# Is Applying Undecided a Disadvantage in College Admissions

Applying undecided does not inherently disadvantage a student in the college admissions process, and for many holistic liberal arts programs, it is viewed as a healthy signal of intellectual curiosity rather than a lack of ambition. However, at large public universities and institutions that admit students by specific academic college, applying undecided can drastically alter acceptance odds and effectively lock students out of hyper-competitive, capacity-constrained fields like Computer Science, Engineering, and Nursing. Ultimately, the strategic impact of the "undecided" label depends entirely on whether the target institution treats academic majors as fluid pathways for exploration or as strict, physically limited silos.

Every autumn, millions of seventeen-year-olds sit illuminated by the glow of their laptops, staring down a seemingly innocuous drop-down menu on the Common Application: *Intended Major*. In that moment, an immense psychological weight descends upon them. Society, well-meaning relatives, and the high-stakes culture of modern college admissions have convinced these adolescents that they must permanently declare a lifelong career trajectory before they have even attended their senior prom. The pressure is staggering; current psychological research indicates that seventy-six percent of high school students view the college application process as a life-defining moment, while seventy-three percent harbor severe anxiety that a single misstep or incorrect selection will ruin their chances of acceptance entirely [cite: 1, 2]. More than half of all applicants describe the admissions gauntlet as the most stressful academic experience they have ever faced, exacerbated by an overwhelming barrage of conflicting advice and the terrifying specter of social comparison [cite: 1, 3]. Terrified of making the wrong choice, many students agonize over whether to declare a major that aligns perfectly with their extracurricular profile, to attempt to guess what the admissions committee secretly wants to see, or to simply check "Undecided." 

The anxiety surrounding the "Undecided" option is deeply rooted in a rapidly evolving higher education landscape. Following the global pandemic, college admissions entered a period of unprecedented volatility. Widespread test-optional policies fueled massive application inflation, resulting in a thirty-two percent increase in total application volume since 2020 [cite: 4]. Concurrently, institutions are bracing for a looming demographic "enrollment cliff," predicting a nationwide decrease of four hundred thousand high school graduates by the year 2029 [cite: 5, 6]. This has created a starkly bifurcated market: elite, highly selective universities are experiencing record-breaking applicant pools and plummeting acceptance rates, while less selective, tuition-dependent regional colleges face existential financial fragility [cite: 4, 5, 7]. Consequently, the strategy behind selecting a major has transformed from a simple expression of academic interest into a high-stakes calculus involving institutional capacity, yield management, and statistical acceptance odds [cite: 8, 9]. 

This comprehensive report provides an exhaustive, evidence-based exploration of how intended majors affect admissions outcomes. By synthesizing data from the National Association for College Admission Counseling (NACAC), official university admissions reports, and higher education policy research, this analysis aims to debunk pervasive myths and provide actionable strategies for navigating the modern admissions landscape.

## Does applying undecided hurt your chances?

A pervasive misconception within the college admissions zeitgeist is that checking the "Undecided" or "Undeclared" box serves as an automatic red flag to evaluators. The myth suggests that admissions officers view undecided applicants as apathetic, indecisive, or lacking the intellectual ambition required to succeed at a rigorous academic institution [cite: 10, 11]. Many students fear that without a highly specific, hyper-focused academic narrative, their application will appear generic and easily dismissible.

The empirical reality is starkly different. In the vast majority of cases, applying undecided does not harm an applicant's chances of admission. In fact, historical data indicates that between twenty and fifty percent of incoming first-year college students arrive on campus as undecided or open-enrolled majors [cite: 10, 12]. Furthermore, longitudinal data from the National Center for Education Statistics reveals that up to eighty percent of college students will change their major at least once before graduating, and one in ten will change it multiple times [cite: 10, 12, 13]. Admissions officers are acutely aware of this fluidity. They do not view a seventeen-year-old's declaration of an intended major as a binding legal contract, nor do they expect teenagers to possess absolute, unwavering certainty about their future professional lives spanning decades [cite: 13, 14].

Instead of viewing uncertainty as a liability, many liberal arts colleges and holistic admissions committees view it as a hallmark of intellectual curiosity and academic readiness [cite: 15]. The undergraduate college experience is fundamentally designed to be exploratory. Students who embrace an open curriculum are often perceived as possessing a "growth mindset," demonstrating a readiness to engage with the breadth of a university's offerings rather than wearing academic blinders that restrict them to a single, predetermined discipline [cite: 11]. Admissions officials at highly respected institutions, such as Beloit College, frequently cite undecided students as some of their strongest applicants precisely because these students are willing to sample across diverse departments and discover hidden passions [cite: 11]. Furthermore, academic leaders point out that college is an unparalleled investment in exploration; nowhere else can a young adult test up to forty different introductory and advanced subject areas in just four years without facing severe professional penalties [cite: 15].

However, there is a critical caveat to this general rule: applicants must carefully avoid projecting "true uncertainty" or academic apathy. While being undecided about a specific major is perfectly acceptable, appearing entirely disinterested in learning is a fast track to rejection, particularly at highly selective institutions [cite: 16]. Top-tier colleges want to enroll students who are enthusiastic, driven, and prepared to actively contribute to campus life [cite: 16, 17]. An applicant can successfully apply undecided, but their application essays, teacher recommendations, and extracurricular profile must still demonstrate a clear trajectory of intellectual engagement. A compelling undecided applicant might articulate a fascination with the intersection of environmental policy and economics, stating a desire to use their first two years to explore whether a degree in Political Science, Economics, or Environmental Studies will best equip them to tackle climate legislation. This student is undecided on the exact credential they wish to earn, but they are highly directed in their intellectual passions and possess a clear sense of purpose [cite: 12, 16]. Conversely, a student who uses the "undecided" designation as a shield for having no academic interests, no extracurricular engagements, and no coherent intellectual curiosity will invariably struggle in the holistic review process [cite: 16].

## How do universities balance their incoming freshman class?

To truly comprehend why a student's intended major matters, one must understand the complex, multi-variable logistical puzzle that universities must solve when building a freshman class. The admissions process is not a simple, linear matter of ranking applicants by grade point average and standardized test scores and admitting the top ten percent. Instead, universities engage in a highly sophisticated practice known as enrollment management [cite: 18, 19].

Consider the real-world analogy of commercial airline seating and boarding procedures. When a major airline boards a flight, the process is not primarily designed to maximize the individual passenger's comfort or convenience. If passenger comfort were the sole metric, airlines might board window-seat passengers first to prevent awkward cross-aisle climbing and minimize boarding friction [cite: 20, 21]. Instead, airlines utilize complex algorithms, boarding groups, and seating tiers—such as priority zones, premium economy, and basic economy—to maximize overall profitability, ensure the aircraft's weight is properly distributed, and guarantee efficient turnaround times at the gate [cite: 20, 22]. The physical "capacity" of the airplane is fixed, and the airline's revenue management team must optimize the yield of every single available seat based on historical data, demand forecasting, and operational constraints [cite: 22, 23].

Modern universities operate on a remarkably similar capacity-controlled model. A university is essentially a collection of specialized "flights"—academic departments and residential colleges—taking off simultaneously at the start of the fall semester. The institution possesses strictly finite resources: a specific number of dormitory beds, a fixed operating budget, a set number of tenured faculty in the History department, and a hard, inflexible limit on the number of laboratory benches available in the organic chemistry building [cite: 9, 13, 24]. 

If a highly selective university simply admitted the applicants with the highest absolute academic statistics, ignoring their intended fields of study, they might accidentally enroll a freshman class composed entirely of pre-medical students and aspiring software engineers. This scenario would constitute an institutional disaster. The Computer Science department would be instantaneously overwhelmed, lacking the faculty, teaching assistants, or physical server space to accommodate the massive influx of students. Simultaneously, the English, Philosophy, and Classics departments would sit virtually empty, with highly paid, tenured professors lecturing to vacant rooms, leading to massive financial inefficiencies and a collapse of the university's broad liberal arts mission [cite: 9, 25]. 

Therefore, university enrollment managers "admit to balance." They must meticulously allocate seats to ensure that the campus symphony orchestra has an oboist, the football team has a left tackle, the sociology department maintains a healthy cohort of majors, and the engineering school does not collapse under its own weight [cite: 26, 27, 28]. Furthermore, public universities must factor in residency requirements, often mandating that a specific percentage of the incoming class—sometimes up to two-thirds—must be in-state residents to satisfy legislative funding requirements [cite: 29, 30]. For example, the University of Virginia (UVA) explicitly states that residency is a major factor in their review process; in a recent admissions cycle, UVA accepted roughly twenty-five percent of in-state applicants, but only thirteen percent of out-of-state applicants [cite: 30, 31, 32]. When an applicant checks a specific major on their application, they are signaling to the university which specific "cabin" they intend to sit in. If that cabin is already heavily overbooked, the applicant's stellar academic record may simply not be enough to secure a seat, whereas the same academic record might easily secure a seat in a different, undersubscribed cabin [cite: 8, 29].

## Why are some majors "Impacted"?

This delicate institutional balancing act has given rise to the phenomenon of the "impacted major." An impacted major occurs when the number of fully qualified applicants vastly exceeds the physical, financial, and instructional capacity of the specific academic department [cite: 4, 9, 29]. Over the past decade, and particularly during the post-pandemic admission cycles of 2024 through 2026, the application volume for a specific subset of fields—most notably Computer Science, Engineering, Business Administration, and Nursing—has skyrocketed to unprecedented levels [cite: 4, 8, 33, 34]. 

The statistics surrounding these impacted majors are frequently jarring and significantly misalign with public perception. A university might boast a seemingly accessible overall acceptance rate, but the reality for specific, high-demand departments tells an entirely different, highly exclusive story. 

At the University of California, Los Angeles (UCLA), the overall university acceptance rate recently hovered around nine percent. However, the acceptance rate for its pre-licensure Nursing program was an astonishingly low 0.8 percent to 1 percent, while the Computer Science acceptance rate sat at just 3.1 percent [cite: 13, 35]. Carnegie Mellon University (CMU) is fiercely selective across the board, but the disparity between its internal colleges is vast. While the Dietrich College of Humanities and Social Sciences historically accepted around twenty-four percent of applicants, the world-renowned School of Computer Science accepted fewer than five percent, requiring applicants to possess near-perfect standardized test scores and flawless grade point averages [cite: 8, 36].

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 At the University of Pennsylvania, the highly coveted Wharton School of Business admits roughly 5.4 percent of applicants, compared to 7.5 percent for the broader College of Arts and Sciences [cite: 8]. 

This trend is not isolated to the United States; it is a global phenomenon in elite higher education. At Cambridge University in the United Kingdom, the Computer Science program maintains a highly restrictive acceptance rate of 7.6 percent. Conversely, less oversubscribed programs in the humanities, such as Classics or Modern and Medieval Languages, boast offer rates of forty-three percent and fifty percent, respectively [cite: 37, 38, 39, 40]. 

The root cause of this severe admissions crunch is not simply a matter of shifting student preference; it is fundamentally an issue of structural and institutional rigidity. A university cannot simply wave a magic wand and double the size of its Computer Science faculty overnight. Competing with the private tech sector to hire qualified engineering and artificial intelligence professors is notoriously difficult and prohibitively expensive for most academic institutions [cite: 9, 18]. According to reporting from higher education analysts, engineering and computing programs across the country have seen application volume increase by over forty percent in the last five years, while faculty hiring and classroom capacity have grown at a mere fraction of that pace [cite: 9]. 

The capacity constraints in healthcare fields are even more rigid. Nursing programs are governed by strict, legally mandated student-to-faculty ratios for clinical placements in hospitals [cite: 13, 41]. If local hospitals cannot accommodate more student nurses on their floors, the university cannot expand its nursing cohort, regardless of how many brilliant applicants apply. In a single recent year, nursing programs nationwide were forced to turn away over eighty thousand fully qualified applicants solely due to faculty shortages and limited clinical placement sites [cite: 41].



So, how does the "undecided" applicant fare in this highly impacted, capacity-constrained landscape? The answer depends entirely on the student's ultimate, long-term goals.

If a student is genuinely passionate about an impacted major, such as Mechanical Engineering or Computer Science, but decides to apply "Undecided" out of fear of rejection, they are making a critical strategic error. At universities that admit students by specific academic college, entering as an undeclared student means the applicant is placed in the general College of Arts and Sciences [cite: 8, 26]. While it may be statistically "easier" to gain admission to the general college, the student has essentially locked themselves out of the engineering program. They will arrive on campus only to find that transferring internally into the engineering school is nearly impossible due to the severe capacity constraints that caused the major to be impacted in the first place [cite: 26, 42]. 

Conversely, if a student is genuinely exploring their academic options and is equally interested in History, Sociology, and Communications, applying "Undecided" places them in a much more favorable statistical pool [cite: 43, 44]. They are not competing against the hyper-inflated, ultra-competitive applicant pool vying for the fifty available seats in the Computer Science department [cite: 8, 29]. Instead, they are competing in the broader, more forgiving applicant pool where the university needs to fill thousands of seats across dozens of vital liberal arts disciplines [cite: 8, 26].

## Can I apply undecided and switch to Computer Science later?

As the admission rates for Computer Science and Engineering have plummeted into the low single digits at top universities, a popular "backdoor" strategy has heavily circulated on college admission forums and social media platforms. The strategy advises applicants to apply to a less competitive, undersubscribed major—such as Art History, Scandinavian Languages, or Philosophy—to gain easier admission to the university, and then simply switch their major to Computer Science or Engineering during their sophomore year [cite: 8, 25].

In the current admissions environment of 2026, this strategy is not only highly discouraged—it is often structurally impossible.

Universities are acutely aware of this loophole and have spent the last several years aggressively closing it to protect their capacity-controlled departments [cite: 9, 45, 46]. The process of changing majors internally is referred to by various names across different institutions—Internal Transfer, Change of Major, or Change of Degree Objective (CODO)—and for impacted majors, the gates are now firmly locked [cite: 45, 47].

The University of Illinois at Urbana-Champaign (UIUC), which boasts a globally renowned engineering program, has explicitly stated that transferring into its Grainger College of Engineering Computer Science major from an undeclared or out-of-college status is virtually impossible [cite: 42, 47]. Students must be admitted directly to the program as high school seniors. While UIUC offers a Pre-Engineering Program (PREP) for undeclared students, meeting the minimum transfer requirements—such as maintaining a 3.67 GPA and earning an A-minus or better in highly rigorous discrete math and data structures courses—does not guarantee admission, as the number of qualified internal transfer applicants significantly outweighs the available capacity [cite: 47, 48].

Purdue University operates a similar system. Purdue requires students to meet strict GPA cutoffs and specific course requirements to execute a Change of Degree Objective. However, for its most sought-after programs, Purdue explicitly warns students on its official academic advising portals: "Due to high enrollment in the program and space limitations, CODO is not guaranteed even when requirements are met... As a space-restricted program, Computer Science has an application deadline of 5pm the Thursday of finals week each term" [cite: 42, 45].

The University of Washington (UW) in Seattle utilizes a system of "capacity-constrained" majors. If a student is not admitted directly to the prestigious Paul G. Allen School of Computer Science & Engineering as a high school senior, the pathway to enter the program later is exceedingly narrow, highly competitive, and largely unavailable to the general student body [cite: 42, 46, 49]. Similarly, across the University of California (UC) system, switching into impacted fields like Computer Science or Engineering from a non-engineering major is notoriously difficult. At campuses like UC San Diego, students must complete specific lower-division "weeder" courses and achieve exceptional grades just to apply for the major, and even then, admission is subject to severe space availability limitations [cite: 47].

Attempting this "backdoor" strategy carries immense financial and academic risk for the student. Students who fail to secure the internal transfer often become trapped in a phenomenon known as the "super senior" outcome [cite: 41]. Because they spent their early semesters taking specific prerequisites for an engineering major they were never allowed to enter, they fall behind on the graduation requirements for the major they eventually settle into. This frequently results in students spending five or six years in college. The financial toll is severe; prolonged time to a degree typically results in higher student debt, with each additional year adding approximately twenty-eight thousand dollars in total costs and postponing the student's entry into the workforce, leading to massive opportunity costs in forgone earnings [cite: 41].

## How is AI changing the major landscape?

It is also vital to recognize *why* students are clamoring for these specific majors, and how the macroeconomic landscape is shifting in real-time. By the mid-2020s, the fifteen-year boom of standard "Computer Science" enrollment began to show distinct signs of morphing and contracting [cite: 33]. Following massive technology industry layoffs and the rapid, disruptive proliferation of Generative Artificial Intelligence (AI), traditional software engineering roles began to look increasingly susceptible to automation [cite: 6, 50]. Furthermore, high school students began to express profound anxiety about the future job market; a recent survey highlighted by Inside Higher Ed revealed that forty-seven percent of college students had considered changing their major because of AI, and roughly one in six had already done so [cite: 51].

Consequently, enrollment data from the National Student Clearinghouse revealed an 8.1 percent drop in traditional four-year computer science enrollment in the fall of 2025 [cite: 8, 33]. In a single year, computer science fell from the fourth-largest undergraduate major to the sixth [cite: 33]. 

However, this decline did not make STEM admissions uniformly easier; the intense demand simply splintered and shifted toward hyper-specialized, interdisciplinary technology degrees [cite: 33]. Universities rapidly deployed entirely new colleges and departments focused specifically on Artificial Intelligence, Data Science, and Cybersecurity to capture this shifting demand [cite: 33, 50]. The Massachusetts Institute of Technology (MIT) introduced a novel "AI and Decision-Making" major, which immediately became the second-most popular major on campus, trailing only traditional computer science [cite: 50, 52]. The University of South Florida successfully enrolled over three thousand students in its new College of AI and Cybersecurity in a single semester, while the State University of New York at Buffalo launched a stand-alone "Department of AI and Society" offering interdisciplinary degrees in fields like AI and policy analysis [cite: 50, 52].

For undecided students, these developments indicate that the technology landscape is rapidly broadening. Instead of fighting a losing battle for a capacity-constrained seat in a traditional, highly impacted Computer Science department, intellectually curious students might find significantly greater admission success—and arguably better long-term career future-proofing—by applying undecided or explicitly targeting these emerging interdisciplinary fields that blend liberal arts reasoning with advanced data analytics [cite: 6, 33, 51].

## How do elite universities and Ivy Leagues handle undecided applicants?

The strategy of applying undecided varies dramatically depending on the specific, often opaque admissions policies of the institution. Broadly speaking, universities fall into two distinct structural categories: those that "Admit by Major" and those that "Do Not Admit by Major."

**Category 1: Admit by Major / Admit by College**
At these universities, applicants are required to apply directly to a specific college (e.g., the College of Engineering, the College of Nursing, the College of Arts and Sciences) or directly to a specific major program [cite: 8, 53]. 
*   *Examples:* Carnegie Mellon University, Cornell University, University of Illinois at Urbana-Champaign, UCLA, UC Berkeley [cite: 8, 42].
*   *The Undecided Impact:* At these institutions, your major selection fundamentally dictates your acceptance rate. Applying undecided invariably places you in the general College of Arts and Sciences. While this applicant pool is generally less competitive than the engineering or prestigious business schools, it severely restricts your ability to access those specialized programs later in your academic career [cite: 8].

**Category 2: Do Not Admit by Major (The "Whole University" Approach)**
At many elite private universities, particularly within the Ivy League and highly selective liberal arts colleges, the admissions committee admits students to the university as a whole, rather than to a specific department [cite: 26, 35, 53]. 
*   *Examples:* Harvard University, Massachusetts Institute of Technology, Stanford University, Yale University, Princeton University, Dartmouth College, Brown University [cite: 8, 26].
*   *The Undecided Impact:* At these institutions, every single freshman enters technically "undeclared." Students are generally not forced to formally declare their major until the end of their sophomore year [cite: 8, 26]. MIT's President, Sally Kornbluth, has explicitly noted that elite private institutions focus on admitting the *individual* based on potential, curiosity, and excellence, rather than attempting to fill a specific major quota upon initial enrollment [cite: 26, 27]. 

However, this does not mean the "Intended Major" box on a Harvard or Stanford application is completely meaningless. Even if they do not formally admit by major, these elite universities still utilize the intended major as a crucial data point to "shape" the incoming class [cite: 8, 25]. If an Ivy League school notices that sixty percent of its applicant pool intends to study Computer Science or Pre-Medicine, they will absolutely not admit a class that is sixty percent CS majors; doing so would destroy the intellectual diversity of the campus and leave vast swaths of the humanities faculty without students [cite: 25]. They will actively cap the number of STEM-focused profiles they accept to ensure they still have room for future historians, linguists, performing artists, and philosophers [cite: 25]. 

Therefore, at an Ivy League school, applying with an intended major in the Humanities—or applying Undecided with a strong Humanities extracurricular profile—can actually offer a slight strategic edge over presenting as yet another standard STEM applicant, simply because the applicant pool for the Humanities is often less saturated [cite: 8, 25]. However, this edge only exists if the applicant's profile is deeply authentic. If a student who has spent four years participating in elite robotics competitions, taking AP Calculus BC, and coding mobile applications suddenly claims they intend to major in "Classics" or "Art History" just to gain an admissions edge, elite admissions officers will easily spot the incongruity. The application will be flagged as inauthentic and strategic, and the strategy will inevitably backfire [cite: 8, 53].

## Contrasting Admission Scenarios

To synthesize how these complex enrollment dynamics play out in reality, the following table breaks down the three most common major-selection strategies, their associated risks, and the ideal student profile for each scenario.

| Admission Strategy | Definition | Risk Level & Acceptance Odds | Institutional Flexibility (Can I switch later?) | Ideal Student Profile |
| :--- | :--- | :--- | :--- | :--- |
| **Applying Undecided / Open Enrollment** | Selecting no specific major, opting instead to explore general education requirements and diverse disciplines before declaring. | **Low Risk / Average Odds.** The applicant is evaluated in the general applicant pool. Acceptance rates generally match the university's published overall average. | **High (within limits).** The student has the freedom to sample across the Arts & Sciences. However, transferring into capacity-controlled programs (Engineering, Nursing, CS) is highly unlikely. | The intellectually curious student with diverse interests (e.g., strong in both English literature and Biology). The student seeking a broad, foundational liberal arts education before specializing. |
| **Applying to an Impacted Major** | Applying directly to hyper-competitive, capacity-constrained fields (e.g., Computer Science, Nursing, Finance, Aerospace Engineering). | **High Risk / Extremely Low Odds.** Acceptance rates can be in the low single-digits, often falling far below the university's overall average acceptance rate. | **Low.** If accepted, the student is locked into a rigorous, highly-sequenced curriculum immediately. Changing *out* of an impacted major to an easier one is usually simple; changing *in* is impossible. | The highly directed student with an immaculate academic record, perfect standardized test scores, and deep, sustained extracurricular involvement directly related to the field. |
| **Applying to an Undersubscribed Major** | Strategically selecting a less popular major (e.g., Sociology, Linguistics, Art History) to face less statistical competition in the applicant pool. | **Medium Risk / Favorable Odds (If Authentic).** Acceptance rates are generally higher than the university average due to lower applicant volume and institutional desire to fill those seats. | **Variable.** It is generally easy to switch to other undersubscribed or general humanities majors. It remains nearly impossible to switch to impacted STEM/Business majors later. | The student who possesses a genuine, demonstrable passion for a niche subject, evidenced by their high school coursework, application essays, and unique, sustained extracurriculars. |

## Practical Takeaways: Calibrating Your Application Strategy

Navigating the intersection of institutional priorities, severe capacity constraints, and your own academic uncertainty requires a deliberate, meticulously calibrated strategy. The stakes are undeniably high, but informed applicants can mitigate risk by approaching the process analytically. When deciding whether to apply undecided or to declare a major, consider the following actionable steps:

**Determine the Institution’s Specific Admissions Policy**
Before submitting an application, research whether the target university "Admits by Major," "Admits by College," or "Admits to the University." This is the single most important factor in your decision. If a school admits by major, your choice is highly consequential and will place you in a specific statistical bucket. If they admit to the university as a whole, you have significantly more freedom to apply undecided without prematurely closing professional doors [cite: 8, 42, 53]. Furthermore, pay close attention to residency requirements if applying to public universities; out-of-state applicants often face a fundamentally different, much lower acceptance rate regardless of their chosen major [cite: 29, 31].

**Align Your Narrative, Not Just Your Major**
Admissions officers evaluate "holistic fit." If you apply as a Biology major, your high school transcript should demonstrate rigorous strength in advanced Biology and Chemistry courses, and your extracurricular activities should reflect sustained scientific engagement. If you choose to apply Undecided, your application should not look blank or apathetic; rather, it should actively highlight your broad intellectual curiosity [cite: 12, 16, 53]. Ensure your personal statement clearly explains *why* you are undecided and identifies what specific academic resources, exploratory programs, or interdisciplinary institutes at that particular university will help you find your ultimate path [cite: 12, 16]. 

**Never Use the "Backdoor" for Impacted Majors**
Do not attempt to game the admissions system by applying for an undersubscribed major with the secret intention of transferring into Computer Science, Nursing, or Engineering once on campus. The policies governing Internal Transfers are increasingly draconian. If you want to be an engineer, you must apply as an engineer. If you are rejected, it is far better to attend a slightly less prestigious university where you can actually study engineering than to attend an elite university where you are permanently trapped in a major you have no desire to pursue, risking years of added tuition debt [cite: 8, 41, 45].

**Consider the "New Ivies" and Evolving Disciplines**
If you are anxious about the hyper-competitiveness of traditional impacted majors at the eight traditional Ivy League schools, broaden your horizons. Top public universities (often termed the "Public Ivies") and leading technological institutes offer world-class, rigorous programs that are highly respected by employers [cite: 54]. Furthermore, look beyond traditional degree titles. Instead of competing for a standard Computer Science degree, investigate emerging, interdisciplinary programs like Data Analytics, Cognitive Science, or Information Systems. These programs often have higher acceptance rates, outstanding career outcomes, and actively incorporate the latest developments in AI and automation [cite: 6, 33, 43].

**Embrace the Freedom of Exploration**
If you are truly seventeen years old and have no idea what you want to do for the next forty years of your professional life, take a breath. The National Association for College Admission Counseling (NACAC) actively encourages students to use the college experience as a time of profound self-discovery [cite: 11]. As long as you are applying to institutions that foster open curricula and provide robust exploratory advising, checking the "Undecided" box is not a failure of long-term planning—it is an honest, courageous first step into higher education.

## Bottom line

Applying to college as an undecided major is a highly common and generally safe strategy, with up to half of all freshmen entering without a formally declared academic path. It does not signal a lack of ambition; rather, holistic admissions committees often view it as a positive sign of intellectual curiosity, academic flexibility, and a growth mindset. However, the modern college admissions landscape has become increasingly polarized due to severe application inflation and structural bottlenecks. If your ultimate goal is to study in a hyper-competitive, "capacity-controlled" field like Computer Science, Engineering, Business, or Nursing, applying undecided is a critical strategic error. Because universities strictly balance their institutional capacity—much like an airline balancing weight and seating on a flight—attempting to transfer into these highly impacted programs later in your college career is increasingly impossible. For students with genuine, multi-disciplinary interests, "Undecided" remains a powerful tool for intellectual exploration; for those secretly harboring impacted STEM ambitions, it is a permanently closed door.

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6. [edhat.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQE7AJMwKEilcNGQnPdqyFFFdko4cdeKTdJRsbLP26gzQgtKMfA6MAKeYlB7dqEKVl5tVmwtaU1X4qziSIMri8QtJuI0xHO51l4VdjyLV1gsWFRP3w2TPAwlx1pMZDM_XuUAZs8cQr8q1rQo2E6Mu693ZnB-WMAfz67DFZRN8KKAsqxJYhMl7dQEekBgxkg97CGqvvNfXbsr4T3o29CZU9DOAtVCHXqGehDAJTWU86OUtQ==)
7. [wallyboston.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEeDygVNqPK-011bboc36VCTKEb4yMMEyBfxgdgptjtGAoNfnU63M8Jfk_f9pMdobw2-s5RUALtRtPIBbwy8QsltW7foFXrM5M7vvS9zSvRygxnOuq0j6NYdJh9FhXnps3qUyby)
8. [orieladmissions.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHz-mRop81Zb8XOwgU_-ByI5y5PQNYII7PjKwvtdgV0zbDLYanZxW9F0Uy3he8dsJpihxNwWi0xqiSSBgPv0tJh__BfAHLGI3FcW7XjbbxcT3iinLhWCxu3nlLElaeC-3vBaW0lmR6UNykjKETE3TzJZ2FLnw==)
9. [brilliantfuturecc.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEJSKnr4QQFbT5D2zNI9O457V-rsZFaW0jdXoRbuyNx6CV0q4m3xlllTtWyZQdNvSQegomzYO8Cmr1LYCTAD2fhrk7Q_YX5HXPV24p5VGUFdIqjj3cbA_nt9iBHjTHFBNea48zvN9De2YOsUr_Wf6Pe3aTYQTmAb7e3n6Yn5_-i_y5cPF9p5_KYbNVKm-RgaMn8v3vcNCwwPZxIiQ==)
10. [drake.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFUH8sEMdwK4yy00HtaAq4CjJcy5gBAg0WEO1zKZ7ZyMAcBMz4LA9gJGUWDxke6iX2-PyhHTzzx1zBcK9wzdwDN6UzFyP_IT-BI3UONE6zeoPMqBLjzhqwJuL0b58WgfQsFZgFayhAk_K1W-mr0A3BuQZObJM4lHZjx0A==)
11. [coalitionforcollegeaccess.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGMHjEzgz1NhCUwQq1c00UY_rmduu7cy7inkrt-E-dc_BvzlqUJKTu3N7xAZYhrpHJuQNVrl6Lu5NgO35BdPObGF6i-yKWZExkYwdsx5u-sjJvWm_jVXTGlJBgd1L9IH8M0RfYLQiKFvjM4G-l_Jwfendgbvsj2P9MKOPmmtQP9_YFzDx1bnbJIX-1ExTSOOyK08bCX)
12. [hceducationconsulting.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQE2edblU4CGqYjYTugIjoiHTBB0Y0otLUEXr8iZ7upFKFIEgv0BkEodzDs6BZnGwn7mit2KBzMmN_7q4sZXJeUaZ_yqxcBX7zmVUC1gRKv4Npx0yUNlR85Np8UXFgl6gWXIsEm5tt1LWqE5hx-wSisyMx68umYyBPARiA6qLm4NiA==)
13. [prepscholar.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGPBZKtwkjCEGTSQ6yPRs_ZyeYg_1HS_vagrcbYO55p3kccg67iIqALaMl4kiooB5GwvlhoSbcIeWXS48k_6FsVkXrwpC6Q-nwcB3zb_V4oxUvJsRTi696IWtc37u3WPbIicIisRzg4y3psJVM_UNNi6P5RzjdpSf7tiUmTcxloTkOaDLDrdQ==)
14. [collegewise.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQE02j7U30-HNTavU9L2oLpL8Q_lPIpcIbS3HQCwouyWb6rpLTW8eh5M99eoU8QcogjGGE1enM51gtoo_-ZNO686I4ZlGtvS1CkzAbxQ3vLN7MYYjfjBPP8izQX6uWviHcco9Q==)
15. [meredith.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQE1uYN42w7nB82UayLNtRDV2ztwEZXPDiykcV84vrKpxYDlvqhe7vRqFs6M0HCQkHfyYuCPz7eS30Ai3yKkdDwrTnPiOpJaVrUeu8jMZyaB9W13gfNIjyv4C6fKwqsVSHgXCbrGgIVN58RdBeGqTflHkgh1cbioqczkgJtNZZeXkae4tK_j9fM=)
16. [medium.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHB-w1zVxtRw1GR9gXfKvQIKE5egPPoNOaVgxgjApO-W-5XEIowu_SiHfGZYa6oWxzKn2umWkI_xwqiR5fY-g98IGJBXmvLqBz8qdBZnpsCYHhK2tZ01k98wsCZMT0Vx-uHEycjWdbyBSw_4l6OU077P2sZR0RPheACliYh49DeRmfPfmSsvoD4cA_kFFYMlyhMzBB3U5sLakeKRHnL1miKjlP1_qo-DSz1U14=)
17. [journoportfolio.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHnEM7I8BWo0U9czD3kIG0U5_DHVMt68UIpWOb7sTpSIwWMZL9pxoRqRP36PO7Vf6JGiTd-lRtZ1HI-0rfOy9obg-Y3EagpkPALQ8HQMkHx-K4MeoKWRR71yEPVVI1Vy3ja7AwLSUSUkv96aLoxYlc2nAx-5RRlkfkeN8ocp1WsgcYhR2Aaq8-ROmqBJjHoFJznrc2dlA==)
18. [ca.gov](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFzMOg83hXNCyFpsUR8fQpoALAJBWT_pvMKpOYXrK6kq5TEh5sQ7kT_vTRL15NcbMpoJnZGd2bSh_q7GS9-Wraxlf_JL1sw3v4T3hfXdQwt2qu0mkWNgHqB8PmmO-IVPDu3iw==)
19. [du.ac.in](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGppyZxNpOJt6lphcjqk1OLuXJ3EDA9jf6BT0cumb2UJC_cvkMIm0ppMyrxU80CbvvNQJ9N-cOhqrjej7-Dr6oTVvTa7igIQ1b-Uqcs6tIen1bLDNUp506jnivHJGHY6038k5xtgmnClnByzLtrnP8x2VMJ4-vNqkY=)
20. [reddit.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHheLMtbt93JSSe56E1WkKCTO8vJm8TZcheKlGyrU9__Tai71lDU9MVewACdN_NMgwQy5HH10XRAcra7snUa1Iw7RMbS2j5B8saHGitFZOfcCoSH4NugJsN9-oA6MOYh7Jz6gzwiUtvPHlhY4ocxR-wszb_tCzyuC32xNyKkN_ThJb1nrkQOBw3KnYcolkFmUviZoI69AHWZu5KKVz0XpeT)
21. [theweek.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHLfpga9QvVGPbnEVorMXDU-mkcrzZAldcfQMC5BxTyDAjWYgZvDi5SBDHudzJ6nYe1uRGH8A5ZlKNruSq8fC6-bp_oAi38LWYvqZ-eZwqygaN1s0RQXsmS2zUAmAfcuFP_N7XKzusBwqORcx5O_6LUTbOrPUyp_156kYz_nNViZjpz06_NGNyghmrzRg==)
22. [quora.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQH4lYyEZhav32CAuobUqZ95EHoBoeODQsa3bxwppKJ-aZgnpB6fDDKL4dGVtW6PWmaTVh1rGTjFf8daXfqGCKhnS8iymsPSbwZZbzcq-RYBfzMt8_upFTuaH0hHeP_7zEdbQTSL74ClVZtCPIPlRSOK3k-7EUizSVb7ZK-8C-V2MwYIC0W8GUlyURh0Bxr72wbfRue9RAbNkC2lSlfi42l4-LKzkUOJKgQYy49mYmkCU2YBVA==)
23. [unsw.edu.au](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHQatJ1wyA-skfHfh3HriYLKQDHujKSF3sftLpu59NHWoT0ChERUNHfww3MWr8yiqKyOB6Eb7iJF8ElIhmZ5-alpbAzhbShiIW8vAZOBLX1JA0LJFeCdAaUuX8fZYCfyWdhQdtnuGD0EAB4UbGUpi6KUFvfXwBpQ6vo8yTGwsrFq33XBxRA2Q7xgQBOswMQwH3ObrxnO9P6gieIIw==)
24. [ppic.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEh54NOXoiwn3It6L48YIwwtUzG4YJUIkW_GWbgQ_u1LF4KqI0HZcXjgyubcEG1WCSc91caV6RvO37SZuLYkqpiidxoZ-oe8MKz0SUpNwEgk0OH8cGK8DoEIE0XKFjWWVQVwFCTKYmd9_GsjrImSBo_dZ2kSZOP6ffOu74H7mwOBU9tsw0ed0IuhlTEHLfQ3yQ=)
25. [quora.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQF3klNFlu6MTnEfnw7nglDAZQGdl39ZT1saRE2LDlQUq5trrLN14ofIg_WqH6lEGeC3hEbaY_JsrV1oc4L0ltI9iETKbUBJw9tQtvTLVt2fP7urmxxXfX1tOEmA6CRm50lejBt_2yyM-n7S5SZOJ6VE3VO5N4mUaVlfXLEDAMouYGpu-ZFjWQ==)
26. [quora.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHB8nmgjDywc6vskdJrZUT25ga6u18EtLZLBD6SrV0Te8Ii8u46mBtcqLC2z7jJgbceTpAW3_NGfZIm8EFft4AMxsxONC1eZHo-PpuoI8kAQGMWM3AGr7_LTH9xES3t7-0dZL6cuN0bivfVZlTgOs0D1yZ9pIbc4zJNxRk8rLFbtR2D_5TYiUVyep-rl1uYjY9QpMIZfhdMl9Ql2m53ZNT5eYSma2sR1G8yL9XrRZMCDTYTVcoDtiym)
27. [mit.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEfl06cMaXvJyOyGps-TlWXJtMQ4J0_lSKY-w2uGelNiY4C_W29gokb3b-zRTsl3XEXs7Qrnte2Oa9jTOcp1INDq2kVAqsshmUqFqoC_GyA-63XuwOSQP5I-t1uOOjqWaQNAa-jCjFxTFgzjt4cJYdn4lwrwuPG)
28. [suggestcollege.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFt7_aU4r_89UgwTOCHEER4lxRUFbfPW-8bnAIP0SGA5_OSo1tfrGYpezjXcGIMUAUH9BctCJfcpE7uh2QnW-f2seKfW-X2kUjVmrrCl8cPziLoFtAg-ZvWhwDYOvkhGG-4X3n_RayqMD7Rw_CcO-iKtZJIknh4s68r5LkKnQGQHWVVge5-QpFejRTz7OU58Pap9aZbrCo=)
29. [advcp.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEH7uMrJjvsBi_YzLqlJ6pUzjtc8M2E-jB3hEwZWU07D0elGT0LAc3rAQ8C8o4vcE21vmx0rYoibmtJiDLzSpPbpqEgfKHhl211OnxWdU-Ag3dQX9dWAJ3bYYBlEoQooUUqu0XcSGZZ8COy0A==)
30. [collegetransitions.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHyMwVHHc4mX8GCF7ODlsFIzcatYAyn7beKFeSWsaIV4qg2N6_qb-cDD_1cwAzaFMAGthVA9c1lqJT-9GddodhvDMiy6EV7wOTXMSPuvwhHEi1Wu5akZCYtJmRUaToMHFVGRpCx_-JF0vxyVE7NWLhd9jY=)
31. [academicjobs.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGHopStKWkmhnkEGq5i9FJReQw0lM0WDXpH02zMvlu5yeHlb_8ZQRx7nNgavsOaAGmvYGICzDhisPXTyiF68Say0IZt4nl5cqhMtjfbIxeNjfmGnfTk8oNx0PZ11yyyokQtNXXSbzyDJ06V6xIFDGuEQWzz_cw0jOJmip6_EYsOxJfShlwa3a18)
32. [blogspot.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQG-tzlWdmA22K-kia0qD60UF3q9HkPpAkap6U80jHpC7p42IcjMdhpWimRz17Qg8c3sw2ptyVcHm69-NsAQW7WTUVk6FbPeHJhcKEAez_LtgZ7VHp84ftk1_9QSnaaKY0fnOENUGFGDAmWLVPLXDGN-8_2LDFVII2GUvSj5OvxnOkPK3-ZDpihS)
33. [washingtonpost.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQG2Geu6TJQOzttZykSpLooolPjMgz5GOp0kkSddBRopZCnqEFQEqAVWsy09CHqc2HCXkvST3mfn7kDvkDVkBb4qGN_eY2GIjQwn_OKnAmjS5kvx91LXp8fJgH12qnTnF4yfaxuDnGlO9VoZfuBq95fF1x5WfmRMKYItLu8JXh3i89m1XW65)
34. [collegetransitions.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEqbag9jbK4WvLO7Qr8tv8NuwR6WHP7Xm3VQbZ9E2g9uh8gCwi1GzeZPq2edZYASKWg1NkuiYjTVCVj8tBJmqQqVBj1tTrRfZpOlC-nOADhMGlwXiQp1UrpuCjGEJl3lbv9a00aHTR_wR-EyF3KwBGHrsVjQquwvVuwYA==)
35. [ucla.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQF6EyMxFQnfC4slxqqOGWvwk9QspsGcxZqiHoj844UljQo7-4nzQy9Vrd9pBGMQbnWTgzYq6Xw12ISzg2Lh7hn4cR_onmZZEn4AaKviyMjANfimBxvgWg6YHnd9-VTrbgn1ZgQ1h3Jampd54ruDRGG3Gu5Th_nz8SUoMz-WR4k_)
36. [collegetransitions.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQErXbsAnzVrRjDjOBtlop1NDmp7XqmPS5koCpLC3jJsNbAAdT2xxo0AN9NG9WdBECVzcCDm11VWttyG-2pQz4q27mYnVD04u02DTiP7rB5sH_8h9KiI3BO6gUHcCvqKsnhkuxBqgBFzJjc8TL1YXRpgZwOfEdZWpunYYiCsNHD6Yai7nxcsXYAN)
37. [cam.ac.uk](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFWZSA1w8CU22LNlAldKsjGmkYaQjHiH5FmOe6Bc1Tr9U0Hw9JPu_vnZnqEkZM8Rj_VhnNTpZd8EoUotHuBMRzYuR7TjRJ-WZevZJaN619gPRSW1woZtFn1gBMU1l65eGGvI2ITLPvxqmHy5LsmGojxqQSi6DkN-3FIGK0MXPae7DlIeOJnl5GJ1DqDTu-eaWhSmaBcBM0NP9Kv7GrqMYDA__GMsRy591Y=)
38. [firstclasseducation.org.uk](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGI_UummchoV9h7_mH6CbPk52JBCn4HkqaSZxQA1PqeLNt5O9I8zKUI4tr1zLPOBVpzHm1JOP7xW640susk0SYgM0pYFBlEIbdAXwkEIl7a7m7bzO2_xlUTEnh2maDct_4Did684g6IGU__Z9N1NbV25PGTTxYG0b8-LmcREIDZNS4L4g==)
39. [uniadmissions.co.uk](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGcUFqOVwwH5VaJqWX-UVHGc5LYDt0Pmv7oKwyqj_vlMgg8S8OjMsg5SWFDWpugsPzjIipNryVftmQQR7P2EUjKB_bT9iAThhXVo6UqdLsS97WInmVeB70Frt9TwPByiwIjZxM-_uM3pp599_IPg4oX8wBrPVJJfmI3ZTUkjFux2ck=)
40. [oxbridgeapplications.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFq2qU1MhojHxr19-FPLDm2yDMan7n1D5lJXkaDXW1-IRjxdAS5u2OZ4pCmI0G-WGh51m47ps9EErJx4LKnvRf3NIa0MUhiXExz53rg0QB7m8IfWwaT7sXZ-LjiF-YjNxHLclaNJbfynqUEx3QBva7NwCWl5vJvq8c=)
41. [grokipedia.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGob8zyumdqDSQ4C6ypXbKAC3sw9oVOi8J1Lmb2LlHtiG_wFXytmzWJ43apr7adWR0f7AmWON1ICF70_9yZ0s3teRlOk2A5Mko-UuMgsvlSi2hmVrnVu-yVG1u0YU7T)
42. [collegeconfidential.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFtlEub-Tx-SIKW__8sQYsYnXPaF48Y92U8wyiLAqr50xpBWEUACCOeYlmxe1UC-oEOShhn1B6NJsvLbEFZrskE8fYy3wUVo3Q7wwTWXaT77Yl1-KxhsaQXd17HOqGuZ7YB6DUZR0m1BCpZDj86TAt3Brcee6Ba82BdQwuA_hW8NlWSCpt2E3MEdf_abIrCxzIHDWZCvRNYCiR8c47GUkehbuk6)
43. [learn.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHcqiyjzM-5MvFdKiDuAkvlD40q6WiYwGCtXrPyLHTZwhrG7IzurrgnBLaNA_A6t72DEiPLFXm2fSF06s9hI5vZqMmwoOr8Hbnhdmc37avT3xFUb36-TZh8Lp0D4uBn1hf33D2Wjzsw_6AvyL-VwBc7yMnb)
44. [affordablecollegesonline.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHmAFUXFHDeRkIHN0932XjshRxeMoAgPBTdW-1G25sKbK6iAQQHBai3l6Us856m-ulV949xQdRsKAaTo75nWCj28OmovV5f-EoS6RNEH8U7qlDKD609M1y_9SHHsF3OetaxujngJcbmh7C4zIJr9m1oxXVJggkJ-9SI95Ed4UaUDUnJJjTxSUxd)
45. [purdue.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFJEYFDaUhOHVqT9GHhwNUdXda62UKK5fTmYmJxU6rV1VnR1hG6fwzV7KpF9YEcCEnaz5GgTWkxndCRlnRxODI261HTBnCixvVv1my6IT54mlVXteSdQzObYEwVXwLc0_jx-1bq-X0oYMc1U_wm3bHzH59RaAY=)
46. [arxiv.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQH8bAQ29Tx-MgexmFhQXbg0u8brE9Zt-0KSOJb0Njr_nB6rcVI76dHAxG3yY3Jgj3GngJVnonKujEkYrxYE3c2lMerKnGJl-ta_Ux0sy7PJWX033Xl20Q==)
47. [quora.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEeP6WAa3Q-SJh9pOYp9uJJaA80r_NKbn8_cJqedCxPjLcDvVxO_irQqH6jXhds6ZtRB7BXwc7_RpdSIVdgMqjoVF8r4gWXVLlEHyZ82AP1vPS_7A4jaon-m6oe3_bdyXwqSz5jdoVy6LUEdo80FHks8PFRZ8ZHLFQS4GVxGFV0UeGXotmsACR0t4uiYXKKZkGVPmyG7oG6TpLYtblNFhz5dHLP)
48. [reddit.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHX-jfdS6Zil3t_z4jPcVcCKaG_K0f1hcg2Zsp6BQAhp0CS-fgS6k_dR4h6ode5kFLRMtvspkCm3yJz3YnMMaUDPL75jgnpBHmS49Jnvr0hfj0ptkcYM76EYnpCmJxELLKGZZSpz3ejTHBjFAi-cpgPKW4NIGTokAOdR5SZ_fGGQrzCcsPTkaMIhMXwjSEIu76xcngNSA==)
49. [collegeconfidential.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQF09abwuDxdhzc8SQhDW9mKuJqFQCPpDjVokjXHPrXYZWlMJI8e1cMVNXIiQxtvGGbrnBripiXEOPQ8PAACpUpyyUxrFiqzWzLKleW8kvwmwRFWm2DtGcuwFKKq8fCjQasCFjk0lU--QAO8bdvHLPM0AUMkEelhSfVHRFcj74JpQtRm4g1VPexCcs2QK8Z0DI7CdtHaRUd7aMfCeam3ufOlZFGgSn5-bveT5CB93W-daUC2YTP3pZEa33unyA==)
50. [thestar.com.my](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGNFJfSu8i5Tz22UNeb6aRSYco3RXzY0SRvbX8wscRCWfvG4CBkuGr-QuKCFr7JtjHaHleykaoDGpC_aF1QcOhYvISq_SdtKk_ZxiL76ZCrbO75M-cBDFoIONVI3OZZXXMqwfQiDRcqvNnVBQcgbFN86UO5b8nVyjl9XzCXwRumvkuPOv2dzYONnbQu7o_oMQqjccCqPEbaLDTg44eejN_kBbpFRmYpFp5pB5hd)
51. [wordpress.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEp7pIeszbuaVnoKGSXQ9J9N33VwekL8vXdsJ5tvt4ZJl5JDj3yWjL7CFm0GRqytnpCKVajVvOBt9_ZJNqijK_41mclrgnmpDaD6BuhduD1PAc8n9RVkRns6g2uE23vbINI)
52. [devby.io](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEHM5DpXU0Z19zcAv7QPBgKPKxYYgOZ7KrHD71SEiEnlcl9SPU2sbYokZ3KFt1yVPrAvXkUoqVIDGtY05WCoAQUwJzgk5nXFDYXHDvY2Ud88edDCEsAOqLzsTpmSSusxVL3mY_ZebctDF_VWbaePwLbdBT_yzirSRV8MkLp4WfYeCWfg7664Iydo82p1-DWhg2680i4OAwklzDGZ8q7erWeUKtl6MMO)
53. [quora.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFOD4bVc59mwb_UwLXYP4P43me6cYPA0_whOKtuw89FtVB8Xie7z-GGyoKGRupTGVdtL0sjiEljdjmWxxW6W-vcgWhzMHJdOFYm7c4NK78MZm4RyQ6cFjtI8oLE1z1OLKilUZ2SwBY4l8CEC4kjF8rnEZCWSqvnY-rC2Tlr-H0cXEbcTbWgSyksmVzkDtDQcG0yGr1V0CWfyuVLcOVmE-2loA==)
54. [collegeadvisor.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHlY28XyroN8Y0oJijFnTKz2dCppvZvsFKS43bBEqFvmTCiNKRiA9yF9hWU2aD1fMAlTF6CUy7LPT4erCn_7medKqQat-vmNjP7IwQZJw7OxlvGofV65o6WFgxXz0UthNas4jltAXOHPK2GaEQ=)