columbia university general studies essay

The best response to that question is, “What type of person are you?” That's where your application begins.

GS enrolls world-class dancers, athletes, musicians, bankers, and small business owners, and people who came here from as far away as China, Israel, and Germany. We have students who have completed a year or two of college elsewhere, individuals who have never attended college, and professionals who come to GS to complete second degrees in disciplines they'd always been drawn to, but had not pursued.

Time away from school and the desire to return are the two things all GS students have in common. In every other way, each student is unique, with his or her own story.

Apply today , and continue yours.

How To Apply

Applicants must complete either an online or paper application, and submit the following: ( Visit the GS Admissions website for more detailed information .)

• Official high school transcripts, secondary school records, or GED test results.
• Official transcripts from all colleges or universities attended.
• Official SAT or ACT scores taken within the last eight years. Students may also take the General Studies Admissions Exam.
• One typed, double-spaced essay. See the admissions application for essay question.
• Two letters of recommendation from academic and/or professional sources.
• A nonrefundable application fee of $65.
• GS Application for Financial Aid (optional but highly recommended)

Columbia University

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at Columbia University?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

Columbia University’s 2023-24 Essay Prompts

Book short response.

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.

Diversity Short Response

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.

Overcoming Challenges Short Response

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.

Why This College Short Response

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

Why This Major Short Response

What attracts you to your preferred areas of study at Columbia College?

What attracts you to your preferred areas of study at Columbia Engineering?

Trinity College Dublin and Sciences Po Dual BA Essay

Describe how your experiences, both personal and academic, have shaped your decision to pursue the Dual BA Program. Why is an international academic experience important to you as you consider the ways in which it may influence your future?

Successful essays should not only identify and describe specific elements of the Dual BA Program that meet your needs as a student, but should also explain why the academic courses you have chosen for your time at Trinity College Dublin and Columbia University are compatible with your aspirations, academic or otherwise.

School of General Studies Essay

Tell us about your educational history, work experience, present situation, and plans for the future. Please make sure to reflect on why you consider yourself a nontraditional student and have chosen to pursue your education at the School of General Studies of Columbia University. Successful essays should identify and describe specific elements of the program, academic or otherwise, that meet your needs as a nontraditional student. The admissions committee is particularly interested in situations in your life from which you have learned and grown. This may include past academic experiences, professional accomplishments, or turning points and transformative events: new beginnings and personal achievements, but also events that may have affected your education, such as health and family challenges, personal obstacles or even issues with the justice system. Our expectation is that your reflection on your experiences will demonstrate your potential to add a unique perspective to the Columbia classroom.

Postbac Premed Program Essay

Please submit an essay of approximately 500 words discussing your decision to pursue a career in medicine or an allied health profession. A successful essay will not only describe the factors that contributed to your decision, but will give us a sense of you as an individual by discussing why you want to pursue this career and how you feel you will contribute to the profession.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

What will first-time readers think of your college essay?

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 Feedback on Your Essay

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.

Where to Get Your Columbia University Essays Edited

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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Columbia University Essay Examples (And Why They Worked)

The following Columbia University essay examples were written by several different authors who were admitted to Columbia University. All names have been redacted for anonymity. CollegeAdvisor.com has shared these essays with admissions officers at Columbia University in order to deter potential plagiarism.

For more help with your Columbia University essay supplements, check out our 2020-2021 Columbia University Essay Guide ! For more guidance on personal essays and the college application process in general, sign up for a monthly plan to work with an admissions coach 1-on-1.

List a few words or phrases that describe your ideal college community. (150 words or less)

Supportive and collaborative (Let’s trauma bond and get through college together!); Tight-knit and friendly; Accepting; Socially and environmentally-aware; Quirky but also down-to-earth; Know how to enjoy a good movie/book/tv show marathon; Appreciate the arts, scientific achievements, and social accomplishments; Be willing to help out a first year being lost around campus for the first few weeks; Not afraid to stand up for what is right and use our resources to create a difference in the world.

List the titles of the required readings from courses during the school year or summer that you enjoyed most in the past year. (150 words or less)

Uncle Tom’s Cabin -Harriet Beecher Stowe (APUSH): This book offered me the raw and emotional look at slavery and showed me the complexities of the US society before the Civil War.

The Grapes of Wrath -John Steinbeck (APUSH): Another emotional book that offered me a raw look at how the migrant workers were hurt during the Great Depression. This book along with Uncle Tom’s Cabin humanize history for me.

L’Étranger -Albert Camus (AP Lang): Existentialism. Interesting read. It really made me question life.

Sociologie des pratiques culturelles (Sociology of Cultural Practices) by Philippe Coulangeon is a required text I particularly appreciated this year. I enjoyed how the novel examines the principle trends that characterize the evolution of modern cultural practices, as well as the results of the democratization of culture in modern-day France.

Les Fleurs du Mal (The Flowers of Evil) by Baudelaire is an extremely powerful poetry collection that I found to be at the same time thought provoking and a pleasure to read. The poet expresses both his “Spleen,” or his agony, and his Ideal through beautiful and captivating verses.

I also absolutely loved Don Juan by Moliere, a play written and set in 17th century France during the reign of Louis XIV. Moliere’s clever mix of the classic and baroque styles was a joy to read, and the way he uses comedy as a tool to criticize society was brilliant.

Why this Columbia University essay worked, according to an ex-admissions officer

This response to the Columbia University essay prompt works well because it highlights the cultural and linguistic diversity of the student. The student succinctly and convincingly discusses what they connected to in the various works, showing their intellectual curiosity as well their ability to appreciate mature pieces of literature.

List the titles of the books you read for pleasure that you enjoyed most in the past year. (150 words or less)

Most haunting book: Kindred -Octavia Butler (Like Dana, I rooted for Rufus, hoping he wouldn’t turn out to be a villainous and selfish enslaver. I was betrayed)

Most emotional book: Thirteen Reasons Why -Jay Asher (This is one of those books that makes you question your entire life after reading it. It just has the power to make you wonder: Am I a good person? Have I made a good or bad difference in the lives of others? Highly recommended)

Best reread of the year: To All the Boys I’d Loved Before -Jenny Han (Three claps for Asian representation in YA books!)

Most nostalgic book: The Percy Jackson series-Rick Riordan (Earlier this year, I was at the Met, where Percy willed his power to push Nancy Bobofit into the water! Bucket list item #14: checked)

Honorable mentions: The Jungle -Upton Sinclair, The Hate U Give -Angie Thomas, Jurassic Park -Michael Crichton, and The Sympathizer -Viet Thanh Nguyen.

I like this response to this Columbia University essay prompt because the student is unapologetically herself. A lot of students feel the need to make themselves more impressive, or more sophisticated/well read, and the risk in that is that they lose that personal warmth, genuine voice, and connection with the reader. It’s far better to be honest and forthcoming, inviting the reader into your world view, humor, experience, and unique and fun perspective on the world.

One novel I read for pleasure that I found gripping and profound is Brave New World by Huxley. In addition to being a call for freedom during the rise of totalitarian societies, the novel also addresses philosophical and ethical questions that remain relevant today.

Bel Ami by Maupassant is another novel that spoke to me. This naturalist novel depicts the journey of the protagonist’s rise to power through manipulation and corruption in late 19th century France. I enjoyed following how this anti-hero climbs the social ladder from his humble working-class beginnings to become one of the most powerful men in Paris.

I was inspired by Histoire de l’autre (Story of the Other), a book that presents both the Israeli and Palestinian points of view on key historical events throughout the conflict. It was written by six Israeli and six Palestinian history professors, who narrate the same events from different perspectives.

List the titles of the print, electronic publications and websites you read regularly. (150 words or less)

I get caught up on current events from three main news sites: the Saint Louis Post Dispatch for the local perspective, the New York Times for the national perspective, and the BBC for the international perspective. It’s a habit of mine to read about current events from at least 3 perspectives. That way, I know I’m getting the most objective view of the world.

Entertainment news: Buzzfeed and Kenh14 (a Vietnamese newsite)

News not covered by mainstream media but are highly important: Stories on Instagrams, Facebook, and Reddit.

Again, I feel like this student is being honest and forthcoming. You get a sense of ethnicity/identity, and also of a person who is willing to be informed without trying to prove anything. There’s a fine balance between being genuine and trying to seem impressive.

I follow the news on BBC (www.bbc.com). BBC gives me a well-rounded view of political, economic and social events from around the world, with the necessary background information to understand today’s global issues.

I also use the mobile app News Republic on a daily basis. News Republic provides articles from over 1,000 trusted news sources, so I can be informed of global issues from multiple perspectives. Further, I can design my news page to follow the topics I am most interested in.

Another website I follow regularly is Time Out Madrid ( www.timeout.com/madrid ). It helps me take full advantage of all the opportunities Madrid has to offer, such as cultural exhibitions, hidden parks and cafes, concerts, plays and movies. My latest discovery is a list of eleven original bookshops, where, in addition to finding books, friends and I can have a coffee, enjoy a concert or listen to a lecture.

Again, what works about this kind of response is that the reader can get a sense of the global perspective and experience of the student. Without being too obvious with it, the student brings the reader into their life – bookstores, social life, international experience – and makes the reader a part of it.

List the titles of the films, concerts, shows, exhibits, lectures and other entertainments you enjoyed most in the past year. (150 words or less)

Musical: Hamilton, Legally Blondes, Miss Saigon (I love the music but hate the historical inaccuracies as well as the ignorance of Vietnamese culture portrayed in the musical)

Films: Avengers: Endgame, Spiderman: Far from Home, Candy Jar, Lincoln, Us, Get Out.

TV shows: Marvel’s Agents of Shield (My all time favorite show. I learned English watching Shield in middle school), Goong (amazing soundtracks, jump started my K-drama binge for the last 2 months, inspired a Viet-styled Goong fanfiction currently in the works), and High Kick Through the Rooftop (It’s an awesome Korean sitcom. I highly recommend it. Just ignore the last 6 episodes)

Music: Soundtracks. My current favorite is Dah Ji Mot Han Ma Eum from Goong!

I saw back-to-back Ionesco’s two classic plays, La cantatrice chauve (The Bald Soprano) and La leçon (The Lesson), at Le Théâtre de la Huchette in Paris, where they have been playing non-stop since 1957. It was fascinating to see these plays with the same original mise-en-scene dating back to the era when they were written.

Additionally, I loved the exhibition Pop Art Myths at the Thyssen-Bornemisza Museum in Madrid. I enjoyed seeing how this art form developed in the 50s and 60s and its witty critique of consumerism.

Finally, I was inspired by the documentary Beyond Right and Wrong . It follows the stories of individuals who lost their loved ones in terrible conflicts from Northern Ireland, the Middle East and Rwanda, and shows what it took for them to forgive the other side. Their strength impressed me, and their courageous acts allowed me to observe forgiveness under a different light.

The reader gets a strong sense that art, in a variety of forms, is an important part of this student’s life.This is someone who looks beyond the entertainment factor. An admissions officer would most likely get the impression that as a student, this is someone who considers historical context and likes to make deeper connections with the curriculum.

Please tell us what you value most about Columbia and why. (300 words or less)

I hate the word “common” and avoid being associated with it at all cost. Being called “Common” is the worst insult possible. It implies that I’m just another face in a sea of faces and reminds me that not so long ago, in order to blend in with the crowd, I had ignored the injustices I saw. To me, a common person of a common society is nothing more than a lonely cog in the machine who is unable and unwilling to protest against the injustices in the society.

Given my hatred of all things common, it’s a surprise to see me apply to Columbia University, a place famous for its Core Curriculum. However, after October 14, 2019, all my negative thoughts about the Core Curriculum have vanished. Instead of a group of passive ancient philosophers in modern vessels molded by the Core, I got to see a vibrant, accepting, and socially aware group of changemakers on Campus that morning. Columbia students are powerful individuals who are not hesitant to use their power to demand changes. Exhibit A: the mini awareness events to demand the recognition of Indegenous People’s Day that I got to witness. The students made their presence known with posters and chants, demanding for recognition.

It was this display of bravery that changed my view of Columbia. Upon closer research, I can see that the Common Core is not a rigid mold but rather a template for empowerment by making sure that all students are equipped with the knowledge to lead courageous lives and be informed citizens. After all, why else would the university has all students learn about Contemporary Civilization?

Columbia’s Common Core will prepare me to lead a life of courage. Haizz, of course Columbia would be the place that makes me tolerate the word “common.”

This essay works for a number of reasons. Overall, the reader gets a great understanding of what the author values. This is someone who has grown in terms of their thinking, and will continue to seek opportunities for growth. This is a student who will more than likely be involved in a number of communities both on and off campus; a future change agent.

Naturally, most applicants will write about Columbia’s Core Curriculum, for which they are well known. However, this student’s evolved understanding of why and how it’s central to Columbia’s pedagogy, and how they would engage the curriculum is radically refreshing, I would imagine. As an admission officer I would get the sense that while the author is opinionated, they will likely lead and contribute to great classroom discussions. However, what’s equally important in a university setting is that they can listen to others’ perspectives and are also open to change, which it seems this applicant is.

Lastly, the student incorporated the fact that they had been on campus in an effective way that communicated their connection to the University, and allows an admissions officer to understand how this student would fit on campus.

In 2013, I embarked on a whirlwind tour of seventeen American universities. Of all the schools I visited, Columbia stood out. In addition to stellar academic programs, its emphasis on civic and global engagement really spoke to me. It is vital for me to attend a college where both academic rigor and openness to the world are widely promoted.

Perhaps what draws me to Columbia the most is the impact it has had on my sister, Maysa (Columbia College 2018). I have never seen her happier than she is today, as she talks about the diversity of the student body, her amazing professors and advisor, and the truly transformative and eye opening educational experience the Core Curriculum is giving her. Her experience at Columbia makes me dream of having my very own Lit Hum discussion sessions, surrounded by a group of passionate Lions.

At Columbia, I would also take advantage of the many enriching clubs and student organizations. For example, I would like to become a member of the Columbia Model United Nations Team, one of the most renowned in the United States, and the Peace by PEACE club. In addition, I would like to join or set up a Club or Intramural Swim Team.

Being at Columbia would also allow me to take advantage of everything New York has to offer, from acclaimed guest speakers visiting campus to world-class performances and exhibitions. I believe Columbia is the place where all the aspects of my personality would thrive. Columbia students and faculty are motivated, active, and inspiring. At Columbia College, I would grow both academically and socially in an international and openminded environment. It would be an honor to spend the next four years “in the greatest college, in the greatest university, in the greatest city in the world.”

This student took a more traditional approach to writing this essay. The author gave a well rounded response as to how they would engage in Columbia’s community both inside and outside of the classroom. They named specific clubs and organizations they envision becoming a member of, and highlighted characteristics of the University that resonates with them. Lastly, because the author’s sister attended Columbia, they were able to incorporate some personal reflections as to why they too wish to attend.

Please tell us what from your current and past experiences (either academic or personal) attracts you specifically to the field or fields of study that you noted in the Member Questions section. If you are currently, undecided, please write about any field or fields in which you may have an interest in at this time. (300 words or less)

In seventh grade, a phenomenon exploded at my school: YA stories about a world without adults. The premise is simple: A strange accident evaporated all the adults, leaving only young people to inhabit the new world.

Like everyone, I was in love with those stories and enjoyed fantasizing how I would be in that situation. However, something didn’t sit right with me: Why only the adults? How come anyone under the age of 16 got to stay? I was desperate for an answer and since I couldn’t find them in the pre-existing stories, I decided to write my own story with a valid reason for the disappearance of the adults. After weeks of theorizing and researching, I finally got it. The story premise was similar: All adults on Earth have been turned into zombies by invading aliens. Luckily, thanks to a DNA mutation caused by a live virus vaccine that was administered to all children aged 17 and younger, the young people were spared. Now, they are our planet’s last hope.

What started as harmless research to satisfy my curiosity quickly developed into a long lasting fascination with cells and mutations. I marvel at how simple changes in our genetic codes could have great impact on our bodies. It’s interesting and scary to realize how easy it is for our DNA to be manipulated by outside factors. Similar to the unforeseen benefit of the DNA mutation in my story, my research has helped me discover a great passion of mine.

This is a great story! Colleges, particularly top tier schools, are looking for intellectually curious students. The author effectively demonstrates that curiosity, shows its inception, and how they have further pursued their interest. This applicant is clearly a deep and creative thinker who has discovered their passion and will fully engage in furthering their understanding in their chosen field.

Columbia University offers many fields of study closely aligned with my academic and career goals.

My Middle Eastern heritage and international background have made me passionate about social justice, peace, and conflict resolution. I am especially interested in Middle Eastern international affairs and social problems. The unrest and violence in this region have repercussions all over the globe. I believe it is vital for our generation to find long-lasting solutions for peace in the Middle East and to protect the rights of women, children, and ethnic minorities that are being abused in the region. I hope to pursue an undergraduate program focused on Human Rights, taking classes such as “International Human Rights Law,” “Equality, Identity & Rights” and “Human Rights and Human Wrongs.”

For example, in summer 2013, I participated in a two-week course called “Identity, Diversity, and Leadership” at Brown University. This course challenged me to study my own social and individual identity. I learned the values of listening, sympathizing, and understanding those who are unlike me. Similarly, in October 2014, I took part in a seminar on Non-Violent Communication organized by Seeds of Peace, focusing on ways to bridge dialogue divides and maintain empathy during difficult conversations.

Like us, an American-Lebanese-Colombian family living in Madrid, my extended family all have very international backgrounds and have lived all around the world. I have American-Lebanese-Austrian cousins living in London and American-Lebanese- Belgian cousins living in Hong Kong. Even though we all have lived very different lives, we have something in common – the feeling of being citizens of the world, immersed in a plethora of distinct cultures, yet being part of one close-knit family.

I am lucky to have been raised in this environment. It has helped me become a more adaptable, flexible, and understanding person with intellectual curiosity and openness to the world.

Additionally, Columbia College would offer me the opportunity to take an array of classes taught by leading scholars in the Departments of Political Science; Middle East, South Asian, and African Studies; and Linguistics. These classes would give me a global view of the complex world we live in, help me better understand the international challenges we face today, and further expand my global outlook and knowledge of world cultures and customs. I look forward to taking classes such as “National Security Strategies of the Middle East: A Comparative Perspective”, “Rethinking Middle East Politics” and “Language and Society”. I am also keen on continuing to build on my Arabic language skills to complement my interest in Middle Eastern history and politics through the amazing resources provided by the Columbia Global Center in Amman, where I hope to spend at least two summers.

With my background and experiences, I believe I would contribute new perspectives to class discussions and learn from the ideas of the inspiring and diverse students that Columbia University attracts.

This essay works because the author did a great job at showing what their interests are, ways they have already pursued them, and how they will take advantage of Columbia’s curriculum to further pursue and achieve their academic and personal goals. While not every student has the opportunity to participate in tuition-based summer programs (colleges do not expect this), this student was able to highlight their participation and the ways in which they grew as a result.

The author has an incredibly diverse background and global perspective, which they effectively used to demonstrate what they will be able to contribute to the classroom as well as take away from it. This is precisely why diversity is important in a college setting. More importantly, however, the reader gets a strong sense of this student’s values and what’s important to them in terms of the contributions they hope to make to society.

These Columbia University essay examples were compiled by the advising team at CollegeAdvisor.com . If you want to get help writing your Columbia University application essays from CollegeAdvisor.com Admissions Experts , register with CollegeAdvisor.com today.

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Columbia University, School of General Studies Requirements for Admission

Choose your test.

What are Columbia University, School of General Studies's admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

• GPA requirements
• Testing requirements, including SAT and ACT requirements
• Application requirements

In this guide we'll cover what you need to get into Columbia University, School of General Studies and build a strong application.

School location: New York, NY

Admissions Rate: 29.6%

If you want to get in, the first thing to look at is the acceptance rate. This tells you how competitive the school is and how serious their requirements are.

The acceptance rate at Columbia University, School of General Studies is 29.6% . For every 100 applicants, 30 are admitted.

This means the school is very selective . If you meet Columbia University, School of General Studies's requirements for GPA, SAT/ACT scores, and other components of the application, you have a great shot at getting in. But if you fall short on GPA or your SAT/ACT scores, you'll have a very low chance of being admitted, even if you meet the other admissions requirements.

We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies . We've overseen thousands of students get into their top choice schools , from state colleges to the Ivy League.

We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools.

Learn more about PrepScholar Admissions to maximize your chance of getting in.

Columbia University, School of General Studies GPA Requirements

Many schools specify a minimum GPA requirement, but this is often just the bare minimum to submit an application without immediately getting rejected.

The GPA requirement that really matters is the GPA you need for a real chance of getting in. For this, we look at the school's average GPA for its current students.

Average GPA: 3.83

The average GPA at Columbia University, School of General Studies is 3.83 .

(Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

With a GPA of 3.83, Columbia University, School of General Studies requires you to be near the top of your class , and well above average. Your transcript should show mostly A's. Ideally, you will also have taken several AP or IB classes to show that you can handle academics at a college level.

If you're currently a junior or senior, your GPA is hard to change in time for college applications. If your GPA is at or below the school average of 3.83, you'll need a higher SAT or ACT score to compensate . This will help you compete effectively against other applicants who have higher GPAs than you.

SAT and ACT Requirements

Each school has different requirements for standardized testing. Only a few schools require the SAT or ACT, but many consider your scores if you choose to submit them.

Columbia University, School of General Studies hasn't explicitly named a policy on SAT/ACT requirements, but because it's published average SAT or ACT scores (we'll cover this next), it's likely test flexible. Typically, these schools say, "if you feel your SAT or ACT score represents you well as a student, submit them. Otherwise, don't."

Despite this policy, the truth is that most students still take the SAT or ACT, and most applicants to Columbia University, School of General Studies will submit their scores. If you don't submit scores, you'll have one fewer dimension to show that you're worthy of being admitted, compared to other students. We therefore recommend that you consider taking the SAT or ACT, and doing well.

Columbia University, School of General Studies SAT Requirements

Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school's average score.

Average SAT: 1460

The average SAT score composite at Columbia University, School of General Studies is a 1460 on the 1600 SAT scale.

This score makes Columbia University, School of General Studies Strongly Competitive for SAT test scores.

Columbia University, School of General Studies SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1470, and the 75th percentile SAT score is 1530. In other words, a 1470 on the SAT places you below average, while a 1530 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

The Score Choice policy at your school is an important part of your testing strategy.

Columbia University, School of General Studies ACT Requirements

Just like for the SAT, Columbia University, School of General Studies likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 33

The average ACT score at Columbia University, School of General Studies is 33. This score makes Columbia University, School of General Studies Strongly Competitive for ACT scores.

The 25th percentile ACT score is 32, and the 75th percentile ACT score is 34.

Even though Columbia University, School of General Studies likely says they have no minimum ACT requirement, if you apply with a 32 or below, you'll have a very hard time getting in, unless you have something else very impressive in your application. There are so many applicants scoring 33 and above that a 32 will look academically weak.

ACT Score Sending Policy

If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 34 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to Columbia University, School of General Studies, so you should prep until you reach our recommended target ACT score of 34.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and ACT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

SAT/ACT Writing Section Requirements

Currently, only the ACT has an optional essay section that all students can take. The SAT used to also have an optional Essay section, but since June 2021, this has been discontinued unless you are taking the test as part of school-day testing in a few states. Because of this, no school requires the SAT Essay or ACT Writing section, but some schools do recommend certain students submit their results if they have them.

Columbia University, School of General Studies hasn't reported their stance on SAT Essay/ACT Writing, but most likely they consider it to be optional. Thus you don't need to worry too much about Writing for this school, but other schools you're applying to may require it.

Final Admissions Verdict

Because this school is very selective, strong academic scores are critical to improving your chances of admission . If you're able to score a 1530 SAT or a 34 ACT or above, you'll have a very strong chance at getting in.

For a school as selective as Columbia University, School of General Studies, rounding out the rest of your application will also help. We'll cover those details next.

But if you apply with a score below a 1530 SAT or a 34 ACT, you unfortunately have a low chance of getting in. There are just too many other applicants with high SAT/ACT scores and strong applications, and you need to compete against them.

Admissions Calculator

Here's our custom admissions calculator. Plug in your numbers to see what your chances of getting in are. Pick your test: SAT ACT

• 80-100%: Safety school: Strong chance of getting in
• 50-80%: More likely than not getting in
• 20-50%: Lower but still good chance of getting in
• 5-20%: Reach school: Unlikely to get in, but still have a shot
• 0-5%: Hard reach school: Very difficult to get in

How would your chances improve with a better score?

Take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

At PrepScholar, we've created the leading online SAT/ACT prep program . We guarantee an improvement of 160 SAT points or 4 ACT points on your score, or your money back.

Here's a summary of why we're so much more effective than other prep programs:

• PrepScholar customizes your prep to your strengths and weaknesses . You don't waste time working on areas you already know, so you get more results in less time.
• We guide you through your program step-by-step so that you're never confused about what you should be studying. Focus all your time learning, not worrying about what to learn.
• Our team is made of national SAT/ACT experts . PrepScholar's founders are Harvard graduates and SAT perfect scorers . You'll be studying using the strategies that actually worked for them.
• We've gotten tremendous results with thousands of students across the country. Read about our score results and reviews from our happy customers .

There's a lot more to PrepScholar that makes it the best SAT/ACT prep program. Click to learn more about our program , or sign up for our 5-day free trial to check out PrepScholar for yourself:

Application Requirements

Every school requires an application with the bare essentials - high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We'll cover the exact requirements of Columbia University, School of General Studies here.

Application Requirements Overview

• Common Application Not accepted
• Electronic Application Available
• Essay or Personal Statement Required for all freshmen
• Letters of Recommendation 2
• Interview Not required
• Application Fee $80
• Fee Waiver Available? Not available
• Other Notes

Testing Requirements

• SAT or ACT Considered if submitted
• SAT Essay or ACT Writing Recommended for some
• SAT Subject Tests
• Scores Due in Office May 15

Coursework Requirements

• Subject Required Years
• Foreign Language
• Social Studies

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes May 15 July 7
• Yes January 15 March 1

Admissions Office Information

• Address: 2970 New York, NY 10027-6939
• Phone: (212) 854-2772
• Email: [email protected]

Other Schools For You

If you're interested in Columbia University, School of General Studies, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to Columbia University, School of General Studies.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than Columbia University, School of General Studies. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for Columbia University, School of General Studies, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for Columbia University, School of General Studies, you should have no problem getting into these schools. If Columbia University, School of General Studies is currently out of your reach, you might already be competitive for these schools.

Data on this page is sourced from Peterson's Databases © 2023 (Peterson's LLC. All rights reserved.) as well as additional publicly available sources.

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About Amitai

[he/they] Independent software development coach and speaker . Itinerant programmer . Legacy code wrestler . Agile in 3 Minutes podcaster . Musician . Bad poet (award-winning).

• Agile in 3 Minutes
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• TDD in context
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• Weekly Piano Miniatures October 2022-October 2023
• Daily Piano Miniatures May-October 2022
• GitHub for most of my repos
• Twitch for live-coding (and -pianoing)
• pkgsrc package manager
• qmail email server
• ikiwiki (mostly) static site generator

Autobiographical Essay (1500-2000 words): Tell us about your educational history, work experience, present situation, and plans for the future. Please make sure to address why you consider yourself a nontraditional student, and have chosen to pursue your education at the School of General Studies of Columbia University.

Successful essays should not only identify and describe specific elements of the program, academic or otherwise, that meet your needs as a nontraditional student, but should also explain why GS is the place for you.

In my first year at Case, I was placed on probation after the first semester and separated from the university after the second. My strikingly poor performance occurred when, faced with a series of disappointments, I responded less than constructively.

Ravenous to commence my formal study of computer engineering (one of my intended majors), I was seemingly inexplicably assigned an advisor from the music department who attempted to persuade me to load up on music courses in case I ever wanted a music major. By the time I convinced him that this was not a goal of mine, the introductory computer science course was full, and I'd have to wait at least a semester to take it. I placed out of the introductory course in English (my other intended major) and enrolled in the next one in sequence, only to find the teaching plodding and uncreative. I traded some AP credit for the right to enroll in an advanced physics course, soon discovering that the sole difference between it and the ordinary course was a topic I'd studied on my own, in greater depth, early in high school. My would-be piano instructor at the Cleveland Institute of Music taught in an authoritarian style I couldn't abide; as a non-major, unable to select another teacher, I ceased my lessons. A litany of frustrations.

I might have overcome them but for this last: upon my arrival at a top university, I'd hoped to be one of many intellectual peers. I found precious few. It seemed most students were closed-minded, uncultured, interested solely in the one subject they came to study, and then only as far as the studies required. Having sought academic inspiration from my surroundings, I'd instead found an atmosphere that was intellectually stifling, even suffocating.

I was an idealistic 18-year-old boy who saw each small dream methodically dashed. I grew bitter. Finally, unable to see a worthwhile outcome, I stopped attending class altogether.

Believe it or not, this childish reaction proved not wholly unconstructive. I used the free time to study computers on my own. The knowledge I gained, fortuitously, was enough to land my first full-time job shortly after I left Case. And that job, fortuitously, led me along a career path I could not have foreseen, a path along which I slowly grew into an adult who knows of disappointment and how to live with it.

Tracing the arc of my brief career, each job has required some skills I had (thus making me immediately useful and helping me feel productive) and some I needed and wanted to acquire (increasing my value over time while holding my interest). Upon leaving school, I knew I wanted to write software but didn't have the training or know-how. In the interim, I took any technical work I could get, mastered it, then stepped up. At OhioOnline, my first full-time job, I started as an expert in the comparatively small areas of HTML and the Macintosh, then moved into running their Unix servers and writing complex web scripts. The prospect of being the general-purpose lead geek brought me to a dot-com in Boston; in my year there, I learned of necessity how to develop and maintain large-scale production software. Shortly after The Daily Jolt jettisoned most of its personnel, Noteworthy offered me a post as a bona fide software developer. I'd grown to love Boston and didn't relish leaving, but there was never any question whether to accept. This was the job I'd wanted for years.

Late in high school, I began idly wondering what it'd be like to be “the dumbest guy in the room.” Yes, that's exactly how my brain phrased it. The more I wondered, the more wonderful it seemed: it'd be an intellectual thrill ride, struggling to keep up, understanding only a fraction of what I saw and heard — but oh, what a precious fraction! The idea, grand though it seemed in my head, sounded arrogant or impolite when I thought about how to express it. Meekly, then, I didn't, and contented myself with the hope that college might provide an approximation.

This hypothesis remained purely theoretical for many years. I'd begun to doubt that an opportunity to test it would ever arise when, within days of my arrival at Noteworthy, I knew I'd found it. Surrounding me were software developers simultaneously more experienced and more clever than I. They knew techniques that could only be derived by dangerously bright people who'd been paying close attention to their own work for years on end. I did struggle to keep up. It was a thrill ride. Every day, as it expanded yet again, my mind sang with joy. Hypothesis exhilaratingly proven.

Of course, having had to go without this kind of stimulation and expecting none, I'd long since learned to grow on my own. Knowing that it exists, however, has emboldened me to seek more. I believe there are universities that cultivate this spirit, this quality, and I want as much of it as I can get for the rest of my life.

After Noteworthy, I found my way to Case. While the job responsibilities appeared unambitious for my taste, my contacts at Case spoke of my would-be manager very highly, the position afforded a great many conveniences, and I needed the work. Six months later, it had become clear that working there was a great choice. In the course of diagnosing and solving computer problems for all sorts of people, I'd gotten lots of practice at communicating effectively and getting on well with anyone and everyone. I'd done so well at it, apparently, that when the type of service we were offering outgrew its status as a pilot project and threatened to expand into a half-dozen more campus departments and offices, I was asked to assume a managerial role.

Two years previously, I'd reached my goal of being a software developer; at that time, the idea of being a manager was laughable to me. I was doing precisely what I'd always wanted to be doing. I reveled in it. Managing was an interesting discipline, and something I might like to try someday, but for the time being it was for other people, not for me.

At Case, when I was asked in a real and immediate way whether I'd like to supervise a group of people, I realized it was exactly the type of work I wanted to learn how to do well. My reaction pleasantly amused me, because it made plain that I'd achieved one goal, outgrown it, and found a new one. (By the time I left Case, I'd gotten fairly competent at managing. Of course, there's always more to learn about how to effectively get things done with people, for people. That's a fundamental life skill and I expect to keep improving until my time runs out.)

It was sobering, too, in that I couldn't think of many more achievements I wanted to make in my field. Building a successful company sounds like a worthy challenge, but that only has a chance of succeeding if I'm so passionate about it that I'm willing to make it the center of my life. I don't feel that way about company-building. Computers no longer inspire me as they once did.

I want to use my brain to its absolute fullest. I've played many roles in the world of software and IT, and I don't expect to achieve this on my current career path. So I've taken to thinking about all the fascinations of my youth: which of them still hold, which would mean most to me, which would demand most of me, which would carry me furthest. It didn't take much thinking. I'm passionate about doing and teaching physics and music. If it means setting everything else aside, I happily will. I have a vision of myself at 50: a charmingly offbeat absent-minded professor who in his spare time writes for the piano in a style heavily influenced by the late Russian Romantics. I've done plenty of piano improvisation over the years. I've got a head start on the gray hair I'll need for full effect in the classroom.

I'm a freshman applicant to two other top universities. I'm far from their typical applicant and, while I could be happy and successful in those environments, neither is a natural fit. I'm 26. I've attended college before, joined a fraternity, played intramural and club sports. I've lived and learned, grown older and wiser, tested my independence and freedom, determined my priorities and values in life. I've had a career, compressed into a handful of years, that's been satisfying (but not satisfying enough, hence this application!). I'm no longer a kid and I don't need the “college experience”; I've already had it, and then some. What I need now: challenging coursework in challenging subjects, a bevy of resources at my disposal, the latitude to adjust my work and class schedule as needed each semester, and in general an institution that's cognizant and organizationally supportive of people in situations like mine. Other schools don't begin to match the package offered by Columbia's General Studies.

It excites me to think that my path to GS might be one of the most ordinary, if the word can be applied to anything about GS. My experiences have been endlessly valuable to me and, while I enjoy sharing my insights with others, my life has been in many ways charmed and easy. I look eagerly forward to the stories my peers will tell, the hard-won wisdom they'll reveal.

Columbia School of GS Essay?

<p>Okay,</p>

<p>I am writing my essay and am findind myself get off track a bit.The hardest part for me is that I am 29 and gradtuated High School in 97. I did not do very well in High School and never really took it serious. But since then I have started two small businesses , become a popular blogger and have been involved in over 12 political campaigns.I am a real adult traditional student but need some help in filling out the educational part. I have a very bad memory and went to over 6 different schools. I need some help as to where to start.</p>

<p>This is the Autobiographical Essay requirements</p>

<p>.Autobiographical Essay (1500-2000 words): Tell us about your educational history, work experience, present situation, and plans for the future. Please make sure to address why you consider yourself a nontraditional student, and have chosen to pursue your education at the School of General Studies of Columbia University. </p>

<p>Successful essays should not only identify and describe specific elements of the program, academic or otherwise, that meet your needs as a nontraditional student, but should also explain why GS is the place for you. Your essay will be read for content and grammar.</p>

<p>It is recommended that you write your essay in a word processing program before entering it in this application. Once your statement is completed, please cut and paste the text into the essay window below. Please note this is a text field, not a web editor. Therefore, your essay will not format exactly as you enter it here. As a result, once it is submitted, an admissions staff member will reformat your essay for review by the Admissions Committee.</p>

<p>I would not sweat the essay so much, not the high school portion, anyway. Many successful GS students didn’t do well in high school – abuse survivors, tracked into non-college prep early on, learning disabilities, drug/alcohol problems, pretty girls who got by on their looks (which, sadly, is extremely effective at Columbia). One person I know is near a 4.0 and she never had a college level class before Columbia.</p>

<p>Focus on:

• Your political work.
• Your businesses
• Why are you ready to make this commitment now?
• Why are you applying (curriculum, some major event that makes you want to go back to school, a professor you want to study with, a particularly great department at CU, desire to be a leader, credential for jobs/grad school)</p>

<p>GS is not for everyone and I’d advise visiting campus, trying to meet some students and getting a realistic idea of the time commitment, inflexibility of the traditional student-focused campus and how much of your life you want to revolve around GS. </p>

<p>But the essay? Someone with your experience would be a great addition to GS and I’m sure you can find a way to say how and why and what you hope to gain, with your high school experiences being a small (but be sure to explain) part of it.</p>

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Columbia Announces Class of 2028 Admissions Decisions

After months of outreach and deliberation, Columbia Undergraduate Admissions is delighted to share that 2,319 students have been offered admission to the Class of 2028 by Columbia College and The Fu Foundation School of Engineering and Applied Science.

These students were selected from the third largest applicant pool in Columbia’s history. In total, 60,248 students submitted their applications through Columbia’s Early Decision and Regular Decision cycles.

The admitted class—notified of their decision via secure online access tonight at 7 p.m.—includes students from all 50 states (as well as the District of Columbia, Guam, Puerto Rico, the Mariana Islands and the US Virgin Islands) and 108 countries. Despite widespread delays with FAFSA processing, the financial aid office was able to provide students with their estimated financial aid eligibility at the time of their admission, and approximately half of admitted students have been offered need-based financial aid thus far. Columbia continues to meet 100 percent of demonstrated need for all admitted students, without loans and regardless of citizenship.

“The students we admitted today are so much more than their impressive credentials. Through their essays and extracurriculars, research projects and maker portfolios, they have revealed remarkable depth, dedication and inspiration,” said Jessica Marinaccio, dean of Undergraduate Admissions and Financial Aid. “These students are interdisciplinary change-makers, caring community members and individuals who lead with genuine kindness. We know that our entire community at Columbia will have great cause to celebrate when the Class of 2028 joins us in Morningside Heights this fall!”

A full schedule of in-person and virtual programming, including alumni-hosted receptions in locations around the world, will allow admitted students and their families to get to know Columbia and their future classmates.

“My colleagues and I have treasured the time we’ve spent learning about individuals through their applications. And in the weeks ahead, we are excited to support each admitted student as they endeavor to make the best possible choice for themselves,” Marinaccio said. “Exploring, selecting and applying to colleges is a weighty process for students and families to navigate. We commend the future members of Columbia’s incoming class, and we also applaud everyone who has taken steps toward their goal of furthering their education.”

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General Studies

2023-2024 | bulletin and academic policies.

Academic policies are set by the Faculty of Arts and Sciences and the academic administration of individual schools within the Arts and Sciences. Students in the School of General Studies are expected to familiarize themselves with GS policies. Students seeking clarity on academic policies relevant to or beyond those stated on the GS website should consult with their respective GS advisors.

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