why They Matter & Where to Read Them | Bold.org, accessed August 12, 2025, https://bold.org/blog/professor-reviews/
35. Rate My Professor Reviews & Rankings – AcademicJobs.com, accessed August 12, 2025, https://www.academicjobs.com/rate-my-professor
36. Professor Ratings for College Students – Uloop, accessed August 12, 2025, https://www.uloop.com/professors
37. There’s a public website rating professors : r/AskProfessors – Reddit, accessed August 12, 2025, https://www.reddit.com/r/AskProfessors/comments/1cq9gpd/theres_a_public_website_rating_professors/
38. Registration Errors – Office of the University Registrar, accessed August 12, 2025, https://registrar.washington.edu/register/errors/
39. Common Registration Errors | Office of the Registrar | Oregon State …, accessed August 12, 2025, https://registrar.oregonstate.edu/common-registration-errors
40. Solve Common Registration Errors | Registrar’s Office – Utah State University, accessed August 12, 2025, https://www.usu.edu/registrar/registration/common-errors