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Undergraduate Admissions Uncensored

This is what Affirmative Action and Test-Optional looks like at University of Wisconsin-Madison

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What does a decade’s worth of increasingly identity-based admissions look like at University of Wisconsin-Madison? You’re about to find out. But formal Affirmative Action, which was outlawed by The Supreme Court of the United States last year, is just part of the story.

The University of Wisconsin-Madison has seen a notable rise in popularity among first-year applicants in recent years driven by several factors including, but not limited to:

Academic Reputation
UW-Madison is consistently ranked among the top public universities in the U.S., known for its strong programs in fields like engineering, business, education, and the sciences. Its research output and faculty achievements have bolstered its appeal.

Diverse Offerings
The university has expanded its academic programs and research initiatives, attracting students with varied interests. New interdisciplinary programs and innovative majors have broadened its appeal.

Campus Experience
The vibrant campus life, with a rich array of extracurricular activities, cultural events, and a strong sense of community, has drawn students looking for a well-rounded college experience.

State and National Recognition
Increased visibility through national media and success stories of alumni have enhanced the university’s reputation. The Badger sports teams also contribute to a sense of pride and community.

Affordability and Financial Aid
Competitive tuition rates for in-state students, along with robust financial aid programs, make UW-Madison an attractive option for many families.

Strategic Enrollment Efforts
The university has implemented targeted outreach and recruitment strategies, including diversity initiatives, to attract a wider range of applicants.

Location
Madison, known for its quality of life, cultural vibrancy, and outdoor activities, is an appealing location for students seeking both academic and personal growth.

As a result of these factors, the number of first-year applicants has surged, leading to increasingly competitive admissions processes in recent years. This trend reflects not only the university’s strengths but also a broader demand for high-quality education and campus experiences. Yet, with more demand, comes lower acceptance rates and harder calls for admissions officers who are also deputized to increase the university’s undergraduate student diversity in an environment increasingly focused on identity.

The result is that University of Wisconsin-Madison has made significant strides in increasing diversity based on race, ethnicity, and the college going history of students’ families. The student body reflects an increasing mix of racial, ethnic, and socioeconomic backgrounds. To make this happen, University of Wisconsin-Madison has prioritized:

Recruitment Initiatives
UW-Madison has launched targeted recruitment programs aimed at high schools with significant populations of underrepresented students. This includes partnerships with community organizations and outreach to diverse communities.

Diversity and Inclusion Offices
The university has established offices dedicated to diversity and inclusion, which work on initiatives to support underrepresented students and foster an inclusive campus environment.

Scholarships and Financial Aid
Increased funding for scholarships aimed at underrepresented groups has helped to make the university more accessible. Programs like the Wisconsin Covenant provide opportunities for students from low-income backgrounds.

Cultural Centers
UW-Madison has various cultural centers, such as the Multicultural Student Center and the Black Cultural Center, which provide support, programming, and community for students from diverse backgrounds.

Curriculum and Training
The university has incorporated diversity training into its faculty development programs and has encouraged the inclusion of diverse perspectives in course offerings.

Retention Programs
Initiatives aimed at supporting the success of diverse students, including mentorship programs, academic support, and community-building events, have been implemented to improve retention and graduation rates.

Test Optional Admissions
Under the guise of COVID-19, the university went test optional in 2020, but the pandemic is long gone and UW Madison remains test optional.

Increasing Use of Affirmative Action
The video below illuminates how the university’s admissions officers increasingly harnessed Affirmative Action to grow certain demographics’ presence on campus through the 2022-2023 admissions cycle.

With the results of the Class of 2028 census now in, we can now look holistically at ten years worth (all the way back to the 2014-2015 admissions cycle) of admissions and enrollment data from first-year applicants/students at University of Wisconsin-Madison, which I dissect below. Only time will tell how diverse (in all ways) the university will be over the coming years in our brave new post-Affirmative Action world.

Annoyed by the SRAR, SSAR, or Common App Courses & Grades section this October? You’re not alone.

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It’s October, so it means that many high school seniors are spending a lot of time completing their college applications before all-important early deadlines. While this can be stressful enough when one is applying to only colleges on the Common App, it can become downright painful when having to complete extra requirements beyond the standard Common App that certain colleges and universities are now expecting of college applicants. In particular, completing the SRAR (Self-Reported Academic Record), SSAR (Self-Reported Student Academic Record), or the Courses & Grades section of the Common App can be a source of major annoyance for high school seniors applying to college for several reasons.

First, the sheer volume of information required can feel overwhelming. Students must meticulously compile and accurately input their grades, course titles, and credits for every semester, through at leas the first three years of high school. This can be particularly frustrating for those who may have taken advanced placement (AP), International Baccalaureate (IB), or dual enrollment courses, as they have to ensure they represent these classes correctly. Pity the student who has attended more than one high school, especially if he or she has earned grades on different grading scales!

Second, the process can be time-consuming. Balancing academic responsibilities, extracurricular activities, and part-time jobs already stretches a senior’s schedule thin. Adding the task of inputting detailed academic records into an online form can feel like just another burden, especially when students are juggling multiple applications and deadlines.

Watch: Colleges Requiring/Recommending First-Year Applicants Complete the SRAR/SSAR

Moreover, the potential for errors adds to the stress. Students worry about inadvertently misreporting their grades or omitting a course, which could lead to complications or misinterpretations during the admission process. This concern about accuracy can lead to second-guessing and anxiety, detracting from the exhilaration one should experience when applying to college.

Finally, the repetitive nature of the task can be demoralizing. Many students have already spent considerable time preparing their application essays and personal statements, so they might find it tedious to recount their academic history in a structured format. This repetition can sap their motivation and enthusiasm for the application process, making it feel more like a chore than an opportunity for self-expression and reflection.

Watch: Well-Known Colleges Requiring Common App Courses & Grades Section

But, right now, thousands of college applicants are just having to grin and bear this madness. Just know you are not alone in feeling that the SRAR, SSAR, or Common App’s Courses & Grades section is an unnecessary hurdle in what should be a more engaging and hopeful (and less mind-numbing) journey toward college. Especially considering many students’ counselors would be happy to – or are already – submitting to these very same colleges that require or recommend completion of the SRAR, SSAR, or Courses & Grades section current applicants’ official high school transcripts. Talk about redundant!

Are you ready to “Fall for Tufts?”

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Earlier this month, Tufts University welcomed its Class of 2028 to campus, but even as the university’s newest students settle into life on the Hill, Tufts’ admissions team is turning its attention to recruiting future Jumbos to join the Tufts Class of 2029 through the university’s signature virtual open house, Fall for Tufts.

Fall for Tufts will begin in earnest the week of September 16, 2024 and offer students, counselors, college advisors, and family members a variety of entirely virtual events from which to choose in order to learn more about Tufts University. Programming includes virtual mock classes taught by professors, specialized admissions sessions, and student panels.

Tufts is known for its rigorous academics and offers a wide range of programs, particularly strong in international relations, engineering, and the humanities. It has a reputation for encouraging interdisciplinary studies and allowing students to explore diverse fields. Tufts also has a vibrant campus life with numerous student organizations, clubs, and activities. Whether students are interested in arts, activism, sports, or other extracurriculars, there are ample opportunities to get involved. Situated in Medford, Massachusetts, Tufts is close to Boston, which provides students access to a major city with a wealth of cultural, academic, and professional opportunities.

For additional details and registration information, visit the Fall for Tufts webpage.

For Whom The Bell Tolls: UCAS Personal Statement Edition

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The UCAS Personal Statement is being put out to pasture by the powers that be in UK higher education – and for better or worse (depending on one’s perspective) this is going to be a long goodbye: the replacement for the UCAS Personal Statement isn’t slated to debut until Fall 2025 (for those applying for 2026 admission).

For those who don’t know, the UCAS Personal Statement has been a crucial part of the application process for undergraduate admissions to universities in the United Kingdom, including England, Scotland, Wales, and Northern Ireland for years. UCAS (Universities and Colleges Admissions Service) is the central organization that manages applications to higher education courses in the UK. For those more familiar with applying to college in the US, UCAS is functionally equivalent to the Common App.

The UCAS Personal Statement has served as an applicant’s opportunity to tell universities and colleges why he or she is applying to a particular course and why he or she should be offered a place. It allows an applicant to demonstrate his or her enthusiasm, qualifications, skills, and experience relevant to the course. Strong statements have typically included information such as:

    • An applicant’s reasons for choosing the course and institution.
    • Relevant academic achievements and qualifications (including predicted grades if applicable).
    • Work experience or placements related to the subject area.
    • Extracurricular activities, hobbies, and interests that demonstrate relevant skills.
    • Personal qualities, skills, and achievements that make the applicant suitable for the course.

While there has been no strict format, an applicant’s Personal Statement generally includes an introduction, a main body where the applicant details his or her academic background and experiences, and a conclusion that summarizes why the applicant is a suitable candidate. UCAS suggests a maximum of 4,000 characters or 47 lines of text (including spaces and blank lines). This equates to around 500-800 words. The Personal Statement is a significant part of a student’s application alongside his or her academic qualifications. It allows a student to differentiate himself or herself from other applicants with similar grades. It has always been important to draft and redraft a statement, ensuring it’s clear, focused, and free from errors. The UCAS Personal Statement has been submitted electronically as part of an applicant’s UCAS application, typically by the application deadline, which is usually in mid-January for most undergraduate courses starting in September.

But, starting with the Fall 2025 admissions process (for those applying for 2026 entry), the Personal Statement is getting the hook!

According to UCAS, “Personal statements are changing from one longer piece of text to three separate sections, each with a different question to help shape the focus for students’ answers. Each section will have a minimum character count of 350 characters, which is clearly labelled on the question boxes, along with an overall character counter, to ensure students know if they’re on track. The new web page for submitting the personal statement will also feature helpful on-page guidance for each question.”

The new short answer questions developed for students who are increasingly challenged when it comes to attention span and writing skills are as follows:

  1. Why do you want to study this course or subject?
  2. How have your qualifications and studies helped you to prepare for this course or subject?
  3. What else have you done to prepare outside of education, and why are these experiences useful?

While the content of the personal statement will remain broadly the same, it will be split across three sections rather than one longer piece of text.

ACT making Science section optional in 2025

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The ACT is changing in two majors ways starting in 2025.

First, students will have the ability to choose whether to take the Science section, which up until now has been a required section of the test. English, Reading, and Math remain will continue as the core sections of the ACT test that will result in a college-reportable score. Like the Writing section, which is already optional, Science will be offered as an additional section. This means students can choose to take the ACT, the ACT plus Science, the ACT plus Writing, or the ACT plus Science and Writing.

As a result, the ACT Composite score will be the average of the English, Reading, and Math scores. The Composite and section scores will continue to be reported on the same 1-36 scale, and those behind the ACT believe that colleges will continue to use these scores as “powerful indicators of achievement and college readiness.”

Students will also continue to be able to take the test online or with paper and pencil.

Second, ACT has also reduced the length of the test by up to one-third, depending on which version of the test students take. The new core test will last just two hours, compared to three hours for the current test. To achieve this, the test will include shorter passages on the Reading and English sections and fewer questions in each section (44 fewer questions total), which will allow students more time to answer each question.

Both of these major changes, along with other enhancements to modernize the test, will roll out starting with National online testing in Spring 2025 and then for school-day testing in Spring 2026. So, members of the high school Class of 2026 and later are most impacted by these changes to the ACT.

As part of the announcement, Janet Godwin, ACT CEO shared, “I’m thrilled about the future and the opportunities that lie ahead for us and those we serve. Our unwavering commitment to meeting the evolving needs of students and educators drives us forward. These enhancements are just the beginning, and we are eager to continue revolutionizing how we prepare learners for future challenges and opportunities. For more than 65 years, ACT has embraced innovation, and we are focused forward on delivering our vision to transform college and career readiness pathways so that everyone can discover and fulfill their potential.”

ACT, which was formally part of a non-profit organization, was purchased by the private equity firm Nexus Capital Management in April.

David Blobaum, co-founder of Summit Prep, notes that the ACT’s Science section was always named incorrectly. “How many students have chosen not to take the ACT because it has a so-called ‘Science’ section? Countless. Incorrectly naming this section probably cost the ACT a billion dollars (or more) over its 70 year history.” Blobaum argues the Science section should have been named “Reading Graphs and Tables” long ago. “That’s more accurate and less scary.”

In addition, Blobaum shared that he “can’t see any way that students won’t score higher on the new ACT tests. If the content is the same (and the ACT has promised it will be) and students get more time per question…then how will students not do better?”

Only time will tell whether student performance on the ACT actually improves. Also up in the air are which colleges will continue to require or recommend the newly-optional Science section and which colleges will be perfectly happy to require or recommend the ACT with only its new core sections. Stay tuned.

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)

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. 

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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.