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Undergraduate Admissions Uncensored

New Duke Essay Prompt Fumbles “Fitting In” Again

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Duke University has released its 2024-2025 supplemental essay prompts for first-year applicants, and for the second year in a row, a prompt about “fitting in” fails the clarity test.

Overall, Duke updated only one of its supplemental short essay prompts for applicants to its Class of 2029.

The following question continues to be required for all first-year applicants to Duke during the 2024-2025 admissions cycle:

What is your sense of Duke as a university and a community, and why do you consider it a good match for you? If there’s something in particular about our offerings that attracts you, feel free to share that as well. (250 word limit) *RETURNING FROM LAST CYCLE*

Meanwhile, the following prompts are optional, but applicants can only respond to one or two of the below prompts. Students should only respond to one or two of these prompts if they believe that doing so will add something meaningful that is not already shared elsewhere in their applications:

A. We believe a wide range of viewpoints, beliefs, and lived experiences are essential to maintaining Duke as a vibrant and meaningful living and learning community. Feel free to share with us anything in this context that might help us better understand you and what you might bring to our community. *RETURNING FROM LAST CYCLE*

B. Tell us about an experience in the past year or two that reflects your imagination, creativity, or intellect. *RETURNING FROM LAST CYCLE*

C. We believe there is benefit in sharing or questioning our beliefs or values; who do you agree with on the big important things, or who do you have your most interesting disagreements with? What are you agreeing or disagreeing about? *RETURNING FROM LAST CYCLE*

D. Duke’s commitment to inclusion and belonging includes sexual orientation, gender identity, and gender expression. Feel free to share with us more about how your identity in this context has meaning for you as an individual or as a member of a community. *RETURNING FROM LAST CYCLE*

E. We recognize that not fully “fitting in” a community or place can sometimes be difficult. Duke values the effort, resilience, and independence that may require. Feel free to share with us circumstances where something about you is different and how that’s influenced your experiences or identity. *NEW THIS CYCLE*

Option “E” above is new for this admissions cycle. It replaces the following prompt, which appeared last admissions cycle:

We recognize that “fitting in” in all the contexts we live in can sometimes be difficult. Duke values all kinds of differences and believes they make our community better. Feel free to tell us any ways in which you’re different, and how that has affected you or what it means to you. *DISCONTINUED FROM LAST CYCLE*

The problem with last year’s prompt is that students could respond to it by focusing exclusively on their racial status, which The Supreme Court of the United States explicitly ruled can’t be considered by colleges when making admissions decisions. Though Duke tried to qualify the first two sentences of last year’s prompt with a third sentence meant to inspire applicants to discuss how what makes them different has changed them or what it means to them, it’s likely that far too few applicants took the hint. So, this year, Duke has adjusted the prompt to lead students’ responses to focus more on how difference has caused them to exert effort and/or demonstrate resilience or independence.

Chief Justice John Roberts’ majority opinion last year included this critical paragraph:

“At the same time, as all parties agree, nothing in this opinion should be construed as prohibiting universities from considering an applicant’s discussion of how race affected his or her life, be it through discrimination, inspiration, or otherwise. See, e.g., 4 App. in No. 21–707, at 1725–1726, 1741; Tr. of Oral Arg. in No. 20–1199, at 10. But, despite the dissent’s assertion to the contrary, universities may not simply establish through application essays or other means the regime we hold unlawful today. (A dissenting opinion is generally not the best source of legal advice on how to comply with the majority opinion.) “[W]hat cannot be done directly cannot be done indirectly. The Constitution deals with substance, not shadows,” and the prohibition against racial discrimination is “levelled at the thing, not the name.” Cummings v. Missouri, 4 Wall. 277, 325 (1867). A benefit to a student who overcame racial discrimination, for example, must be tied to that student’s courage and determination. Or a benefit to a student whose heritage or culture motivated him or her to assume a leadership role or attain a particular goal must be tied to that student’s unique ability to contribute to the university. In other words, the student must be treated based on his or her experiences as an individual—not on the basis of race. Many universities have for too long done just the opposite. And in doing so, they have concluded, wrongly, that the touchstone of an individual’s identity is not challenges bested, skills built, or lessons learned but the color of their skin. Our constitutional history does not tolerate that choice.”

Most admissions offices were instructed by legal counsel (or by superiors and/or consulting firms that consulted with legal counsel) that Roberts’ opinion left the door open to considering applicants’ “racial experiences” even if colleges are no longer able to consider applicants’ “racial statuses.” So, by directing applicants to focus on characteristics developed as a result of being different, Duke is better comporting this new optional supplemental essay prompt with the rule of law. Yet, the last sentence of the new prompt (Feel free to share with us circumstances where something about you is different and how that’s influenced your experiences or identity.) undermines the effort by being clunky at best and grammatically incorrect, too wordy, and pretty incoherent at worst.

“Circumstances” are not a place; therefore, “where” should be “in which.” It’s likely that “where” is referencing the “community or place” mentioned in the first sentence of the prompt, but if so, the last sentence of the prompt should read “Feel free to share with us a community or place where something about you is different…”

Similarly, “is” in the last sentence of the prompt implies at present; yet, for a student to accurately reflect on how he or she exerted effort and/or demonstrated resilience or independence, he or she would have to reflect on something that’s happened in the past even if it’s also ongoing in the present.

Finally, the “…and how that’s influenced your experiences or identity.” conclusion to the prompt is confusing. If the applicant is already writing about a way in which his or her identity has required him or her to exert effort and/or demonstrate resilience or independence in order fit into a community or place, in most cases one one would expect that the student was trying to have the community NOT influence his or her identity too much, so there may be limited growth related to that identity, though there could be growth or influence experienced that the student could refer to in other ways. But that opens up a whole additional can of worms and there are just not enough words with which to work to really flesh things out. What a mess!

I’m surprised that Duke admissions leadership and its counsel didn’t try to make this a bit easer for seventeen- and eighteen-year-olds to digest. While there are fewer words in this year’s version of this prompt compared to last year’s version of this prompt, it could have been streamlined and shortened even more for brevity and clarity. As the song goes:

‘Tis the gift to be simple, ’tis the gift to be free,‘Tis the gift to come down where we ought to be,And when we find ourselves in the place just right,‘Twill be in the valley of love and delight.

I’ve got to believe very few applicants to Duke this year will feel as though they are in the valley of love and delight when tackling Duke’s newest optional essay prompt. Many students will likely skip this prompt all together, as compared to the other optional prompts this one is quite convoluted. With that in mind, I suggest the powers that be at Duke consider this rewrite for next year (if they want to keep this type of prompt at all):

We recognize that “fitting in” can sometimes be difficult. Duke values the effort, resilience, and independence that may require. Discuss a time when “fitting in” influenced your experience or identity and describe how.

I believe the prompt proposed above would be legally sound and more comprehensible for students, thus resulting in more focused and specific responses, but what do I know?

Earlier this year, Duke University revealed that, at least for the 2023-2024 undergraduate admissions cycle for first-year applicants, it no longer gave essays and standardized test scores numerical ratings.

I wish all applicants to Duke’s Class of 2029 – and the Duke admissions officers tasked with reading applicants’ responses to these essay prompts – the very best of luck!

Caltech releases its 2024-2025 supplemental essay prompts for first-year applicants

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Caltech, hot on the heels of announcing that it will require first-year applicants to report ACT or SAT scores in order to be considered for Caltech’s Class of 2029, has now released its supplemental essay prompts for the 2024-2025 admissions cycle. While a number of short essays are options, Caltech also requires first-year applicants to respond to several prompts.

Located in Pasadena, California, Caltech benefits from its proximity to major research institutions, high-tech companies, and cultural attractions in the Los Angeles area. This location can provide students with amazing, varied, and unique opportunities for internships, networking, and social activities. Caltech is also known for its unique academic culture, characterized by collaboration, curiosity-driven research, and a focus on solving complex problems. Students who thrive in a challenging and intellectually stimulating environment often find Caltech to be a perfect fit. Most importantly, Caltech faculty members are leaders in their fields, and undergraduates have the opportunity to work closely with them on cutting-edge research projects. This hands-on experience can be invaluable for students looking to pursue graduate studies or enter industry.

When a first-year applicant applies to Caltech through the Common App or QuestBridge application, the student will also submit the Caltech Specific Questions (for QuestBridge applicants, these questions come if the student becomes a Match Finalist and he or she has ranked Caltech). The essays are an opportunity for first-year applicants to share more about themselves in their unique voice.  While there are no right or wrong answers, Caltech does share the following advice with prospective undergraduates before they set out to complete their supplemental writing for Caltech:

  • Remember, Caltech is an unapologetic STEM institution. Literally, there is no way to write about too much STEM in your supplemental questions. So lean all the way in on the STEMiest of STEMmy topics (yep, those are made-up words but totally appropriate). Review our What We Look For page before you get started.
  • Faculty at Caltech review files of the most competitive applicants. So don’t worry that your science won’t make sense to a lay-person because our faculty with PhDs conducting research that will change the world will understand what you’re saying. We promise.
  • If there is anything important about who you are, what you’ve done, or how you’ve experienced your life – we want to know about it. Holistic review means whole person review. We’re here for whatever you want to share.

While Caltech is of course a school that attracts the best and brightest STEM students from around the world, it’s also an institution that clearly wants such students to be able to communicate well in English in their applications. For the vast majority of applicants using the Common App to apply to Caltech, the 650-word Common App essay is already a huge challenge. The fact that Caltech gives such applicants the chance to write 1,500 more words in response to the prompts below should act as a big heads up to each first-year applicant that he or she shouldn’t just be substantively qualified to succeed at Caltech. He or she must also be prepared to make an articulate and compelling case for his or her admission to Caltech throughout his or her overall application.

All Fall 2025 applicants are also encouraged to review Caltech’s guidelines on the ethical use of AI before submitting their supplemental essays.

Required STEM Academic Interest Question

Caltech has a rigorous core curriculum and students don’t declare a major until the end of their first year. However, some students arrive knowing which academic fields and areas already most excite them, or which novel fields and areas they most want to explore.

If you had to choose an area of interest or two today, what would you choose?

*Note that you are under no obligation to follow this choice if admitted.

Why did you choose your proposed area of interest? If you selected ‘other’, what topics are you interested in pursuing? (Min: 100 / Max: 200 words)

Required Short Answer Questions

STEM Curiosity Question

Regardless of your STEM interest listed above, take this opportunity to nerd out and talk to us about whatever STEM rabbit hole you have found yourself falling into. Be as specific or broad as you would like. (Min: 50 / Max: 150 words)

STEM Experiences Questions

At Caltech, we investigate some of the most challenging, fundamental problems in science, technology, engineering, and mathematics. We are interested in learning more about your engagement with STEM.

Please share two STEM-related experiences:

  1. Tell us how you initially found your interest and passion for science or any STEM topic, and how you have pursued or developed this interest or passion over time. (Min: 100 / Max: 200 words)
  2. Tell us about a STEM-related experience from the last few years and share how and why it inspired your curiosity. (Min: 100 / Max: 200 words)

Creativity Question

The creativity, inventiveness, and innovation of Caltech’s students, faculty, and researchers have won Nobel Prizes and put rovers on Mars. But Techers also imagine smaller-scale innovations every day, from new ways to design solar cells to how to 3D-print dorm decor to experimenting in the kitchen. How have you been a creator, inventor, or innovator in your own life? (Min: 200 / Max: 250 words)

Caltech Values Question

Caltech’s values include respect for a diversity of thoughts and ideas. How have you cultivated this value in your own life? (Min: 50 / Max: 200 words)

Optional Short Answer Questions

We know, we know … you see optional and start to wonder if we mean it. But in this section, we truly do! See these as completely optional opportunities to show us more of your personality.

Optional. We promise.

  1. If there are aspects of your life or social or personal identity that you feel are not captured elsewhere in this application, please tell us about them below. (Max: 150 words)
  2. When not surveying the stars, peering through microscopes, or running through coding marathons, Caltech students pursue an eclectic array of interests that range from speed-cubing, reading, yoga, playing musical instruments and theater arts, to solving puzzles, hiking, painting, and building or inventing new gadgets. We understand that everyone needs an outlet or two. What is a favorite interest or hobby, and why does it bring you joy? (Max: 200 words)
  3. Did you have a hard time narrowing it down to just one interest or hobby? We understand – Caltech students like to stay busy, too. Tell us about another hobby or interest! (Max: 150 words)

Optional Academic Short Answer Questions

OPTIONAL: Have you had any extenuating circumstances (such as limited course selection or disruptions), that have affected your coursework, but that are not described elsewhere in your application? If so, tell us about them here.

University of Chicago 2024-2025 Essay Prompts as Creative as Ever

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University of Chicago has revealed its 2024-2025 admissions cycle supplemental essay prompts, and they’re as distinctive as ever before.

The first essay first-year applicants must respond to is the relatively staid “Why UChicago” essay prompt that has been around for a while:

How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Please address with some specificity your own wishes and how they relate to UChicago.

While there is no formal word count limit on applicants’ responses to the prompt above, one page single-spaced should be more than enough.

Then, depending on one’s perspective, things either go off a cliff or get really exciting because University of Chicago asks first-year applicants to complete one more essay (again with no defined word-count limit) in response to one of the following new prompts for those seeking admission into University of Chicago’s undergraduate Class of 2029:

Essay Option 1: We’re all familiar with green-eyed envy or feeling blue, but what about being “caught purple-handed”? Or “tickled orange”? Give an old color-infused expression a new hue and tell us what it represents.
– Inspired by Ramsey Bottorff, Class of 2026

Essay Option 2: “Ah, but I was so much older then / I’m younger than that now” – Bob Dylan. In what ways do we become younger as we get older?
– Inspired by Joshua Harris, Class of 2016

Essay Option 3: Pluto, the demoted planet. Ophiuchus, the thirteenth Zodiac. Andy Murray, the fourth to tennis’s Big Three. Every grouping has something that doesn’t quite fit in. Tell us about a group and its unofficial member, why (or why not) should it be excluded?
– Inspired by Veronica Chang, Class of 2022

Essay Option 4: “Daddy-o”, “Far Out”, “Gnarly”: the list of slang terms goes on and on. Sadly, most of these aren’t so “fly” anymore – “as if!” Name an outdated slang from any decade or language that you’d bring back and explain why you totally “dig it.”
– Inspired by Napat Sakdibhornssup, Class of 2028

Essay Option 5: How many piano tuners are there in Chicago? What is the total length of chalk used by UChicago professors in a year? How many pages of books are in the Regenstein Library? These questions are among a class of estimation problems named after University of Chicago physicist Enrico Fermi. Create your own Fermi estimation problem, give it your best answer, and show us how you got there.
– Inspired by Malhar Manek, Class of 2028

The sixth option for an applicant’s second essay is the following catch all:

Essay Option 6: And, as always… the classic choose your own adventure option! In the spirit of adventurous inquiry, choose one of our past prompts (or create a question of your own). Be original, creative, thought provoking. Draw on your best qualities as a writer, thinker, visionary, social critic, sage, citizen of the world, or future citizen of the University of Chicago; take a little risk, and have fun!

Of course, UChicago first-year applicants must also complete the Common App essay.

Also new for the 2024-2025 admissions cycle, University of Chicago has a no-harm testing policy regardless of whether applicants take advantage of the university’s Early Decision I (November 1 deadline), Early Action (November 1 deadline), Early Decision II (January 6 deadline), or Regular Decision (January 6 deadline) admissions plans.

While University of Chicago has yet to publish its Class of 2028 Profile, its Class of 2027 Profile indicates that 38,800 students applied, 1,849 students were accepted, and 1,626 matriculated into the university from the start to the finish of the 2022-2023 admissions cycle.

More Thoughts About the University of Chicago Supplemental Essay Prompts:

What Do Actual University of Chicago Students Love About Their University? We Asked:

University of Chicago Introduces Exclusive Very Early Decision (EVED)

Tips for Navigating the College Admissions Process

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Navigating the college admissions process can be a daunting task for students and their families. With so many steps and important deadlines, it’s easy to feel overwhelmed. 

However, with proper planning and preparation, you can streamline this process and increase your chances of gaining admission to your desired college. Today, I’ll share practical tips to help you successfully navigate the college admissions process.

1. Start Early

One of the most important pieces of advice for navigating the college admissions process is to start early. Begin your college search and preparation well before your senior year of high school. Ideally, you should start seriously thinking about college in your freshman year or sophomore year of high school.

Create a timeline that includes all the important dates and deadlines. This timeline should cover standardized test dates, application deadlines, and financial aid deadlines. Having a clear schedule will help you stay organized and ensure that you don’t miss any critical steps.

2. Research Different Programs and Schools

Early research is also crucial. Start exploring different colleges and universities to understand what they offer and what you’re looking for in a college experience. Consider factors such as location, size, academic programs, campus culture, and extracurricular opportunities. Starting early gives you ample time to make informed decisions and reduces the pressure as deadlines approach.

Thoroughly researching different programs and schools is essential for finding the best fit for your interests and career goals both short-term and long-term. Look into a diversity of colleges and universities to see which ones offer the programs you’re interested in or to learn about programs you didn’t even know existed.

For example, while researching undergraduate business degrees you may find that some colleges on your list also offer undergraduate degrees in human resources management, while many others don’t offer such an undergraduate program. This could inspire you to pursue human resources management as an undergraduate and an MBA later on. Alternatively, discovering the world of HR as a high schooler may motivate you to pursue your undergraduate degree in another business discipline like accounting, marketing, or management before ultimately pursuing a masters in HR online after earning your undergraduate degree.

Talk to current students or alumni to get their perspective on the programs and the overall college experience. This firsthand information can provide valuable insights that aren’t always available on official websites. 

3. Understand Admission Requirements

Understanding the admission requirements for each college you’re interested in is crucial. Most colleges have specific criteria that applicants must meet, including GPA, standardized test scores, and application essays. Make sure you know the requirements for each school on your list and strive to meet or exceed them.

Gather all necessary documents early, such as transcripts, letters of recommendation, and any required forms. Keeping these documents organized and easily accessible will save you time and reduce stress as deadlines approach. Some colleges may also require portfolios, auditions, or additional materials for specific programs, so be sure to check each school’s requirements carefully.

Understanding admission requirements also means knowing what the college values in its applicants. Some schools place a high emphasis on extracurricular activities, community service, or leadership experience. Tailor your application to highlight your strengths in these areas and show how you align with the college’s values and mission.

4. Prepare for Standardized Tests

Standardized tests like the SAT and ACT play a significant role in the college admissions process. Preparing for these tests can greatly impact your scores and improve your chances of admission. Start by familiarizing yourself with the format and content of the tests.

Create a study schedule that allows you to cover all the necessary material without cramming. Use study guides, practice tests, and online resources to reinforce your understanding and improve your test-taking skills. Consider enrolling in a prep course or working with a tutor if you need additional support.

Taking the tests early and multiple times can also be beneficial. Many students find that their scores improve with each attempt as they become more comfortable with the test format and identify areas for improvement. Make sure to register for the tests well in advance and take advantage of any available test dates that fit into your schedule.

5. Craft a Strong Personal Statement/Essay

The personal statement, which in most cases takes the form of the Common App essay for those applying to college in the USA, is a critical component of your college application. It provides an opportunity for you to showcase your personality, experiences, and aspirations to the admissions committee. A well-crafted personal statement can make a significant difference in how your application is perceived.

Start by brainstorming ideas for your personal statement. Reflect on your experiences, challenges, and achievements, and think about how they have shaped you. Choose a topic that allows you to tell a compelling story and highlight your unique qualities.

When writing your personal statement, be authentic and sincere. Admissions committees are looking for genuine insight into who you are, not just a list of accomplishments. Use vivid examples and specific details to illustrate your points and make your essay memorable.

After drafting your personal statement, take the time to revise and refine it. Seek feedback from teachers, mentors, or family members, and be open to constructive criticism. A polished, well-written personal statement can leave a lasting impression and strengthen your overall application.

6. Gather Strong Letters of Recommendation

Letters of recommendation are an important part of the college application process. They provide insight into your character, achievements, and potential from the perspective of teachers, mentors, or employers who know you well. These letters can significantly impact your application, so it’s important to approach this task thoughtfully.

Start by identifying individuals who can write strong, detailed letters of recommendation. Choose people who have worked closely with you and can speak to your strengths and accomplishments. Typically, teachers from your junior or senior year, coaches, or supervisors from internships or jobs are good options.

When asking for a recommendation, do so before the deadline. This allows your recommenders sufficient time to write you a thoughtful letter. Give them all important information, such as your resume, a list of your accomplishments, and details about the colleges you’re applying to. This information can help them make your letter specific so it aligns with each college’s values.

Key Takeaway

Navigating the college admissions process can be a challenging yet rewarding journey. Remember that each step in the process is an opportunity to showcase your strengths and align your goals with the right college. Stay proactive, seek guidance when needed, and maintain a positive mindset. 

With thorough preparation and a strategic approach, you can confidently navigate the admissions process and take a significant step toward achieving your educational and career aspirations.

Cornell University Introduces New Essay Prompts for Class of 2029 Applicants

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Cornell University in Ithaca, New York has introduced a new essay prompt that all first-year applicants must respond to in order to be considered for Cornell’s undergraduate Class of 2029.

Regardless of the undergraduate school at Cornell applied to, all first-year applicants during the 2024-2025 admissions cycle are now required to write up to 350 words in response to this prompt:

We all contribute to, and are influenced by, the communities that are meaningful to us. Share how you’ve been shaped by one of the communities you belong to. Remember that this essay is about you and your lived experience. Define community in the way that is most meaningful to you. Some examples of community you might choose from are: family, school, shared interest, virtual, local, global, cultural.

This is a more streamlined prompt than one that appeared last admissions cycle, when, in order to become a member of Cornell’s undergraduate Class of 2028, applicants had to respond to the following now-discontinued prompt in up to 350 words:

In the aftermath of the U.S. Civil War, Ezra Cornell wrote, “I would found an institution where any person can find instruction in any study.” For over 150 years, Cornell University has remained deeply committed to Ezra’s vision. Explain how your life experiences will help inform your contributions to a learning community devoted to “…any person…any study.” We encourage you to think broadly about your life experiences, including how local (e.g., family, school, neighborhood) or global communities you’ve been part of have helped shape your perspective.

Last year, the focus was on “life experiences” that applicants would harness in order to contribute to the Cornell learning community. This year, the focus is squarely on one community the applicant has been “shaped by” and specifically how.

Beyond the required prompt, depending on the school at Cornell a first-year applicant is applying to, he or she will also have to respond to one or more of the following additional essay prompts:

College of Agriculture and Life Sciences

Required: By applying to Cornell’s College of Agriculture of Life Sciences (CALS), you are also applying for direct entry into one of our 20+ majors. From here, you would be part of a community dedicated to purpose-driven science; working within your major and across disciplines to tackle the complex challenges of our time.

Why are you drawn to studying the major you have selected and specifically, why do you want to pursue this major at Cornell CALS? You should share how your current interests, related experiences, and/or goals influenced your choice. (500-word limit)

Instructions: The optional short-answer questions invite you to share additional information about your background, interests, and experiences as they relate to aspects of the Cornell CALS mission. The content of any responses submitted will be included in the holistic review of your application (which is also the case for any optional additional information submitted as part of your Common Application or uploaded through your Cornell Application Portal once you’ve applied).

Optional: At Cornell CALS, we aim to leave the world better than we found it, so we seek out those who are passionate about serving the public good. Please elaborate on an experience where you were able to have a meaningful impact on people, a community, and/or an environment of importance to you. (100-word limit)

Optional: Cornell CALS is dedicated to purpose-driven study of the agricultural, life, environmental, and social sciences and welcomes students with interests that span a wide variety of disciplines. Given our agricultural history and commitment to educating the next generation of agriculturalists, please share if you have a background or interest in agriculture, regardless of your intended major. An “agricultural entity” for the purpose of this question is defined as cultivating soil, growing crops, and raising livestock (e.g., farm, ranch, greenhouse, vineyard, etc.).

Select all that apply:

  • A primary source of income for my parent/guardian(s) comes from ownership of or employment by an agricultural entity.
  • My extended family owns or operates an agricultural entity.
  • I have experience working in an agricultural entity.
  • I have interest in pursuing a career in an agricultural entity.

Please feel free to share additional details (optional). (100-word limit)

The above prompts for CALS applicants are brand new this year. 

College of Architecture, Art, and Planning

How do your interests directly connect with your intended major at the College of Architecture, Art, and Planning (AAP)? Why architecture (B.Arch), art (BFA), or urban and regional studies (URS)? B. Arch applicants, please provide an example of how a creative project or passion sparks your motivation to pursue a 5-year professional degree program. BFA applicants may want to to consider how they could integrate a range of interests and available resources at Cornell into a coherent art practice. URS students may want to emphasize their enthusiasm and depth of interest in the study of urban and regional issues. (650 word limit)

The above prompt for Architecture, Art, and Planning applicants is the same as that which existed last year. 

College of Arts & Sciences

At the College of Arts and Sciences, curiosity will be your guide. Discuss how your passion for learning is shaping your academic journey, and what areas of study or majors excite you and why. Your response should convey how your interests align with the College, and how you would take advantage of the opportunities and curriculum in Arts and Sciences. (650 word limit)

The above prompt for Arts & Sciences applicants is the same as that which existed last year. 

Cornell Jeb E. Brooks School of Public Policy

Why are you drawn to studying public policy? Drawing on your experiences, tell us about why you are interested in your chosen major and how attending the Brooks School will help you achieve your life goals. (650 word limit)

The above prompt for Public Policy applicants is the same as that which existed last year. 

Cornell SC Johnson College of Business

What kind of a business student are you? Using your personal, academic, or volunteer/work experiences, describe the topics or issues that you care about and why they are important to you. Your response should convey how your interests align with the school to which you are applying within the Cornell SC Johnson College of Business (Charles H. Dyson School of Applied Economics and Management or the Peter and Stephanie Nolan School of Hotel Administration). (650 word limit)

The above prompt for Business applicants is the same as that which existed last year. 

College of Engineering

Instructions: All engineering applicants are required to write two long essays and four short essays.

Long Essay Responses (200 word limit)
  • Question 1: Fundamentally, engineering is the application of math, science, and technology to solve complex problems. Why do you want to study engineering?
  • Question 2: Why do you think you would love to study at Cornell Engineering?
Short Answer Responses (100 word limit)
  • Question 1: What brings you joy?
  • Question 2: What do you believe you will contribute to the Cornell Engineering community beyond what you’ve already detailed in your application? What unique voice will you bring?
  • Question 3: What is one activity, club, team, organization, work/volunteer experience or family responsibility that is especially meaningful to you? Please briefly tell us about its significance for you.
  • Question 4: What is one award you have received or achievement you have attained that has meant the most to you? Please briefly describe its importance to you.

The above writing requirements for Engineering applicants are brand new this year. 

College of Human Ecology

How has your decision to apply to the College of Human Ecology (CHE) been shaped and informed by your related experiences? How will what you learn through CHE and your chosen major impact your goals and plans for the future? Your response should demonstrate how your interests and aspirations align with CHE’s programs and mission. (Refer to our essay application tips before you begin.) (650 word limit)

The above prompt is a reworded version of a similar one that was required of Human Ecology applicants last year. 

School of Industrial and Labor Relations

Using your personal, academic, or volunteer/work experiences, describe the topics or issues that you care about and why they are important to you. Your response should show us that your interests align with the ILR School. (650 word limit)

The above prompt for ILR applicants is the same as that which existed last year. 

—-

For students applying to enroll at Cornell in fall 2025, Cornell is test-recommended or score-free depending on the college/school the student is applying to. All applicants must also complete the Common App’s main essay in order to be fully considered for admission into Cornell’s Class of 2029.

New Dartmouth Essay Prompts Feature Football and Wild Chimpanzees

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Dartmouth College has released its 2024-2025 supplemental essay prompts for first-year applicants, and while some prompts from the past make a return appearance, new options pay homage to wild chimps and a much-loved Dartmouth football coach.

Dartmouth’s writing supplement requires applicants to write brief responses to three supplemental essay prompts as follows:

1. Required of all applicants. Please respond in 100 words or fewer:

As you seek admission to Dartmouth’s Class of 2029, what aspects of the college’s academic program, community, and/or campus environment attract your interest? How is Dartmouth a good fit for you?

This above prompt is a streamlined version of a very similar prompt that existed last year. 

2. Required of all applicants, please respond to one of the following prompts in 250 words or fewer:

A.    There is a Quaker saying: Let your life speak. Describe the environment in which you were raised and the impact it has had on the person you are today.

B.    “Be yourself,” Oscar Wilde advised. “Everyone else is taken.” Introduce yourself.

The above two prompt options are exactly the same as last year. 

3. Required of all applicants, please respond to one of the following prompts in 250 words or fewer:

A.    What excites you?

The above prompt option also appeared last year. 

B.    Labor leader and civil rights activist Dolores Huerta recommended a life of purpose. “We must use our lives to make the world a better place to live, not just to acquire things,” she said. “That is what we are put on the earth for.” In what ways do you hope to make—or are you already making—an impact? Why? How?

The above prompt option also appeared last year. 

C.    In “Oh, The Places You’ll Go,” Dr. Seuss invites us to “Think and wonder. Wonder and think.” Imagine your anticipated academic major: How does that course of study sync with Dr. Seuss’s advice to you?

The above prompt option is a more focused and leading version of a prompt that appeared last year. 

D.    The social and family interactions of wild chimpanzees have been the focus of Dame Jane Goodall’s research for decades. Her understanding of animal behavior prompted the English primatologist to see a lesson for human communities as well: “Change happens by listening and then starting a dialogue with the people who are doing something you don’t believe is right.” Channel Dame Goodall: Tell us about a moment when you engaged in a difficult conversation or encountered someone with an opinion or perspective that was different from your own. How did you find common ground?

The above prompt option is brand new this year. 

E.    Celebrate your nerdy side.

The above prompt option also appeared last year. 

F.    “It’s not easy being green…” was the frequent refrain of Kermit the Frog. How has difference been a part of your life, and how have you embraced it as part of your identity, outlook, or sense of purpose?

The above prompt is slightly edited from last year. 

G.    Buddy Teevens ’79 was a legendary and much-beloved coach at Dartmouth. He often told parents: “Your son will be a great football player when it’s football time, a great student when it’s academic time, and a great person all of the time.” If Coach Teevens had said that to you, what would it mean to be “a great person”?

The above prompt option is brand new this year.

Candidates applying for first-year admission to Dartmouth use the Common App, which goes live for the 2024-2025 admissions cycle on August 1, 2024.

New Early Action Admissions Options Popping Up Across America

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It started in Texas, gained traction in Florida, and has now spread to the Pacific Northwest. “It” is the advent of new Early Action admissions plans for high school seniors applying to college.

When a high school senior applies to a college or university “Early Action” it means he or she is submitting his or her application by a specific early deadline (usually in October, November, or December) and will in turn receive an admissions decision earlier than when that college or university releases its admissions decisions to students who apply “Regular Decision” (which is usually associated with a January or February application deadline).  When a student is admitted “Early Action,” the student is not committed to enroll at that college and has until May 1 of his or her senior year in high school in order to decide where to matriculate.

In March, The University of Texas at Austin announced the introduction of a new Early Action program for first-year applicants. This optional early deadline will require application submission by October 15, with a guaranteed decision communicated to first-year applicants by January 15. The regular deadline for first-year applications will remain December 1 and come along with a guaranteed decision communicated by February 15.

University of Florida then announced later in March that for the 2024-2025 admissions cycle it would also begin offering first-year applicants the chance to apply Early Action. By adopting the Early Action plan, potential first-year students who submit their applications by November 1, 2024 and submit all required materials will be notified on January 24, 2025 of their admissions status with UF.

“The University of Florida draws elite students, and this initiative is an important opportunity for our university and our students,” UF President Ben Sasse said at the time of the announcement. “Not only will it help UF attract the best minds, but it will also identify and reward students who are bold enough and determined enough to challenge themselves here in our rigorous academic environment.”

“Early Action will provide more certainty to selected students by notifying them of admission decisions earlier,” said Mary Parker, vice president for enrollment management at UF. “We appreciate how stressful it can be to plan for college. This plan will help reduce stress for aspiring Gators and their families; allowing more time to prepare for their time at UF – such as looking into housing and financial aid options.”

Not to be outdone by its neighbor just to the north, University of Central Florida announced in late June that it too would offer an Early Action admissions plan for the 2024-2025 admissions cycle. Under UCF’s new plan, first-year applicants who wish to apply Early Action for the Summer 2025 or Fall 2025 term must submit their application by Oct. 15, 2024 and all required application materials must be received by November 1, 2024. Those first-year applicants who meet these deadlines will receive a final admission decision or deferral for additional information on November 15, 2024.

“Transitioning to this early action and modified rolling admission process reflects our commitment to providing prospective Knights with a clear and timely admission experience, while maintaining flexibility for those students who prefer a rolling process,” said Alicia Keaton, interim associate vice president for enrollment planning and management at UCF. “We understand that the college application process can be stressful, and this change will allow families to operate on a timeline that works best for them, helping them to better plan for their future.”

Florida State University already offers an Early Action admission option for first-year applicants as long as such applicants are Florida residents. UF’s and UCF’s new Early Action plans are open to all first-year applicants, regardless of state of residency.

Yet, it’s not just public universities joining the Early Action bandwagon. Gonzaga University, a private Jesuit university in Spokane, Washington, also announced in June that it would start offering Early Action for the first time during the 2024-2025 admissions cycle.

Gonzaga’s Early Action deadline is set for November 15, 2024, and Early Action decisions are anticipated to be released in late December 2024. Gonzaga will still have a Regular Decision deadline of February 1 to provide some applicants the opportunity to include more senior year grades for admission review. Students applying under the Regular Decision deadline can expect decisions by early March 2025. In addition, all applications to Gonzaga’s nursing program must be submitted by the Early Action deadline of November 15. Applications received after this date will be considered for the nursing waitlist.

“Gonzaga University is committed to supporting our prospective students by providing processes that fit their needs,” said Steve Keller, senior director of Undergraduate Admission. “These application options benefit students wishing to lock in college decisions early, as well as students waiting to include information that could enhance their profile in the admission review,” Keller said. “We’ve found that they appreciate this flexibility and we’re pleased to reflect the needs and expectations of today’s applicants.”

The formal start of the 2024-2025 admissions cycle for first-year applicants is increasingly recognized as August 1, as this is the date each year when the Common App, the application used by over 1,000 colleges and universities, goes live for students applying for first-year admission for the following August or September.

Common App Confirms Essay Prompts for 2024-2025

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The Common App, which is used by over 1,000 colleges and universities, has confirmed that when the next first-year application cycle formally begins on August 1, 2024, its main essay prompts will remain the same as those on this year’s Common App.

Thus, the seven prompt options first-year college applicants will have to carefully choose from in order to write one strong essay of up to 650-words will remain as follows:

  1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
  2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
  3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
  4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?
  5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
  6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
  7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

As this site has previously pointed out, there are vast differences in popularity between prompts among all applicants, which smart and strategic students can and should use to their advantage. Ultimately, The Common Application serves (and exists) at the pleasure of its college members, as Common App is a non-profit organization that provides a standardized college application platform for roughly 1,000 colleges and universities in the United States and abroad. The Common App allows students to fill out one main application form online and submit it to multiple colleges, streamlining the college application process.

While the application includes a variety of components, including basic information about the student, educational history, and an extracurricular activities page, it is the Common App’s essay page that has traditionally caused high school students the most consternation. Some colleges and universities require additional materials through their Common App supplements, such as supplemental essays or portfolios, which can be submitted through the Common App as well.

By using the Common App, students can save time and effort in the college application process and have a more organized and streamlined way of applying to multiple schools. Yet, it’s important to note that not all colleges and universities accept the Common App, and even some Common App member colleges may require that additional application materials be submitted after students submit their Common App. A handful of the biggest-name universities in the US have held off massive peer pressure to adopt the Common App: such colleges include MIT, Georgetown, and all colleges that are part of the UC system, such as UC Berkeley, UCLA, and UC Santa Barbara.

 

Early Decision applicants to make up nearly 60% of Boston University’s Class of 2028

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Those students who are being reviewed Regular Decision for Boston University’s Class of 2028 will receive their admissions decisions on Saturday, March 23, 2024. Such first-year applicants will receive emails when their decisions are available within their BU web accounts on the MyBU Applicant Portal.

The news comes as Boston University also announced that it received 78,634 applications for its Class of 2028, and 6,916 applications of these applications were submitted through BU’s binding Early Decision and Early Decision 2 programs. The ED numbers represent a 0.4% increase over last admissions cycle, and BU expects to enroll approximately 58-60% of its first-year class through ED1 or ED2. BU’s enrollment target for the Class of 2028 is now 3,300 students, which is 155 more than last year. For context, over 80,400 students applied to join BU’s Class of 2027, which was made up of 57% of students accepted through ED1 or ED2 and 43% of students accepted through Regular Decision. BU’s overall admit rate will end up at roughly 10.7% this year.

In total, only 42% of BU applicants during the 2023-2024 admissions cycle indicated an interest in having standardized test scores considered. Meanwhile, enrollment of first-generation, low-income, and students from underrepresented groups continues to be a priority for BU, and applications from first-generation college students made up 25% of BU’s applicant pool. International students contributed 15,469 applications to the mix, and these applicants hail from 167 countries.

FAFSA failure leaving families in the lurch

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The Free Application for Federal Student Aid (FAFSA), which so many college applicants, students, their families depend on in order to acquire much-needed aid for the cost of a college education, has completely failed this admissions cycle after undergoing a botched redesign and relaunch by the US Department of Education.

In response to the announcement that FAFSA applicant information will not be available to colleges until March, the National Association for College Admissions Counseling (NACAC) and other associations are urging colleges to extend their enrollment and financial aid deadlines beyond the traditional May 1 reply-by date.  This is to ensure students and families have time to consider their financial options before making enrollment decisions. In response to the FAFSA delay, NACAC CEO Angel Pérez also issued a statement.

While the U.S. Department of Education announced a FAFSA College Support Strategy to provide additional personnel, funding, resources, and technology to help colleges process student data and deliver financial aid, this doesn’t make things any easier for students and parents waiting for financial aid packages from colleges and universities.

Many estimate most colleges won’t be able to deliver final financial aid packages to students and families until late March at the earliest. Every American college and university traditionally tries to provide financial aid packages as early as possible after a student is admitted in order to entice a student and his or her family to commit to attend and deposit. The failure of the FAFSA this admissions cycle is causing massive headaches and heartburn for college administrators everywhere, but particularly at colleges that harness aid to spur matriculations and maintain enrollment numbers that are the lifeblood of the vast majority of institutions.

While the Department of Education has extended the FAFSA submission deadline to June 30, that really doesn’t help colleges that traditionally need the bulk of committed students to deposit by May 1. Most selective colleges have not extended their financial aid application deadlines anywhere close to June 30, and many high school seniors want to be finished deciding where they plan to go to college by no later than the traditional reply-by date of May 1 so that they can focus prom, the end of senior year, and the joy of high school graduation. The failure of the FAFSA has the potential to cast a pall over all of these typical rights of passage.

While a number of colleges have also extended their financial aid application deadlines and pushed by their commitment deadlines to May 15 or June 1, which is unprecedented, others, like Elon University, are doing their best provide preliminary financial aid packages to students based on data received from the CSS-PROFILE.

Ultimately, with the dream of a simpler FAFSA having turned into a nightmare, the FAFSA breakdown and delays are causing the most pain and suffering to students and parents who desperately want the information they need in order to end their college application processes once and for all and with the peace of mind that they’ve selected the best institutions in alignment with both family goals and family budgets.