columbia transfer essay

How to Write the Columbia University Transfer Essays 2024-25

Well, would you look at that: an aspiring Columbia student looking to transfer!

As you can probably already tell, writing a set of solid Columbia University transfer essays isn’t easy. For one, you’re applying to an Ivy League school, which means you’re competing against many other smart students. Additionally, standing out with solid essays is much harder when you’re fighting tooth and nail for a spot against other smart students.

And, just to pour salt in the wound, check this out: Columbia typically admits “ fewer than 10 percent of the applicants for transfer admission each year.” If you want to beat these odds, you’ll need a solid set of essays. And, that’s what we’re here to help you with. In this article, we’ll be covering each of the Columbia University transfer essays and their prompts. By the end of this, you should be capable of writing solid responses to each prompt that cut through the competition like butter.

Oh yeah, and don’t forget: the Columbia transfer application is due March 1 .

Now, without further ado, let’s spread that butter… or, whatever analogy works in this case.

Table of Contents

• How to Answer the “Why Transfer to Columbia” Prompt.

How to Answer the “Words or Phrases That Describe Your Ideal College” Prompt.

How to answer the columbia list of intellectual development prompt., how to answer the columbia short answer prompts., how to answer the “why do you value columbia” prompt..

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“ Please note : While the Coalition Essay in the Application Profile is not required for a complete transfer application, applicants will be asked to upload a 400-600 word essay on the Columbia Supplement to the Coalition Application responding to the following prompt in the Uploads section of the application: Please explain why you are interested in transferring from your current institution. (The personal essay does not need to be specific to Columbia, but it should inform the committee why you wish to leave your current institution.) “ Columbia University Main Transfer Essay Prompt 2024

The 400-600 word count recommendation is very slim. This doesn’t give you a lot of space to write.

So, if you want to be efficient, you’ll need to include as much information in as few words as possible.

Because this essay is very similar to the final 300-word “Why Do You Value Columbia” prompt, it’s better to talk more about why you need to transfer in this prompt. That is, don’t make this a “Why Columbia” essay. Save that for the final prompt.

We recommend having a narrative format for this prompt.

Here’s a general path you should follow.

• Your passion or academic major.
• Why is this major important to you?
• Why are you passionate about it?
• What is your career/non-profit/startup/job plan for this field in the future?
• Why your current institution is NOT enough to fulfill this goal?
• How attending a better school (such as Columbia) would help you fulfill this important goal.

By following this general structure, you should have a more organized essay that takes readers through your journey from beginning to end. Additionally, you can show admissions officers you have a very good reason to transfer out of your school. And, you show promise by connecting your career or potential startup project with Columbia.

Remember: 600 words is not a lot. To fit within the word count, we recommend you write out EVERYTHING first BEFORE you reduce and cut down. This makes the editing and writing process much easier than expected.

“List a few words or phrases that describe your ideal college community. (150 words or less)” Columbia University Words or Phrases Prompt

Okay, we know what you’re thinking:

“i’ll just look up what kind of college columbia university is like, and explain that”.

Very clever.

But, you should also recognize that by doing this you’ll be effectively doing what every other student applying to Columbia is. Additionally, you’re not really using the space to show more about you and your character. You’re really just showing that you want to go to Columbia, which the admissions officers already know since you’re sending an application.

Don’t forget: the Columbia University transfer essays aren’t like other college essays. You need to really stand out if you want a solid shot at acceptance.

Now, that doesn’t mean don’t do any research into Columbia at all. If anything, you should look up what the student body is like and the work professors are doing. But, don’t forget: showing your ideal college doesn’t need to be limited to realistic answers. You can get creative.

For instance, you can explain your ideal college as being “interdisciplinary and appreciative of art and literature, even Tolstoy’s 1,352 pages.”

Introducing quirkiness or interesting answers in this way lets AOs learn more about you and not just the fact that you want to go to Columbia. Thus, your essay can be much more than just stroking the school’s ego.

For the list question that follows, there is a 100 word maximum. Please refer to the below guidance when answering this question: Your response should be a list of items separated by commas or semicolons. Items do not have to be numbered or in any specific order. It is not necessary to italicize or underline titles of books or other publications. No author names, subtitles or explanatory remarks are needed. List a selection of texts, resources and outlets that have contributed to your intellectual development outside of academic courses, including but not limited to books, journals, websites, podcasts, essays, plays, presentations, videos, museums and other content that you enjoy.  (100 words or fewer)  Columbia University Transfer List Prompts 2024

The key point here is “ intellectual development .” So, you need to make sure you are writing about things that actually help in your intellectual journey. These can be academic in nature; or, they can also be outside your intended major. Additionally, these items can be considered both intellectual and entertaining.

For instance, YouTube channels you follow that cover fashion design and fashion principles can still be considered part of your intellectual development even if they’re not directly aligned with your major. Podcasts and videos about video game design, lore, and critique can also fall under this category.

Now, certain things like playing games or watching TV shows with not much intellectual value won’t work. So, shows such as Rick and Morty don’t count.

As a general rule: “intellectual development” should involve any kind of activity that demands some level of mental processing. It shouldn’t be complete instant gratification.

We’ve provided some examples of good items that are still “fun” without being completely irrelevant below.

• Fear and Hunger’s Grueling Mythology.
• How Elden Ring Balances Darkness with Beauty
• Hidetaka Miyazaki on Game Design
• MYTH BUSTED! Everyone Was Dirty & No One Washed “Back Then” (Ft. Historian Hilary Davidson)
• CGP Grey’s Podcast Series

Most importantly, don’t be afraid to be honest about your interests here. It’s common for students to inflate their topics to make them sound smarter than they really need to be. This essay should NOT be about forcing the admissions officers into thinking you’re super smart. If anything, you should prioritize honesty and openness.

Remember: the admissions officers are also screening you on how genuine you sound. So, honesty is worth its weight in gold.

Below we’ve pasted Columbia’s 4 short answer prompts.

We’ll be deconstructing and discussing how to answer each one below. Also note: just because these prompts are short does not mean you shouldn’t take them seriously. These are still important parts of the Columbia University transfer essays.

• The important thing here is to remember that diversity of ideas and backgrounds is an ASSET. This isn’t just a “feel good” idea as most people think. For, there is power in diversity. So, when answering this prompt, try to talk about a personal experience that involves you engaging in active listening. (By the way: Verywellmind had a great article explaining active listening which you can check out here .) This means paying attention to what people say (whether you agree or disagree) and being capable of engaging and wrestling with their ideas. More importantly, you should be able to extract important themes, ideas, and motifs from other people’s perspectives and demonstrate that you can understand them well. This shows a level of empathy, compassion, and depth of thought that is crucial to the Columbia University essay. And, funnily enough, this actually makes the essay less about you and more about your ability to engage with other people’s perspectives. For, your ability to empathize and articulate ideas with others will demonstrate your fit with the school’s diverse community. The last thing you want to do in this instance is actually make it all about you!
• In this prompt, your goal is to articulate the problems and adversities you faced in a manner that stands out from the rest. Remember: most people are going to talk about how hard work helped them get through trying times. It’s your job to write about something special and unique in a manner that would blow the rest of the application pool out of the water. The best way of doing this is to show how you have a more profound understanding of the way you navigate adversity. Maybe your solution is more sophisticated than just brute-force hard work. Or, you have a more elaborate way of explaining how you overcome anxiety from a psychological perspective. Whatever way you write this, make sure it’s profound, deep, and written in a way that’s deeper than surface-level platitudes. In other words, try not to sound like a Live, Laugh, Love poster or a motivational quote calendar. Okay. Here’s an example: overcoming perfectionism and the inability to start anything because of it. Most people may say the path to overcoming perfectionism is to “just accept imperfection.” But, that’s quite a simplistic solution without any real substance. Instead, you can make a fantastic and interesting essay by making it about how you came to purposefully fail, which inexorably helped you overcome the fear of failure. Maybe you kicked the ball in the opposite direction. Or, you fell into a pit of lava in the Mario game. The exposure to failure allowed you to get desensitized to falling short of perfection. And, this desensitization has helped you overcome the fear of getting started because you no longer feel the overwhelming pressure of having to start a project with perfect marks. An explanation like this would allow admissions officers to understand your journey on a more personal level instead of just “getting over it” or “hard work.” Remember: you need to be as specific as possible about how you got to your journey rather than just keeping it vague.
• This is like any other “Why Us” essay. But, don’t underestimate the importance of this prompt. Note that this prompt requires you to write what you think is unique and interesting about Columbia in 150 words or fewer. So, you won’t get much space to talk about EVERYTHING you like about Columbia. Dedicate this small word count to 1-2 things about Columbia that you think would greatly benefit your learning experience. This can include your future major or career, research projects you’d like to conduct, environment or personal social goals, etc. But, remember to be specific about this. It should be very obvious within your 150 words that Columbia is a smart choice for you to pick. The best way of thinking about this is as a financial proposal. Imagine yourself as an asset. The university wants to see why investing both time and money in their school would yield positive results in your life. If they read your statement, would it make personal and fiscal sense? If so, then great! If not, consider where your writing is falling short. Chances are, it’s being too vague and obscure about why Columbia would benefit you. Remember to keep it succinct and accurate; but, also believable.
• This is a bit similar to the “Why Colbumia” vein. Ultimately, this prompt should be focused on the class content, professors, research opportunities, and how it may benefit your future career. Again, try to be very specific with this. You should imagine this short essay as a set plan that includes how the resources at Columbia would actually help you. The writing should be transparent enough that you can understand how the resources actually propel you forward in your major or career. You don’t even need to be limited to any kind of job or career in the future. You can write about startup ideas or plans you would like to execute at Columbia and how the classes, professors, or research opportunities available would help you in bootstrapping these plans. Whatever it is you plan to write here, avoid being vague. Vagueness only shows that you don’t truly understand how Columbia would actually benefit your future plans. Keeping things specific does.

“Please tell us what you value most about Columbia and Why.” (300 words or less) Columbia University Why do you Value Columbia Prompt

One of the biggest mistakes people make with this question (and perhaps the rest of the Columbia University transfer essays, but this one especially) is in their sense of control.

Sounds a bit unusual, right? Let’s explore this concept further.

When students are prompted with a question along the lines of “Why do you like x school?” they get very agitated. There’s a severe reaction of “what can I say to MAKE admissions officers like what I say?” It’s always about MAKING admissions officers enjoy the writing.

However, this is a pathological place to start. You don’t want to start from a position of needing to CONTROL what admissions officers think about you. All you’ll do is end up sounding awkward and more importantly inorganic. Admissions officers read a lot of college essays. A lot of them. They can distinguish between the genuine ones and the disingenuous ones.

Be very honest here in this process. Don’t mention anything in the “Why do you Value Columbia essay” unless you REALLY understand why it would benefit you. If there are clubs and activities you’re not too familiar with, don’t mention them. If there are certain classes only somewhat related to you but you can’t draw too many connections with them, don’t write about them. The key here is to be open, honest, and have nothing up your sleeves.

Even if you mention just one thing you value about Columbia, it will be stronger than a lot of other essays as long as it sounds genuine and honest. Remember: the admissions office receives countless applications. Their job is to sort between the people who truly want to attend and the ones who put Columbia on their application list last minute. Showing passion and intent to attend can be hard. But, if you are genuine and truthful, your passion will bleed through the writing.

Of course, some students struggle with writing more than others. We often find that students writing their Columbia University transfer essays as Engineering or STEM majors have a particularly difficult time articulating their thoughts in the essays. If that seems to apply to you (or if you’re any other major and still struggle with writing the Columbia essays) don’t be afraid to seek help.

Here at PenningPapers, we’ve helped countless students get accepted into the Ivy League. Simply schedule a free consultation with us, and we’ll get back to you within 24 hours!

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Columbia Transfer Acceptance Rate and Requirements — 2024

December 12, 2023

Columbia University is as hard to get into as Harvard, Stanford, or MIT directly out of high school. With a sub-4% acceptance rate for first-years, Columbia is an extremely selective institution. However, unlike those other schools, Columbia is a bit friendlier to transfer applicants. To quantify this, between 400 and 500 transfer applicants are typically accepted each year. This is a significantly greater number of individuals than you’ll see at the aforementioned schools. The following blog will reveal the Columbia University transfer acceptance rate as well as other essential facts like the Columbia transfer deadline, the Columbia transfer requirements, and much more.

Columbia Transfer Acceptance Rate

Below, we present the most current available Columbia transfer acceptance rate.

For entry in the fall of 2022, 3,008 students applied for transfer admission, and 341 were admitted. This means that the Columbia transfer acceptance rate is 11.3%.

If we break this down by gender, the acceptance rates are as follows:

• Male transfer applicants: 13.2%
• Female transfer applicants: 9.2%

For entry in the fall of 2021, there were 3,039 transfer applicants and 448 individuals were accepted. This means that the Columbia transfer acceptance rate was 14.7%.

Given that the transfer rates at some schools fluctuate wildly from year to year, it’s important to look at historical data. Although Columbia only publicizes transfer data for the 2021 admissions cycle and beyond, they do state that they typically admit fewer than 10% of transfer applicants each year.

Columbia Transfer Deadline

For all academic programs, the Columbia transfer deadline is March 1, which is also the deadline for financial aid. Additionally, Columbia admits for the fall semester only.

Columbia University Transfer Acceptance Rate (Continued)

Columbia transfer requirements.

All students must submit the following items as part of their Columbia University application:

• A  Coalition App
• Columbia Supplement to the Coalition App
• Official college transcript
• Official high school transcript
• ACT or SAT scores (they are test-optional for applicants to Columbia College or Columbia Engineering through the 2023-24 cycle)
• Coalition App Transfer Report
• Coalition App Curriculum Report
• Two letters of recommendation from college instructors

In addition to the Columbia transfer requirements, students who have the best chance to gain admission have done the following:

• Earned exceptional grades in at least 24 credit hours’ worth of college coursework (one year of full-time study).
• Complete a portion of the Core Curriculum in addition to discipline-specific courses.
• Engineering applicants are expected to have completed two semesters of both calculus and physics and one semester of chemistry.
• Published academic research independently or with a faculty member at your current institution.
• Exceled outside of the classroom in some manner. In addition to the aforementioned research, this could mean winning an intercollegiate academic competition, developing an app, earning a patent, achieving noteworthy accomplishments through some type of leadership role, etc.

Columbia Average Transfer GPA

The university states that successful students typically have at least a 3.5 overall GPA. However, in our experience working with Columbia applicants, you will need a 3.9 or better. This is not to say that your chances are nonexistent with a GPA below that mark, but a 3.9-4.0 GPA will give you the most favorable odds.

Columbia Transfer Application Essays

Main transfer essay.

Please note: While the Coalition Essay in the Application Profile is not required for a complete transfer application, applicants will be asked to upload a 400-600 word essay on the Columbia Supplement to the Coalition Application responding to the following prompt:

Please explain why you are interested in transferring from your current institution. (The personal essay does not need to be specific to Columbia, but it should inform the committee why you wish to leave your current institution.)

List questions

• List a selection of texts, resources and outlets that have contributed to your intellectual development outside of academic courses, including but not limited to books, journals, websites, podcasts, essays, plays, presentations, videos, museums and other content that you enjoy. ( 100 words or fewer )

Short answer questions

• A hallmark of the Columbia experience is being able to learn and thrive in an equitable and inclusive community with a wide range of perspectives. Tell us about an aspect of your own perspective, viewpoint or lived experience that is important to you, and describe how it has shaped the way you would learn from and contribute to Columbia’s diverse and collaborative community.  (150 words or fewer)
• In college/university, students are often challenged in ways that they could not predict or anticipate. It is important to us, therefore, to understand an applicant’s ability to navigate through adversity. Please describe a barrier or obstacle you have faced and discuss the personal qualities, skills or insights you have developed as a result.  (150 words or fewer)
• Why are you interested in attending Columbia University? We encourage you to consider the aspect(s) that you find unique and compelling about Columbia.  (150 words or fewer)
• What attracts you to your preferred areas of study at Columbia College or Columbia Engineering?  (150 words or fewer)

When Do Columbia Transfer Decisions Come Out?

Decisions come out by June 1. There are cases where the school notifies applicants earlier than that, but June is the latest they will notify individuals.

Final Thoughts – Columbia Transfer Acceptance Rate

While the acceptance rate was 11.3% last cycle, that figure is under 10% in an average year. Still, the odds of gaining acceptance to Columbia are superior to those at other schools of its ilk. This is due, in part, just to the sheer volume of open transfer slots that the school has. That said, Columbia University will want to see a record of achievement (both inside and outside of the classroom) that knocks their socks off.

If you are looking for information on how to apply to Columbia as a first-year student, you may find the following blogs to be of interest:

• How to Get Into Columbia
• Columbia Supplemental Essay Prompts and Tips

Those searching for application info on other institutions may wish to visit our Dataverse pages:

• Transfer Admissions Deadlines
• Transfer Acceptance Rates

Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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Your chance of acceptance, your chancing factors, extracurriculars, columbia transfer process.

Hey guys! I'm considering applying as a transfer student to Columbia University. Can anyone share their experiences with the transfer process? Any advice or insights are much appreciated!

Hey there! The transfer process for Columbia University is similar to that of the first-year application process. However, there are a couple of differences specific to transfer applicants. Here are some steps and advice for navigating the transfer process:

1. Application and Deadlines: You'll need to submit the Common Application for transfer students. The deadline for Fall transfer is typically in early March, and you'll receive your decision in May. Double-check specific dates on Columbia's transfer admissions page to ensure you're on track.

2. Required Materials: Like first-year applicants, you'll need to submit your high school and college transcripts, teacher recommendations, and a personal essay. For college recommendations, you'll want one from a faculty member you've taken a class with, and another from a college administrator or advisor. As a transfer, make sure to highlight your growth and experiences since you started college.

3. Required Courses: Columbia requires transfer applicants to have completed or be in the process of completing certain coursework, such as writing, foreign language, and core courses. Review their transfer application guide to ensure you meet these requirements.

4. Articulation Agreements: If you're transferring from a community college in the United States, Columbia has articulation agreements with several community colleges. These agreements provide you with a clearer academic path and may make the transfer process smoother.

5. Transfer Credits: Keep in mind that at least half of the credits required for your desired degree must be earned at Columbia. The exact number of credits that will transfer may vary, and you'll receive more information when you're admitted.

6. Housing: While housing for transfer students isn't guaranteed, Columbia does its best to provide housing for as many transfer students as possible. Once you're admitted, you'll receive information about applying for housing.

My main advice would be to focus on demonstrating how you've grown and engaged with your academic and extracurricular experiences since starting college. Describe how your current institution might be limiting your intellectual and personal development and how Columbia would better cater to your aspirations.

Make sure to familiarize yourself with Columbia's specific course requirements, the Core Curriculum, and opportunities in your prospective major so that you can articulate exactly why Columbia is the right fit for you. Good luck with your application, and feel free to reach out if you have any more questions!

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CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

8 Great Columbia Essay Examples

What’s covered:, essay example 1 – mechanical engineering, essay example 2 – trailblazing, essay example 3 – the core and community.

• Essay Example 4 – Cancer Research

Essay Example 5 – Joy in Birds

Essay example 6 – psychology.

• Essay Example 7  – Slavic Languages and Cultures

Essay Example 8 – Diversity

Where to get your columbia university essays edited.

Columbia is an Ivy League school in NYC with an incredibly low acceptance rate. Like most other competitive schools, Columbia has supplemental prompts where students can demonstrate parts of their life that aren’t present in other portions of their application. Many applicants to selective colleges like Columbia have stellar grades and test scores, so the essays can help you stand out from other candidates with the same stats.   

The school requires applicants to fill out a variety of prompts, ranging from quick short-answers about your favorite books and pieces of media to fleshed out essays. In this post, we will share three essays real students have submitted to Columbia and go over what each essay did well and where they can be improved. 

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Read our Columbia University essay breakdown to get a comprehensive overview of this year’s supplemental prompts. 

As I continue my journey toward becoming a mechanical engineer, I am constantly searching for ways to positively impact and solve complex problems. Columbia University is the perfect place for me to do so. The university’s diverse and brilliant community, combined with its focus on hands-on learning, will provide me with the foundation I need to grow as a student and a person.

I am excited to take advantage of Columbia’s many opportunities, from its Core curriculum to its various labs and research centers. In particular, I am drawn to the F1 car club and the opportunity to work on real-world projects through Columbia World Projects. These experiences will help broaden my knowledge and skills and allow me to make a significant difference in the world.

In addition to the academic opportunities at Columbia, I am also drawn to the university’s rich traditions. From the tree lighting ceremony to the Holi celebration, these events foster a sense of belonging and connection that will be invaluable as I begin my studies. I believe my unique perspective and skills will be an asset to the community, for I am excited to contribute my voice to Columbia’s dynamic and diverse community.

What the Essay Did Well

In responding to this textbook “Why This College?” prompt, the author effectively selects a topic, mechanical engineering, to focus his essay on, and connects that topic to opportunities that can only be found at Columbia, such as the F1 car club and Columbia World Projects. These specific opportunities show admissions officers that the student has done their research, and has tangible reasons for wanting to attend Columbia that go beyond, for example, the generic “I want to go to school in New York.”

The author also expresses an interest in the traditions that form the backbone of Columbia’s community, such as the tree lighting ceremony and the Holi celebration. This variety demonstrates that the author has spent time thinking about what their life at Columbia would look like overall, not just in the context of their mechanical engineering studies.

What Could Be Improved 

While this essay effectively conveys which specific things about Columbia interest the author, it could be strengthened by providing more details about why each activity is important to them, as that will explicitly connect their past experiences to their potential future at Columbia.

For example, the author could connect the F1 car club to the summers they spent working in their parents’ car repair shop. Or when discussing Columbia World Projects, they could explain how the CWP’s “Transforming Wastewater Infrastructure in America” project would allow them to build on the skills they learned from an elective they took on urban planning.

Along the same lines, the author could expand on how they see Columbia’s traditions helping them grow as a person. They name-drop the tree lighting ceremony and Holi festival, but don’t say anything about why these events are important to them. The essay would be stronger if, for example, they discuss how lighting the Christmas tree was always a time for their family to reflect on the previous year, and they look forward to having a similar unifying moment in college.

Finally, while the author does a good job in general of using specific opportunities to show their interest in Columbia, there are places where they are too vague. For example, when they talk about Columbia’s “Core curriculum” and “various labs and research centers,” we don’t get any information about what in particular intrigues them about the Core, or which labs and research centers they hope to work at. 

The essay would be stronger if the writer highlighted their excitement about using the Core to explore topics, such as art history, that they otherwise might not make time for in their schedule, or about working at the Earth Engineering Center to learn about how to harness their knowledge of biomechanical engineering in service of a greener future.

“She is a natural leader and role model.”

This comment punctuates all my report cards. However, I never believed it, until an alumnus of my high school was murdered by a maintenance worker for rebuffing his advances. Feeling angered, I spearheaded a plan of action for my poetry club—it was a reflex. I led one group poem celebrating her warmth, which we performed for her parents, and one about the rape culture that killed her, which we performed at a sexual assault awareness event.

Columbia boasts an exceptional culture of students who feel emboldened to call out injustice, even when it’s perpetuated by their own community. From the student-driven Columbia Prison Divest campaign, which successfully led Columbia to divest from the private prison industry, to the recent protests about Columbia’s gentrification of Harlem, the tenacity of Columbia’s Lions reflects my own.

Moreover, as someone from a household of sexual and domestic violence, I feel drawn to activism in that field. As a Peer Advocate for Columbia Health, I would provide support and resources for survivors, protecting them from the environment I was in.

The core of Columbia’s ethos is building trailblazers— I can’t wait to be one of them.

The student’s discussion of the difficult topic of sexual assault is impressive, as many applicants wouldn’t be bold enough to include this topic in a college application, and many others wouldn’t have the reflective or writing skills necessary to make it work. This student, however, is able to highlight both a genuine desire to fight back against injustice on a large scale, through public poetry performances, and a grassroots compassion for the victims, by working for Columbia Health as a Peer Advocate.

On that note, the writer also does an excellent job of connecting their passion for justice and advocacy to their potential life at Columbia. Remember that a “Why This College?” essay should be as specific as possible to that particular school, and this author not only mentions a variety of activities they hope to get involved in at Columbia, but also makes it clear which of their values and past experiences are motivating their interest in those particular opportunities. That gives admissions officers a strong sense of who this student is and what they’ll bring to the table at Columbia.

Finally, the reader’s emphatic tone throughout the essay stirs up readers’ emotions, and makes us feel like getting up and marching towards justice alongside them, which is an incredibly effective way of making us experience their leadership abilities firsthand. Lines like “ it was a reflex” and “ Columbia boasts an exceptional culture of students who feel emboldened to call out injustice, even when it’s perpetuated by their own community” make us viscerally feel the writer’s passion, and that sensation adds even more weight to their points.

Currently, the beginning of the essay is disjointed, as the author’s shift from positive report card comments to a former classmate’s murder is extremely abrupt. That jarring transition may have been intentional, but you don’t want to shock readers just because. While the essay is about leadership, readers will understand that without the first line, and thus the writer could be better off starting “in medias res” (in the middle of things) to immediately immerse readers in the story.

For example, they could say: “November 20, 2022 was a dark day at our school, when news broke of our former classmate’s murder.” This alternate first line gets right into the details of how the author developed their leadership skills, rather than starting off talking about those skills in the abstract and then zooming in. Remember, space is limited in the college essay, so you want to be as efficient as possible with how you make your points.

A vibrant, intellectually curious culture cultivated by the Core Curriculum, rich student interconnectedness, and an alignment of core values attract me to Columbia.

Seminar-based courses comprehensively facilitate my learning style; learning from peers, sharing my perspective, and exploring unquenchable curiosities comprise my ideal environment. Columbia’s emphasis on such learning through the Core Curriculum provides balanced structure and an approach encouraging valuable interdisciplinary study. Although I plan to pursue current intellectual interests through Columbia’s electives, the Core offers an invigorating communal experience and exposure to potential newfound passions, such as philosophy or Western musical analysis.

In conversation with my tour guide, Ashley, and through discussions with current students, I was inspired by the emphatic sense of community pride that envelops Morningside Heights. Beginning with the shared experience of the Core, it is apparent that inclusive community is fostered through academic spaces. Through traditions such as Tree Lighting, “Surf, Turf, & Earth” – which sounds absolutely scrumptious – and cultural celebrations, the Columbian community radiates in social spaces.

I envision myself blanketed with Columbia blue, clutching a glimmering snowball on the day of First Snow. Exuberant with lion pride, I prepare for a sportive battle, and a euphoric moment, with fellow prideful lions.

In the first paragraph, the author clearly lists three characteristics of Columbia–“a vibrant, intellectually curious culture cultivated by the Core Curriculum…rich student interconnectedness…and an alignment of core values”–which provide structure for the rest of the essay. This organization makes the essay easy to follow, as each point connects back to that first paragraph.

The writer also shows that they have a true appreciation of the community at Columbia, and that they aren’t just paying lip service to one of the most frequently used words in college admissions, by mentioning their tour guide by name, and the discussions they have had with current students. Those details show that the student has spent real effort getting to know Columbia’s campus culture, which in turn shows that they will be committed to making contributions to that culture themself.

As noted above, one of the keys to this kind of “Why This College?” essay is not just showing genuine interest in the school, but also how that interest will manifest once you’re there. By referencing traditions like the Tree Lighting ceremony and “Surf, Turf, & Earth,” the author demonstrates that they have already spent time thinking about how they would fit into Columbia’s community.

Finally, the author’s vivid imagery of “[themself] blanketed with Columbia blue, clutching a glimmering snowball on the day of First Snow,” ends the essay on a high note. The author doesn’t just restate that they want to go to Columbia, but paints a tangible picture of their excitement and anticipation, which makes those feelings come across far more strongly than if they just said something generic like “I can’t wait to hopefully be arriving in Morningside Heights next fall.”

While the author does include some Columbia-specific traditions, as described above, too much of the essay, particularly the paragraph focused on academics, is phrased in general terms. For example, the line:

“Although I plan to pursue current intellectual interests through Columbia’s electives, the Core offers an invigorating communal experience and exposure to potential newfound passions, such as philosophy or Western musical analysis” 

doesn’t tell us anything about what the author’s “current intellectual interests” are, nor about which specific courses or professors at Columbia will help them pursue their “newfound passions.” The essay would be much stronger if, for example, the author talked about how Columbia’s “American Film: Cult and Exploitation” course would help them refine their interest in contemporary media culture, which they have already started exploring through a research project in their American history class.

Additionally, rather than listing general categories of courses like “philosophy or Western musical analysis,” the author should talk about the Core in more specific terms, which are also linked to their own personal interests. That line could look something like:

“While I’ve never considered myself a musician, I’ve always been fascinated by how songwriters can unify millions of people with just a clever turn of phrase, and the Core’s ‘Music Humanities” requirement will help me better understand why musicians can wield so much power in society.”

Finally, along similar lines, the author should ideally connect the Columbia-specific traditions they mention to their own interests. For example, rather than just saying that the “Surf Turf & Earth” event sounds “absolutely scrumptious,” they could talk about how their multicultural family has always encouraged adventurous eating, and so they are excited about attending a college that also values culinary exploration.

Essay Example 4 – Cancer Research and Community

I’ve always known about Columbia’s stellar core curriculum, first hearing it from my uncle. He would speak of the strengths of this method, allowing students to experience learning in all fields of study. And its rumors are nothing less than reality – being given this holistic foundation throughout college is one I wish to thrive on. It would allow me to explore other subjects and meet Columbia’s astute professors, specifically Dr. Adana Llanos. I want to journey through Cancer Epidemiology and possibly assist in her research towards breast cancer subtypes because of its prevalence in my family.

Looking past academics, I view Columbia as a family where I can learn about myself and those around me. After hearing about the South Asian club, Club Zamana, I want to use it as a mode of discovery for my own heritage, participating in flamboyant events like Tamasha. This club would create a door to indulge in the passionate cultures that make up Columbia. 

I believe Columbia to have academic resources, a community, and energy like no other. It is the home where I want to discover my passion and pursue it for my 4 years. I think my uncle would love that.

This essay succinctly captures the “why?” of the “Why This College?” essay in a straightforward, easy-to-follow response. This applicant is interested in applying to Columbia because of: 1) the core curriculum, 2) their personal interest in studying cancer epidemiology, and 3) the opportunity to explore their own heritage through the South Asian club. 

While having a simple structure may not initially seem like something to get excited about, one of the unfortunate realities of college essays is that, while you spend many hours writing and revising them, admissions officers have no choice but to read them extremely quickly, because they have so many to get through. So, you want to be sure that your readers understand what you’re saying the first time around, as if they’re confused about something, they don’t have time to  stop and figure it out.

Additionally, by mentioning a specific professor they hope to work with, the author shows they’ve done some research on how exactly Columbia will help them delve into their interest in Cancer Epidemiology. The key to successfully responding to this kind of prompt is joining your current background/interests with opportunities at the school that will help you explore them. The line “I want to journey through Cancer Epidemiology and possibly assist in her research towards breast cancer subtypes because of its prevalence in my family” accomplishes both things.

If, however, the last two sentences of the first paragraph were replaced with the vaguer “I want to journey through cancer epidemiology, and possibly learn about breast cancer subtypes because of its prevalence in my family,” the reader would still understand this student’s interest in the field, but not how that connects to their desire to attend Columbia, which would give the essay an incomplete feel.

Finally, college is more than just academics, and this student’s discussion of their non-academic interest, in a club that will help them better understand their own identity, shows they have thought comprehensively about what their life at Columbia would look like. That will in turn help admission officers create a complete picture in their minds of how this student would fit into Columbia as a whole, not just the classrooms.

As noted above, the author does a good job of tying the opportunities they hope to pursue at Columbia to their existing interests. That personal connection could be strengthened, however, by more details about why they are drawn to these opportunities over any others.

For example, regarding the student’s interest in cancer epidemiology, they do mention the prevalence of breast cancer in their family as their motivation for studying the topic, but that line is brief, and thus could be missed by someone who, as noted above, is reading quickly. It’s also lacking specificity, as plenty of people have familial connections to certain topics–say, Jewish history if you have an aunt who is a rabbi–and yet don’t have much interest in exploring them themselves.

The author could more concretely connect their background to their potential breast cancer research at Columbia by providing additional details about, say, a summer research program they completed, or their experience learning about genetics in their high school biology class, or a 5K race they run every year to raise money for breast cancer research. That will in turn show admissions officers what they would bring to Dr. Llanos’ lab, not just that they hope to work there in general.

This same general idea also applies to the student’s discussions of the Core and the South Asian club. The student generally references things that appeal to them about these features of Columbia, like a “holistic foundation” provided by the core, and “discover[ing]…[their] own heritage” through the club, but we don’t get any specific details explaining how their past experiences have led to them prioritizing these things in their college experience.

Specifically with regards to the Core, as you’ve probably noticed in our analysis of both this essay and the preceding two, just mentioning this feature of Columbia isn’t enough. When a school is particularly well known for one thing, like Columbia with the Core or Brown with their Open Curriculum, pretty much every applicant is going to mention it somewhere in their application. 

So, in order to set yourself apart–which is the whole point of the essay, after all–you want to make sure you’re being as detailed as possible about how your past experiences and goals for the future align with this aspect of the school. Otherwise, you’re wasting valuable words, as just saying you like the Core won’t move the needle on your application.

Finally, a general word of caution when writing applications: don’t lose sight of the fact that admissions officers want to understand a student’s motivations for applying to their school, not those of their family members, or anyone else for that matter. This student both starts and finishes their essay by talking about their uncle, which makes it seem like their motivation for applying to Columbia is to make their uncle proud, rather than a personal interest in the school. 

While it’s not automatically bad to mention how someone else helped you become interested in a school, the overall focus should stay on you. In the case of this essay, that means the student shouldn’t frame the second line around their uncle “speak[ing] of the strengths of this method,” but rather around how their uncle’s introduction to Columbia led them to start researching the school themself. And at the end, the last thought in their reader’s mind should be of them at Columbia, not their uncle. So, the line “I think my uncle would love that,” should be taken out.

A small bird nest rests outside my doorway. Everyday at 3:40 pm, the mother bird eagerly comes home to her ecstatic children. They remind me beauty is everywhere, even in the smallest of reunions.

The author makes great use of the limited word space in this essay with a charming account of what brings happiness in their daily routine. Thanks to the efficient writing and simple but vivid imagery, created through strong word choices like “ecstatic” and creative phrasings like “the smallest of reunions,” this short essay reads almost like poetry.

Furthermore, the author’s description also teaches us something about who they are, which is the key to any college essay, even the short ones. The reflection “They remind me beauty is everywhere, even in the smallest of reunions” shows that the author appreciates the beauty and significance of seemingly ordinary moments, which in turn shows that they would bring both thoughtfulness and positivity to Columbia’s campus.

This is an incredibly strong essay, without much room for improvement. If anything, the lesson to be learned here is that usually, you eventually get to a point where your essay doesn’t need any more changes. Calling your essay “finished” can be challenging for many students, due to the overall stress of the college process and the constant feeling that you should be doing something, anything, to improve your chances of acceptance. But at some point, it’s okay to take your hands off the keyboard, be proud of the work you’ve put into the essay, and take a five-minute break to unwind 🙂

Prompt:   For applicants to Columbia College, please tell us what from your current and past experiences (either academic or personal) attracts you specifically to the areas of study that you previously noted in the application. (200 words or fewer)

The flickering LED lights began to form into a face of a man when I focused my eyes. The man spoke a ruthless serial killer of the decade who had been arrested in 2004, and my parents shivered at his reaccounting of the case. I curiously tuned in, wondering who he was to speak of such crimes with concrete composure and knowledge. Later, he introduced himself as a profiler named Pyo Chang Won, and I watched the rest of the program by myself without realizing that my parents had left the couch.

After watching the program, I recited the foreign word until it was no longer unfamiliar — ”profiler”. I stayed up all-night searching the meaning; my eyes sparkled with the dim light of the monitor as I read the tales of Pyo Chang Won and his Sherlock-like stories. From predicting the future of criminals and knowing the precise vicinity of a killer on the loose, he had saved countless lives; living in communities riddled with crimes in my youth then and even now, I dreamed of working against crimes. However, the traditional path of a lawyer or a police officer only reinforced the three-step cycle of arrest, trial, and jail which continued with no fundamental changes for years; I wanted to work with the psyche of criminals beyond courts and wondered about the inner workings of the mind.

Such admiration and interest led me to invest my time in psychology. Combined with working with the likes of the Victim Witness Agency, I decided to pursue psychology as my major for my undergraduate education. Later on, I want to specialize my research and education on behavioral/forensic psychology and eventually branch out to my childhood dream of becoming a criminal profiler. 

A major positive of this essay is how it is focused on one moment in time. This student goes into depth about the night they first fell in love with criminal psychology which allows the reader to feel like they are there watching TV with the student and researching afterwards. Having the essay focus on a snapshot of the student’s life opens the door to include more imagery and delve into the internal monologue of the student, thus creating a more engaging and personable essay. 

The student’s genuine fascination for the topic is evident through what they show the reader. They explain that they stayed to finish the show after their parents left, they stayed up all night researching what they just learned, and their eyes sparkled the more they learned about criminal psychology. Providing all these details shows the student’s fascination and passion for this topic without them ever having to explicitly say they were excited about it. 

This essay also does a good job of expanding past the requirements of the prompt to explain what they hope to accomplish with their degree. Including their career aspirations reinforced their passion to pursue this field to admissions officers. It also demonstrated that they are a goal-oriented person who wants to make a difference in the world.

What Could Be Improved

One thing that could be improved in this essay is the grammar. There were a few sentences where there were either typos or just clunky sentences that could be tightened up. In order to catch grammatical errors, you should always give your essay to at least one other person to read. CollegeVine offers  essay reviews that allows students to receive feedback on the grammar, structure, and content of their essays. It’s always a good idea to have a fresh pair of eyes read your essay to catch mistakes that might go unnoticed by you. Having someone review this essay would have likely helped this student fix their grammatical errors.

Essay Example 7 – Slavic Languages and Cultures

Steaming fruit filled knedliky, singing Czech Christmas Carols, and falling asleep to fairy tales about princesses with golden stars on their foreheads compose my earliest memories. As I grew older, I found myself exploring the streets and museums of Prague on my own and requesting less fantastical fairy tales, consisting of true stories from my parents about life under Communism. These personal experiences with Czech Language and Culture have vastly influenced my academic interests. 

Exploring the manner in which Czechia developed and understanding its intrinsic components remained an innate goal of mine. Though Czech was my first language I developed my skills further as I matured by utilizing Czech news sources and literary works. Throughout my AP English and History courses, I continually sought out both works by Czech authors and their accounts of consequential historical events, attempting to discover the common ground between these readings and those assigned in class. Through these unique means, I began unearthing the intricate history and background of the country. 

Majoring in Slavic Languages and Cultures provides ideal opportunities to develop a cross-cultural understanding of pertinent political issues while defining my identity as a Czech-American, thus fostering my innate academic passions and personal ambitions. 

Although this student doesn’t reveal what their intended major is until the last line, the entire essay does a great job of building a vivid picture of Czech culture and this student’s fascination with it that we almost don’t need to be told the actual major. 

The author shows how their Czech heritage has fascinated them through different stages of their life, demonstrating their maturity through the information they seek out. To show the beauty of their childhood innocence, they describe “ Steaming fruit filled knedliky, singing Czech Christmas Carols, and falling asleep to fairy tales about princesses with golden stars on their foreheads. ” Then, they demonstrate their interest in history by asking their parents about Communism. This fascination for history continues when they discuss searching for Czech authors in their AP classes.

Not only do we see how Czech language and culture has been an integral part of their life, but we get to see their determination and drive to develop new skills through exploring their Czech heritage. This student could have been content with speaking Czech at home, but instead they demonstrated intellectual curiosity by “ utilizing Czech news sources and literary works” to go above and beyond in their studies. If this student acted on their niche passion in the confines of a high school classroom, imagine what they could do with Columbia’s resources!

While the prompt asks you to reflect on your past experiences, for this essay to really stand out, it should have touched on the future as well. You can strengthen any “ Why Major? ” essay by explaining what you hope to achieve with your major post graduation. Prompts won’t always ask for this, but it’s a nice way to demonstrate you are forward-looking.

Even if there was just a phrase in the final sentence that mentioned something about how this student wants to become a Czech historian or they want to move to Czechia after graduation to reconnect with their roots, this would be enough of an addition to show admissions officers that this student is confident in both their past and future.

Prompt: A hallmark of the Columbia experience is being able to live and learn in a community with a wide range of perspectives. How do you or would you learn from and contribute to diverse, collaborative communities? (200 words or fewer)

Uno. Jenga. Monopoly. These were the board games I grew up with in America. But I found that the seniors at St. Theresa’s Home in Singapore did not share my enthusiasm for these pastimes (nor did they understand my elation at finally capturing Boardwalk)!

Prioritizing flexibility as a facilitator, I flipped the tables.

Pai Gow. Xiangqi. Mahjong. Initially, my team and I struggled to keep track of the countless new gameplay rules. However, I embraced the initial discomfort of this “hands-off” approach, realizing how it allowed us to transfer control to a community whose voices we wanted to amplify.

The small but crucial details, like knowing Mandarin pronunciations of game and piece names, built trust and respect and soon, we found ourselves trading stories freely, like cards.

I was initially hesitant to talk about my upbringing in a Western society and my constant struggle to define my own identity. However, I found a true sounding board in the aunties and uncles. Both sides simply wanted to hear and be heard. 

This is the knowledge I will carry into Columbia, where I hope to foster cultural discourse through safe spaces and conversations, ensuring that no one feels like a missing piece.

This student very creatively displays the discomfort of cultural divides and the joys of overcoming them through playing games. The parallel of listing three US board games (“ Uno. Jenga. Monopoly. “) and then three Singapore games (“ Pai Gow. Xiangqi. Mahjong. “) shows the reader how this student had to step outside of their comfort zone to connect with the seniors.

By explaining how it was difficult to “ keep track of the countless new gameplay rules ” and know the “ Mandarin pronunciations of game and piece names ” we understand the challenges of relating to people from a different culture that this student had to overcome. However, by describing the seniors as “ aunties and uncles ” and a “ sounding board ” for this student, it shows the level of comfort they finally established and how this student benefitted from hearing diverse perspectives.

Additionally, this essay has a strong game motif running through it that contributes to the playfulness and cohesiveness of the essay. From cracking jokes about getting the most coveted property in Monopoly, to referring to their conversation as “ trading stories freely, like cards “, to concluding with the analogy of a “ missing piece “, the commitment to games is a nice way to reinforce the connections they fostered.

Something missing from this essay is an explanation of why this student was at the senior center and what they wanted to accomplish. Was this a volunteer activity they were originally hesitant to join but grew to love once they embraced the Singaporean games? They mention the seniors as “ community whose voices we wanted to amplify ,” so does that mean they were interviewing seniors for articles or research projects?

Although the essay still effectively answers the prompt without telling us more about why this student was at the senior center, the lack of answers can be distracting for the reader and diminishes the lasting impact of the story.

Do you want feedback on your Columbia University essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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College Essays

One of the essays you'll have to write when applying to Columbia University is the "Why Columbia" essay. In this essay, you'll need to convince the admissions committee that Columbia is your dream school and that you'd be a great fit on the campus.

The "Why Columbia" essay question can be intimidating for students. You might be wondering: what should I mention in it? What does the admissions committee want to hear from me?

In this article, we'll break down the "Why Columbia" essay, explaining what the prompt asks and what the committee wants to hear. We'll also show you a real, successful "Why Columbia" essay example and explain why it works. Finally, we'll suggest potential topics for your essay and offer tips on how to write your own college admissions essays.

The 411 on the "Why Columbia" Essay Prompt

Here's the current "Why Columbia" essay prompt for the 2023-2024 application cycle :

Why are you interested in attending Columbia University? We encourage you to consider the aspect(s) that you find unique and compelling about Columbia. (150 words or fewer)

As you can see, the "Why Columbia" essay prompt asks a specific question: why do you want to attend Columbia University over any other school?

The admissions committee wants to see that you are genuinely interested in attending Columbia specifically and that you value it more than all other colleges out there.

As an applicant, you might be thinking that everyone applies to Columbia for the same reason: it's an Ivy League school and one of the best universities in the world.

The admissions committee knows all these facts about Columbia and knows that all applicants will know these facts, too.

What the Columbia admissions committee wants to learn is why you specifically want to go to Columbia rather than another amazing university.

From their perspective, students who really want to go to Columbia are more likely to enroll when they're accepted. This increases the university's yield rate and ensures that the freshman class will be full. If you can show in your essay that you’ve carefully considered the unique things about Columbia that make it the perfect school for you, you’ve got a good shot at getting an acceptance letter!

What Is the Purpose of the "Why Columbia" Essay?

Why does Columbia require applicants to answer this essay question? And what is the admissions committee really looking for in your answer? Let's analyze the "Why Columbia" essay prompt.

No matter which schools you're applying to, "Why This College" essays are perhaps the most common essay prompts you'll find on college applications because colleges want to see that you really want to attend their school.

But why exactly do colleges care that you want to go to their school?

Students who are passionate about their college or university are more likely to feel that the school is a good fit for them. They'll be more likely to commit to their studies, participate in on-campus activities, and become an active alum after graduation.

Therefore, if you show in your essay that you really love Columbia, it will make admissions officers feel more confident that you're going to have a significant and positive impact on their school.

If your reasons for attending Columbia are vague or even plain wrong (for instance, say you claim you'd like to take a major that isn't actually offered at Columbia), the admissions committee will think that you don't care about the school and aren't really interested in it.

Basically, the purpose of the essay is to suss out whether your interest in Columbia is genuine and to see whether you're ready to take advantage of Columbia's many opportunities.

What Should You Write About in Your "Why Columbia" Essay?

There are a number of different topics you can pursue for your "Why Columbia" essay. Ideally, you'll want to explore specific topics that you can talk about in-depth.

Here are some suggested topics for your essay:

• Majors or classes you're interested in (look for class names in the online course catalog)
• Professors whose research you're interested in
• Extracurriculars that you'd be interested in joining (you can likely find these online, too)
• Current and past Columbia students you've met before and whom you admire
• Volunteer opportunities  you'd like to get involved in 
• Financial aid opportunities Columbia offers that make it possible for you to attend
• Professional development opportunities Columbia offers

When it comes down to it, make sure to choose something about Columbia that no other school offers.

For instance, Columbia is in New York City and therefore has relationships with lots of businesses and organizations in the area. You could use your essay to examine how these Columbia-specific opportunities in New York will positively affect your education.

What you don't want to do, however, is wax on about how you love city-living— you need to make sure to describe how Columbia's specific relationship with NYC will help you to further your goals.

Match opportunities at Columbia to specific goals you have. For example, you could talk about how a particular professor's course aligns with your career objectives.

You need to be very specific in your answer: every single thing you say should relate back to a certain feature of Columbia. The entire focus of your essay should be what Columbia offers and how you'll take advantage of the school's academics and activities to get the best college education possible.

4 Tips for a Great Response to the "Why Columbia" Essay

Regardless of how you decide to answer this prompt, there are four tips everyone should keep in mind to ensure that they are fully answering the question, giving the information Columbia wants to see, and standing apart from other applicants.

#1: Do Your Research

Before you begin writing your response to this essay prompt, you should know exactly why you want to attend Columbia University. There are multiple ways you can do this research:

• Visit the school website or browse the list of departments, programs, and courses
• Check out the school newspaper, schedule a campus visit (virtual or in-person!), or set up a meeting with an alum, current student, or professor to get a feel for the campus

Every college campus has its own vibe, and visiting is the best way to get a sense of how Columbia might work with your personality as a student.

#2: Be Specific

From your research, you should have come up with specific reasons why Columbia is a great school for you. The more specific you can be when answering this prompt, the better.

Don't say Columbia has great academics, caring professors, and an interesting student body. The vast majority of schools have that!

Instead, try to mention opportunities only Columbia can provide, such as specific professors, courses, extracurricular activities, or research opportunities.

The things you discuss should be things your other top schools don't offer—things that really make Columbia stand out.

#3: Show Your Passion

Columbia wants students who care a lot about their studies and their school, so be sure this comes across in your response.

A bland statement such as "I am impressed by Columbia's strong engineering program" doesn't tell the school anything about you or help you stand apart from other applicants. Show your passion by naming specific professors or features of the program.

You've done your research to mention certain qualities Columbia has that have enticed you, and now it's time to discuss specific qualities about yourself, too. Why does the engineering program make you so excited? What do you want to get out of it? Be detailed, specific, and honest.

#4: Proofread

Your Columbia essay should be the strongest possible example of your writing skills. Before you turn in your application, take time to edit and proofread your essays.

Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit.

It's a good idea to have someone else read your "Why Columbia" essay, too. You can seek a second opinion on your work from a parent, teacher, or friend.

Ask them whether your work represents you as a student and person. Have them check and make sure that you haven't missed any small writing errors. Having a second opinion will help your work be the best it can be.

Here's a little taste of what a good "Why Columbia" essay looks like.

"Why Columbia" Essay Example

If you're stuck on what to write for your own essay, looking at "Why Columbia" essays that actually worked can be helpful. Below, we examine one "Why Columbia" essay that got a student accepted to Columbia and talk about what specifically made this piece of writing so strong.

The following essay comes to us from an accepted Columbia 2020 student via AP Study Notes :

At a college visit this year, I met a Columbia alumnus named Ayushi, whose stories helped me develop a thorough understanding of Columbia. Ayushi told me that Columbia funded both her summer trip to Syria to interview refugees and her seed money for a start-up she launched. As an aspiring entrepreneur, I'm impressed by a university that encourages students to pursue their own independent creations instead of simply offering the option to work on faculty projects. Columbia's four entrepreneurship organizations, among them the Columbia Organization of Rising Entrepreneurs, provide a dynamic start-up community for me to launch my own business.

In addition, when I explored Columbia online, the emphasis put on interdisciplinary studies particularly excited me. The Columbia Engineering website is rich with stories of engineering students who are also involved in Shakespeare troupes, service projects, and multicultural groups. In my opinion, diverse experiences are the foundation of creative thinking. At Columbia, I will continue to diversify my experience by not just joining the Parliamentary Debate Team, but also by making new friends on the intramural soccer field and starting a cultural club for Italian heritage students who wish to learn more about Italian history, language, food, and current events.

Columbia Engineering stands uniquely apart from other programs by incorporating several in-depth humanities and writing classes into the graduation requirements. I believe that looking at critical issues with an open mind and sophisticated grasp of the humanities is extremely important to being an engineer. For example, I could not imagine exploring the future of quantum cryptography without considering the political ripple effects of Edward Snowden, the moral ramifications of the quantum encryption revolution, and the relationship between technology and income inequality. I am confident that I will thrive in the Columbia culture of passionate engagement and vibrant, energetic conversation.

Why does this essay work?

It answers the prompt specifically.

This essay gives examples of personal experience with the school and proves that the applicant did their research: they present clear evidence as to how engineering students are involved on campus and talk about specific academic courses.

There are many impressive details in this essay, and the section that addresses extracurriculars is cleverly written to showcase the applicant's diverse interests. This student's mention of certain extracurriculars they want to do indicates that they looked at many facets of Columbia University, not just the engineering department.

It's clear from this essay just how the author views their fit at Columbia. They've talked about specific organizations they would like to be a part of, such as the Columbia Organization of Rising Entrepreneurs, while also showing why they want to join that organization.

Additionally, the applicant mentions a Columbia University student they spoke with, which means they took getting to know the student body seriously and really wanted to find out what Columbia students were like to see whether they, too, would fit in.

The conversation with the Columbia alum also emphasizes the applicant's initiative: they're willing to go above and beyond to learn about the school.

Conclusion: Writing a Great "Why Columbia" Essay

The purpose of the "Why Columbia" essay is for you to prove to the admissions committee that Columbia is the best school for you

In your essay, you could write about multiple topics that are specific to Columbia, such as academics, the student body, extracurriculars, and research opportunities.

When writing your "Why Columbia" essay, make sure to research the school extensively and be specific about activities and opportunities that really make you want to attend.

If you're stuck on how to proceed, analyzing a successful "Why Columbia" essay example might help you get inspiration for what to write.

What's Next?

How tough is it to get into Columbia? For answers, read our expert guide on how to get into Columbia and the Ivy League , written by a Harvard alum!

Should you apply early or regular decision to college? Find out the pros and cons of early decision .

Want to see some more college essay examples? We have links to 100+ great college essays that includes our expert analysis on how you can write a stand-out essay of your own.

Hayley Milliman is a former teacher turned writer who blogs about education, history, and technology. When she was a teacher, Hayley's students regularly scored in the 99th percentile thanks to her passion for making topics digestible and accessible. In addition to her work for PrepScholar, Hayley is the author of Museum Hack's Guide to History's Fiercest Females.

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Columbia University Transfer Acceptance Rate, GPA, and Requirements

In movies and TV shows, college applications are a pretty straightforward affair. A student applies to a college, gets accepted, and then spends four-five years studying at that institution.

As in most cases, things are a bit more complicated in real life. Many students find that the college they are attending can no longer meet their needs. 

It may be that their major has changed; it may be that they were just attending a community college to clear out prerequisites.

Whatever the reason, transfers are a fairly common part of college life. And if you’re going to transfer, you might as well trade up to one of the best institutions in the world.

One of the state’s oldest colleges, Columbia University in the City of New York has existed for over 250 years. Its students include Presidents Theodore Roosevelt, Franklin Roosevelt, and Barack Obama. 

Additionally, the school has produced hundreds of leaders in every field and the winners of every major award known to humanity, including the Nobel Prize and the National Medal of Sciences.

Who wouldn’t want to join such illustrious company? Even if you’re at a great school, it’s hard to believe that Columbia couldn’t offer even more opportunities.

Fortunately, the process of applying to transfer to Columbia is pretty easy, if you know what to expect.

Columbia University Transfer Acceptance Rate

In their own words, Columbia University typically accepts no more than 10% of those who apply to transfer to their school. 

While students can transfer directly into Columbia College, the primary undergraduate school at Columbia University, the school recommends the School of General Studies. 

The School of General Studies has its own requirements for transfers, as does the Columbia School of Engineering.

At first glance, that 10% acceptance rate can seem very discouraging. After all, that means that, at best, every 9 out of 10 applicants get rejected from transferring. 

In most years, Columbia takes in approximately 100 transfer students, which means that 900 students each year are not allowed to transfer.

But when looked at in context, Columbia’s transfer acceptance rate is quite high. In 2019, Columbia received 42,569 applications. Out of that group, only 2,190 received acceptance letters, for a 5.1% acceptance rate .

When looked at that way, it becomes clear that transfer students actually have a better chance at being accepted by Columbia than those entering as Freshmen. 

This higher percentage indicates that Columbia appreciates students who bring experience and education to their student body. 

That information should encourage anyone who wants to transfer to continue their studies at Columbia.

Application Requirements & GPA for Columbia Transfers

On average, Columbia expects transfer students to have a minimum overall GPA of 3.5. To be sure, that’s a tall order, especially when you consider that transfer students need to earn that GPA while taking college courses, not high school classes. 

To ensure that the GPA stays within acceptable levels, transfer students must earn an A in most of their classes.

Transfer hopefuls with a slightly lower GPA don’t need to give up hope. In fact, Columbia is quite clear that they don’t make their acceptance decisions on grades alone. 

The school has a wide range of requirements the school uses to choose the right students to bring into their programs.

In addition to transcripts showing high school and college scores, Columbia also requires transfer students to complete a Coalition Application . A Coalition Application is a common application used by more than one school.

Because transfer students have a different educational history than traditional new students, they need not fill out every part of the Coalition Application, including descriptions of the coursework. 

However, while transfer students are not required to complete the application essay, Columbia recommends that they do so.

The essay prompt asks students to explain why they want to transfer from their current institution. 

This essay should not be an opportunity for potential transfers to bash their current institution, nor to paint themselves in a bad light. 

Rather, they should use the essay to explain why the current institution cannot meet their current academic ambitions.

Additionally, Columbia requires at least two letters of recommendation from those who can speak to a candidate’s qualities as a college student.

Columbia University Transfer Deadline

Columbia requires that transfer students complete all of their application materials by March 1st of each year.

But those who want the best chance to get accepted shouldn’t wait until the end of February to get started. 

Instead, the most successful transfer students get started on the process early to ensure that they can devote enough time to finish the applications to their satisfaction. 

With extra time to answer all of the application questions, potential students can ensure that they cover all of the necessary information.

Sticking to a timeline is also an essential part of securing letters of recommendation. 

Because Columbia wants letters of recommendation to come from those who can attest to a candidate’s abilities as a college student, the best letters will come from professors at the current institution.

To be sure, most professors are happy to help students, even those who are trying to switch to another school. 

However, unlike high school teachers, college professors have a very different schedule and often have higher standards for writing letters of recommendation .

For that reason, it’s important to not only cultivate a relationship with a potential letter writer but also give the professor plenty of time to write the letter. 

If the application needs to be submitted by March 1st, it’s wise to speak with a potential letter writer by January 15th at the latest. If the professor does not have time to complete the letter, they will pass, which means that applicants will need to scramble to find a second or third choice.

What is the Decision Date for Columbia University Transfers?

Columbia University sends letters of acceptance to the transfer students who make it by June 1st each year.

To be sure, that can make for a rough few months of waiting. But that doesn’t mean that potential students should let that time go to waste. 

There are many things that they can do to stay busy and have the best chance of being successful upon acceptance.

One of the best things to do during that waiting period is to apply for financial aid and scholarships. Like most schools, Columbia has a variety of options available, especially for transfer students. 

These options reward those who try to do the best for their education by finding the right school for them.

Furthermore, the acceptance letter doesn’t mean that the application process is over. Columbia expects transfer students who have been accepted to submit their deposit money by June 15th. The $500 deposit is necessary to hold a transfer student’s place as an enrolled student at the school.

If a transfer student has any financial hardships that prevent them from paying the $500 deposit, they should contact the school immediately. Columbia has scholarships and financial aid options to help cover that cost. 

The school does not want to lose a potentially great student simply because they can’t afford to hold their place in the school.

Deciding Whether You Should Transfer to Columbia University

As has been made abundantly clear, you certainly can transfer to Columbia University. But should you?

Unfortunately, that’s a question that only you can answer for yourself. To answer that question, you need to keep in mind some key points. 

Most importantly, remember that Columbia does want to accept students from other schools, and provides many resources to help transfer students easily acclimate with their new school.

Those resources include the Berick Center for Student Advising , which offers a handy list of suggestions for transfer students new to Columbia. 

The list includes pointers about setting up Columbia email and connecting with the advising dean, things that new students know, but might slip the mind of transfer students.

That said, it’s also to remember that Columbia is an incredibly popular school, and many students will want to attend, even if they are already enrolled at a different institution. 

The competition to transfer to Columbia will be tough, and the standards higher. There’s a reason that so many people have their transfer applications rejected by Columbia.

While rejection is always a risk, it’s essential to consider the benefits of transferring.  

The fact is that many undergrads transfer to new schools, often to pursue their majors better. Columbia is one of the best schools in the world, and their degrees carry more weight than those of nearly every other college.

Again, only you can decide if you should transfer to Columbia. There’s always a risk of rejection involved, but the benefits are undoubtedly great.

RECAP: How to Apply As a Transfer Student to Columbia University

In conclusion, Columbia does welcome transfer students from other colleges. However, it has incredibly high standards for those students, sending offers of acceptance to fewer than 10%. 

While that is a very competitive number, it’s a higher percentage than the 5.1% acceptance rate Columbia has for new student applications.

For the best chances of acceptance, a student should have a GPA of at least 3.5. To earn that grade, the student must earn mostly A’s and a couple of B’s in college classes, not in high school courses. 

Furthermore, transfer applicants must fill out the Coalition Application and should consider completing the essay included in the application.

More important than grades are the supplemental materials, especially the letter of recommendation. 

With a strong letter of recommendation, transfer students are more likely to be among that happy 10% who get accepted. 

For that reason, it’s crucial to form a strong relationship with professors at your current institution and talk to them as soon as possible about getting a recommendation letter.

None of these steps will guarantee that you’ll be able to transfer to Columbia, but they will give you the best chance. But the biggest step is the one you have to take on your own: deciding to apply.

It’s always scary to step out and move to a new institution, especially if you’ve done the hard work of learning the ropes at your current school. 

But there’s no question that Columbia University is an excellent school, sure to provide a first-class education that few other institutions can offer. Most would jump at the chance to study there.

Does that describe you? If so, follow the steps above and get started on your new university adventure!

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Read 2 Transfer Student Essays That Worked

Strong transfer essays can help pave the way to admissions offers.

Read 2 Transfer Essays That Worked

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Though it isn't a golden ticket, a strong transfer essay may boost an applicant's odds of admission.

There are as many reasons to transfer colleges as there are transfer students. But regardless of why someone wants to move to a new institution, the process for doing so usually requires an admissions essay.

Colleges With the Most Transfer Students

Josh Moody Jan. 28, 2020

In a 2018 National Association for College Admission Counseling survey , 41.5% of colleges polled said a transfer applicant's essay or writing sample is of either considerable or moderate importance in the admission decision.

A compelling, well-written transfer essay doesn't guarantee acceptance – many other factors are at play, such as an applicant's GPA. However, a strong essay can be a factor that helps move the odds in the applicant's favor, says Kathy Phillips, associate dean of undergraduate admissions at Duke University in North Carolina.

Know What Colleges Are Looking For In a Transfer Essay

Some schools have prospective transfer students use the Common App or the Coalition Application to apply. In addition to the main essay, students may be required to submit a second writing sample or respond to short-answer questions, though this isn't always the case. Prospective students can check a college's website for specific guidance regarding how to apply.

Whatever application method they use, prospective students should be aware that writing a transfer essay is not the same as writing a first-year college application essay, experts advise. First-year essays are more open-ended, says Niki Barron, associate dean of admission at Hamilton College in New York. When applying as first-years, prospective students can generally write about any experience, relationship or goal that has shaped who they are as people, she says.

This contrasts with transfer essays, where the focus is typically narrower. Barron says she thinks of transfer essays as more of a statement of purpose. "We're really looking to see students' reasons for wanting to transfer," she says.

Katie Fretwell, the recently retired dean of admission and financial aid at Amherst College in Massachusetts, says prospective transfer students are in a position to be a bit more reflective about their educational goals because of their additional year or years of experience post-high school. The essay helps admissions officers get a sense of whether an applicant has done "an appropriate level of soul-searching about the match," she says.

Transfer Essay Examples

Below are two transfer essays that helped students get into Duke and Amherst, respectively. Both institutions are very selective in transfer admissions. For fall 2018, Duke had a transfer acceptance rate of 8% and Amherst accepted 4% of its transfer applicants, according to U.S. News data.

Hover over the circles to read what made these essays stand out to admissions experts.

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Columbia University in the City of New York

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Moscow: City, Spectacle, Capital of Photography

April 30–june 21, 2003.

Moscow: City, Spectacle, Capital of Photography , an exhibition of 20th-century photographs of Moscow, opens at Columbia University's Miriam and Ira D. Wallach Art Gallery on Wednesday, April 30, 2003 and remains on display through Saturday, June 21, 2003.

Moscow has been a powerful magnet for many Russian photographers of the 20th century. Moscow: City, Spectacle, Capital of Photography presents the work of 31 photographers, whose images have defined the visual experience of Moscow from the 1920s to the present. Diverse in form and strategy, the 90 photographs chosen for the exhibition trace the history of Russian documentary photography and offer insight into individual practices. From Aleksandr Rodchenko's constructivist visions and Evgenii Khaldei's humanist landscapes to Igor Moukhin's scenes of urban spectacle and alienation in the works of Russia's key 20th-century photographers, Moscow ventures beyond the expected image as a site of famous landmarks, architectural treasures and dramatic lifestyles.

Early 20th-century photographers Boris Ignatovich and Arkadii Shaikhet saw themselves in the vanguard of an emerging mass-media culture, defining with their cameras the visual experience of Soviet modernity. For nearly 70 years, Soviet photography was assigned the duty of maintaining the ideological rigidity of the Soviet State. Yet, as examples of the work of Iakov Khalip, Anatolii Egorov, Mikhail Savin, and Mark Markov-Grinberg show, Soviet photographic practices were much more complex than has been previously acknowledged. The works of these photographers remain intensely compelling to a modernist eye.

Contemporary Russian photographers, such as Lev Melikhov, Valerii Stigneev and Sergei Leontiev, engage with the legacy of the Soviet documentary photography. But for them the documentary is a complex and multivalent genre, which incorporates subjectivity, ambiguity and reflexivity and comments on social and cultural issues without losing sight of the position from which that commentary is made. In the recent photographs by Vladimir Kupriyanov, Igor Moukhin, Anna Gorunova and Pakito Infante, the "real" space of Moscow is replaced by an imaginary and optical spaces of virtuality.

The works in the exhibition are on loan from Moscow's Cultural Center Dom, and many are being shown outside Russia for the first time. In conjunction with the exhibition, the Wallach Art Gallery is publishing an illustrated catalogue with a scholarly essay by the exhibition curator, Nadia Michoustina, a Ph.D. candidate in Columbia University's Department of Slavic Languages. The essay presents a nuanced history of Russian photography of the 20th century, and contributes to an interpretation of extraordinary images.

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Lydia Polgreen

Columbia, Free Speech and the Coddling of the American Right

By Lydia Polgreen

Opinion Columnist

​​​​As a journalist, you usually go to the front line to find the news. But sometimes the front line finds you. This happened to me not once but twice on Thursday, as an epic battle over freedom of expression on college campuses unfolded from one end of Manhattan to another.

The first was when I happened to be on the campus of Columbia University, speaking at a class. While leaving the classroom, I came upon a tent camp that had sprung up on one of the campus’s lush lawns. It was, as college protests often are, an earnest but peaceful affair. A few dozen tents had been pitched, and students hung a sign reading “Gaza solidarity encampment.” Their tactics were a mild echo of those of an earlier generation of students, who effectively shut down the campus in April 1985 to demand that Columbia divest from South Africa — protests that were in turn an echo of the 1968 student takeover of the university amid the broad cultural rebellion against the Vietnam War.

On Thursday morning the students marched in a circle, their chants demanding that Columbia divest from Israel in protest of the ongoing slaughter in Gaza, in which around 34,000 people — more than 1 percent of Gaza’s population — have died , most of them women and children. The protesters were taking up a good bit of space and making a fair bit of noise. They were, according to the university, trespassing on the grounds of the school they pay dearly to attend. But they didn’t seem to be targeting, much less harming, any of their fellow students. The campus was closed to outsiders; the protest seemed unlikely to escalate. I took in the scene, then hopped on the subway to get back to my office.

I was stunned to learn, less than an hour later, that Columbia’s president, Nemat Shafik, had asked the New York Police Department to clear the camp, which had been established less than 48 hours earlier. What followed was the largest arrest of students at Columbia since 1968.

I knew that I would run into those students again: I live a block from the headquarters of the N.Y.P.D., where protesters are often booked and processed. Since Oct. 7 there have been regular demonstrations on my block as pro-Palestinian activists await the release of their friends. When I got home from the office, a huge crowd had already gathered.

Most of the students I tried to talk to did not want to be interviewed. Some had harsh criticisms of mainstream media coverage of the war in Gaza. Others were afraid that being associated with the protest movement could harm their career prospects. (These are Ivy League students, after all.) But eventually, many told me of their determination to keep protesting for a cause they feel is the defining moral challenge of their lives.

A quasi-encampment quickly sprung up down the block from my apartment, where students waited for their friends to be released. It took on a festive air: There were plenty of pizzas and boxes of doughnuts, cases of Gatorade and bottles of water. People guzzled coffee and used hand warmers to stave off the unusually chilly mid-April air as dusk approached. I didn’t see a drop of alcohol or smell a whiff of marijuana, usually an omnipresent scent on the streets of Lower Manhattan. I spotted a man braiding a woman’s hair into tidy pigtails. People bedded down on towels and blankets, settling in for a long wait.

The students were especially angry about the email they had received from Shafik, which, in the bureaucratic language of academic officialdom, informed them that their classmates were about to be bodily dragged from campus by police officers in riot gear: “I have always said that the safety of our community was my top priority and that we needed to preserve an environment where everyone could learn in a supportive context,” she wrote.

Shafik wrote to the N.Y.P.D . requesting that officers clear the quad, declaring the protests “a clear and present danger” to the university. If there was danger, the police seemed to struggle to find it. In remarks reported by The Columbia Daily Spectator , the Police Department’s chief of patrol, John Chell, said that there were no reports of violence or injury. “To put this in perspective, the students that were arrested were peaceful, offered no resistance whatsoever, and were saying what they wanted to say in a peaceful manner,” he said.

For the students I spoke to, the invocation of safety was especially galling because the arrests themselves were an act of violence, and the fact that many students reported receiving emails informing them that they were suspended and temporarily barred from their dorms, effectively rendering them homeless.

“The only violence on campus was the police carrying people away to jail,” one student told me. “It was an absolutely peaceful protest. Last night we had a dance circle. There has been nothing aggressive or violent.”

Others told me they felt Shafik’s message was clear and chilling.

“Some people have space to have pain,” one student at the protest outside police headquarters told me. “Others don’t get to have pain.” She said Muslim students, along with Arab and Palestinian students of all faiths, had been unfairly targeted on campus, describing an incident in which a private detective showed up at the dorm room door of a Palestinian American student.

Another student chimed in: “There is no hearing in Congress about Islamophobia.”

The previous day, Shafik had prostrated herself before the bad faith brigade that is the Republican-led House of Representatives. In testimony before the House’s education committee, Shafik seemed determined to avoid the fate of two other Ivy League presidents whose shaky performances led to their ousters. She intimated that she would not hesitate to discipline pro-Palestine professors and students for speech, and suggested that using the contested chant “from the river to the sea” could be cause for disciplinary action on its own.

In a world where almost any kind of advocacy on behalf of Palestinian self-determination risks being interpreted as antisemitism or a call for the destruction of Israel, her statements cast quite a pall. Her actions on Thursday drew instant rebuke from professors and other defenders of free speech on campus.

Columbia’s president seemed to believe that Republican Ivy League opportunists like Elise Stefanik would be satisfied with her willingness to throw students under the bus. Fat chance. On Thursday The New York Post reported that pro-Israel groups were unimpressed: They hired trucks with mobile billboards urging her to resign. “We’re here to help you move,” the billboards read.

I am old enough to remember when our public conversation was preoccupied with the coddling of college students, their unwillingness to confront hard truths and their desire for safe spaces, shielded from challenging ideas. Many of the voices who for years ridiculed the safety concerns of Black, brown, Indigenous and queer students are notably silent as an iron-fisted university leader sends in cops in riot gear to arrest college students for passionately engaging with political life and taking a stand on an important moral issue. If our richest universities, cosseted by tenure and plumped with their ample endowments, cannot be citadels of free speech and forums for wrestling with the most difficult ideas, what hope is there for any other institution in our country?

The right-wing culture war on America’s campuses has been unfolding for some time. Recently, legitimate concerns about rising antisemitism have helped push those forces into an uneasy alliance that threatens all kinds of speech. University administrators, trembling in the face of their powerful trustees and MAGA politicians, have fallen into a trap in which they must be ready to call in the troops at the slightest sign of discord involving politics they deem dangerous in the name of “safety.” These forces are an existential threat to the long tradition of free assembly in American universities.

But these students are not going to go quietly.

“The more they try to silence us, the louder we get,” one Columbia graduate student told me.

Late into the night on Thursday, despite the bone-deep cold, the crowd outside police headquarters remained thick, whooping and cheering as each batch of arrested students was released. Back on campus, dozens more students had already taken up residence on a neighboring lawn in Columbia’s quad, daring the university to try again.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Lydia Polgreen is an Opinion columnist and a co-host of the “ Matter of Opinion ” podcast for The Times.

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We encourage you to convey the breadth and depth of your extracurricular pursuits within the activities section of your admission application—including the full name of each organization in which you participate and a brief description of your involvement. While we request that the volume of supplementary credentials be kept to a minimum, there may be occasions where such credentials provide valuable information that the standard application does not. 

Please note that supplements are not a required part of our admissions process. If you plan to submit supplementary credentials, please follow the instructions below.

Dates & deadlines

Early Decision applicants must submit their supplements by November 1 and Regular Decision applicants must submit their supplements by January 1. Transfer Applicants must submit their supplements by March 1.

Types of submissions

Academic research.

If you have completed research with a faculty member or mentor in science, engineering or other academic disciplines (e.g., humanities, social sciences or languages), you are welcome to provide a one or two page abstract as a supplement to your application. You may upload your abstract in the Columbia-specific questions to the Common Application or in the Uploads page of the Coalition Application.

If you are submitting an abstract, you will also be asked to answer a few short questions on the duration of your research involvement, your specific role in and contributions to the research project, and contact information of your research mentor. This will help us better understand your specific research experience beyond what you may have already included in your other application materials.

We also welcome a letter of recommendation from your research mentor, who can send the letter via email to [email protected] , via fax to 212-854-3393, or via mail to Undergraduate Admissions .

Creative Portfolios

You may wish to submit supplementary portfolios if you intend to bring creative talents to Columbia’s campus either through a major and/or extracurricular opportunities.

Supplements are entirely optional and not required for the admissions process. Students will have access to the arts and maker communities and facilities, and are able to participate in the arts communities of Columbia regardless of supplement submissions or majors. Most students who choose to submit an Artistic Portfolio have achievements at the local, state, national or international level related to their craft, and have devoted a significant amount of time and energy to their art form(s). The Maker Portfolio may be an opportunity for students to highlight past creations or ongoing projects that demonstrate creativity and ingenuity, technical ability and hands-on problem solving. 

Architecture, Creative Writing, Dance, Drama and Theatre Arts, Film, Maker, Music and Visual Arts supplements can be submitted through Columbia's SlideRoom portal . Please select the program corresponding to the application type you are using for your application to Columbia.   

Please submit up to 10 digital images or models that highlight your best work. Images may be submitted only in jpg, png, or gif formats, up to 5 MB each. 3D models may be submitted via Sketchfab. Specify the title, year and medium for each submission.

Applicants are welcome to submit a résumé (in pdf format) listing their architecture experience and recognition.

A processing fee of $10 will be required at the time of submission.

Please submit a document (in pdf format) of your sample creative writing in any of the following areas: poetry, fiction, or creative non-fiction. Do not submit journalism samples or full books. Submissions should not exceed 5 pages.

Applicants are required to include a résumé (in pdf format) listing their creative writing experience and recognition.

A processing fee of $5 will be required at the time of submission.

Please submit a video sample of your dance performance between 4 to 6 minutes in length. List your name, title of the piece, choreographer, music composer/title, and the place and date of your performance. If not a solo recording, also indicate your performance in the description section of the media details. You may upload a video file no larger than 250 MB or provide a link to a video hosting site (e.g. YouTube or Vimeo). Videos should not include any biographical or introductory material. Submissions should reflect material filmed within the last two years.

Applicants are required to submit a résumé (in pdf format) listing their dance experience and recognition.

Please submit either a video sample of theatrical performance, directing, design and/or playwriting or a document (in pdf format) of either a script or a portfolio demonstrating contributions in directing or design. You may upload a video file no larger than 250 MB or provide a link to a video hosting site (e.g. YouTube or Vimeo). Videos should not include any biographical or introductory material.

Applicants are required to submit a résumé (in pdf format) listing their drama and theatre arts experience and recognition.

Please submit a video sample of your film work or a screenplay (in pdf format). Video submissions should be up to 10 minutes in length. You may upload a video file no larger than 250 MB or provide a link to a video hosting site (e.g. YouTube or Vimeo).  List your name and role in the production in the description section of the media details. Videos should not include any biographical or introductory material.

Applicants are required to submit a résumé (in pdf format) listing their film experience and recognition.

The Maker Portfolio is an opportunity for students to highlight completed or ongoing projects that they have built, fabricated, invented, produced, or otherwise created. These projects should demonstrate creativity and ingenuity, technical ability and hands-on problem solving. 

Students who would like their technically creative work to be reviewed alongside their application materials can submit up to 4 media items (images, video, 3D models, audio files, documents, or external links), documenting one or several projects. Submitted media can reflect any step in the design process, from blueprints and specifications, through demonstrations of completed work. Students will also be asked to answer a few short questions about the duration of their project, their specific role in and contributions to the project, and contact information of a mentor or advisor who can speak to this creative work. 

Please select two works contrasting in period and tempo, and choose from one of three possible types of submissions:

Live auditions are not part of Columbia’s admissions process, but auditions for private lessons, selective ensembles, troupes and various productions are held for enrolled students at the start of each academic year.

List the composer, name of the work, instrument performed and year recorded or composed. If not a solo recording, please indicate your performance in the description section of the media details. The combined length of recordings should not exceed 20 minutes. Recordings should not include any biographical or introductory material.

Video must be provided via a video hosting site link (e.g. YouTube or Vimeo) or uploaded as a video file no larger than 250 MB.

Applicants are required to submit a résumé (in pdf format) listing their music experience and recognition.

Applicants applying to the Columbia-Juilliard Program should submit material for Columbia faculty review.

Please submit up to 20 images that highlight the best work in your portfolio. Images may be submitted only in jpg, png, or gif formats, up to 5 MB each. Please specify the title, year and medium for each submission.

Applicants are welcome to submit a résumé (in pdf format) listing their visual arts experience and recognition.

In addition to creative materials, each portfolio requires you to list the name and contact information of a reference who may be contacted to corroborate your depth of talent in and/or dedication to your creative discipline. Examples of appropriate references may include, but are not limited to: club or activity supervisors, in-school teachers, private instructors, internship or job supervisors, and mentors.

Each submission incurs a fee, listed in each program above. If paying the submission fee is a financial burden for your family, we encourage you to request a fee waiver by emailing [email protected] prior to submitting your SlideRoom portfolio. Additional instructions for a SlideRoom fee waiver can be found on the Slide Room portal .

Schoolhouse.world Certifications

Applicants to Columbia are welcome to submit Schoolhouse.world certifications as an optional supplement to their application.

Certifications from Schoolhouse.world are just one way for you to demonstrate your academic achievement. While these certifications do not fulfill official requirements like transcripts and letters of recommendation, they can be a great opportunity for students who wish to learn or show competencies in subjects not offered as part of their school curriculum, particularly in math.

Other considerations

We specifically ask that you do not send collections of awards or certificates, and we explicitly direct that you refrain from submitting or mailing any type of supplementary materials in binders or folders. Do not send CDs, DVDs or hard copies of any materials, as they will not be reviewed.

Finally, please be advised that we can provide no guarantee that all materials will be reviewed or evaluated, as they are not required for the admission process.

The Columbia-Juilliard Program

Student Groups

Understanding the Process

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Enter for your chance to attend Wrap Up: Fans in the Fishbowl!

On May 15 th when the Howard Stern Show ends a new Wrap Up Show begins – LIVE in the SiriusXM Fishbowl in New York City – and here’s your chance to be a part of it!

A few lucky listeners will join the conversation with Gary and Rahsaan as they talk all things Howard, along with special guests and surprises.

To enter, fill out the form below and then send an email with the subject line Fans In The Fishbowl to [email protected] with either a brief essay (1,000 words or less) or an attached voice memo (30 seconds or less), arguing who you think is the most valuable Stern Show Staffer. The best arguments will be selected to receive passes for two to a live taping of a Wrap Up Show (no transportation included).

Thank you thank you thank you for entering – and good luck!

NO PURCHASE NECESSARY TO ENTER OR WIN.  Must be a U.S. resident, 18 years of age or older to enter. Only winners will be notified via email/phone. Prize is event passes only for winner and one guest. Submissions may be played on-air. NO TRANSPORTATION IS INCLUDED.

Submissions accepted 4/22/24 - 5/1/24.

See Official Rules for details and eligibility requirements. The following information will be subject to the SiriusXM Privacy Policy .

I am at least 18 years old and have read and agree to the  Official Rules .