An Uncommon College Experience

Recent post comments have asked me to post about my experience as a first-year at the University of Chicago. Having completed my first quarter, I think IҀm finally prepared to share that. IҀm now stocked with my own photos of campus and personal exposure to the university that just months ago existed to me mostly on paper.

To give you a general outline of my life at UChicago, IҀm a first-year living in Dodd-Mead House in Burton-Judson Courts. IҀm currently taking required Humanities and Social Science Core sequences, as well as Latin and humanities electives. Outside of the classroom, IҀm in several reading groups and academic clubs, a writer for The Chicago Maroon and College website, and an after-school philosophy coach for neighborhood students through the Civic Knowledge Project.

After visiting campus many times my senior year for various campus events, my residential experience here officially began in late September with Orientation Week, known here as ӀO-week.Ԁ First-year students move into their houses one week before classes begin and have a chance to get to know their fellow classmates and the University more broadly. ItҀs an unusually social time for students here, many of whom donҀt typically come out of their shells or have Ӏfamily timeԀ with their housemates. With O-week began my praise of the (Harry-Potter-style) House system, which provides a great group of friends with which to attend campus events, explore Chicago, and generally relax with outside of class.

Student life at UChicago is constantly buzzing with various activities, both on and off campus. These are the perfect compliment to academic life. In just this past week, IҀve attended two career events; four club meetings; three public lectures on topics ranging from economics to religion; attended a school-sponsored Lascivious Ball (IҀll let the name speak for itself); and taken advantage of Chicago by exploring Chinatown with my house and seeing the Chicago Symphony Orchestra, Lyric Opera of Chicago, and Art Institute of Chicago. I also have to plug queer life here, which is very well established on campus and, like everything at UChicago, has a definite intellectual slant that refreshingly defies many queer stereotypes. Generally, student life here has a lot to offer if one is proactive and takes advantage of it. ItҀs often tough to balance everything, but I love penciling exciting new events into my calendar each week.

Though extra-curricular life has certainly been eye-opening, the deeper transformation occurred in my classes this past quarter, which were unlike any I had taken before. The Humanities and Social Science Core have truly changed the way I think and write after just one quarter. Both of these sequences examine great books without the ӀslantԀ with which traditional classes approach a work. As a quote engraved in Harper Memorial Library summarizes the College's Great Books approach: ӀRead not to believe or contradict, but to weigh and consider.Ԁ

The closest thing to the Core I have taken before are two Freshman Seminars at Harvard, which it turns out have little in common with my current classes. Freshman Seminars at Harvard (and most other colleges, from my understanding) approached a specific topic with a faculty expert and focused almost exclusively on the course material. Core classes are nearly the opposite; the texts we read are springboards into more universal topics. Discussions regularly descend into fundamental philosophical debates to the likes of Plato and Aristotle in RaphaelҀs The School of Athens.

In accordance with the Socratic method, Core class discussions arenҀt guided to a specific destination, but that doesnҀt make them flimsy. Comments are expected to be relevant, insightful, and almost always to reference a specific passage in the text. This classroom method of claims, evidence, warrants, and counter-claims is meant to work hand-in-hand with the expectations for academic writing at Chicago, which are emphasized from the very beginning in an additional peer writing seminar which students must pass as part of their Humanities Core. The seminars themselves get mixed reviews from students, but the general theme is central to the CollegeҀs academic mission: critical inquiry and precise means of argument are the backbone to any liberal arts education. Professor Wendy Doniger described that philosophy most aptly in an anecdote she read for Convocation one year:

Once when I returned to Hyde Park after a long trip abroad, I dashed off to the Co- op, of blessed memory, to restock the larder. As I waited to check out, I overheard the conversation of two undergraduates standing in line in front of me. ӀNo,Ԁ said one to the other, Ӏbut thatҀs not what Aristotle meant by that.Ԁ ӀAh,Ԁ I thought with a happy sigh, ӀIҀm home.Ԁ It was not merely the subject of their debate׀Aristotle, the poster boy of the Common Core׀that identified them as my people, but the style in which they were debating, the contentiousness of their discourse. That intellectual style is one of the things for which the University of Chicago is justly famous, our cultivation of the hawk eye that pounces on the unexamined assumption, the false logical link, the shoddy piece of evidence. And we are right to be proud of that training.

׀Wendy Doniger, Mircea Eliade Distinguished Service Professor of the History of Religions at the University of Chicago Divinity School, June 2008 Convocation Speech entitled ӀThinking More Critically About Thinking Too CriticallyԀ

In writing this post, I re-read my review of UChicago from my first visit in 2009. My understanding of the University has changed greatly since then, to say the least. For one, I was then a believer in the self-deprecating slogan, ӀThe University of Chicago: Where fun comes to die.Ԁ I saw Chicago then as extremely niche and a college experience defined by the sacrifice of social life and non-academic activities. (Never mind that my house currently sells mugs bearing a picture of Cobb gate with the inscription "Abandon all hope... Ye who enter here," playing on the O-week photo above.) Though these characterizations arenҀt "wrong," theyҀre fundamentally misguided in that they attempt to squeeze Chicago into a narrow box. On the contrary, ChicagoҀs best attribute is its resistance to such oversimplifications via its emphasis on free speech and its diverse modes of inquiry. A perfect example of this is the "Aims of Education" speech delivered to my Class of 2015 during O-week. The speech was from a statistician who presented real-world data in the form of charts and graphs with little interpretation, thus deliberately leaving it up to us to determine how it related to education in our small discussion groups following the talk.

A summer job application recently asked me to share Ӏwhat I considered my greatest achievement and why.Ԁ I thought really seriously about this question for days. In the end, I felt that listing an accomplishment or award from high school would really just be resting on my laurels, which is something I try to avoid on principle. It occurred to me then that my greatest accomplishment in life thus far is that I ultimately chose the University of Chicago for my college experience. I have never been more proud of a decision in my life. Having visited over twenty top colleges, many of which provide a significantly "happier" college experience, I've had my share of reservations and doubts. (To the like of Barry Schwartz's The Paradox of Choice, be warned that the more colleges you visit, the more objects you will have for comparison. You thus run the risk of being less satisfied with the one you finally choose!) Yet, my doubts have fully dissipated, and, as it turned out, I knew what I wanted from the very beginning, when I first visited UChicago in summer 2009.

I chose the most challenging institution I came across from the over two-dozen that I visited. The one thatրfrom day oneրfanned my sense of curiosity, made me question and defend my ideas, and promised no Ӏeasy way out.Ԁ The University of Chicago's mottoրCrescat scientia; vita excolatur, or Let knowledge grow from more to more; and so be human life enrichedրmeans more to me than ever before. Being a part of what has been called "The Great American University" has taken my life, not just my education, that much closer to where I want it to be. As my professors and peers here have shown me in equal part, that symbiotic journey of intellectual and personal discovery, however grueling, is one worth embarking on.

Application Inflation: When Is Enough Enough?

Congratulations to me! I pressed submit on my Early Action applications to the University of Chicago and Boston College, and now I'm back to blogging after weeks of essay revisions consuming my free time.

Allen Grove at About.com recently posted about the volume of applications students are sending in To How Many Colleges Should I Apply?, and it got me thinking about how I'm contributing to the admissions fad "more is better" in terms of application numbers.

To quote Grove, "NACAC, the National Association for College Admission Counseling, recently published their report on the "State of College Admission 2010." The study showed that in 2009, 75% of students submitted three or more applications; 23% submitted seven or more applications. Those numbers have been creeping up over the past couple of decades as the number of college-bound students has increased and online applications have made applying easier."

I am one of those 23% of applicants referenced as applying to more than seven colleges, so I feel some obligation to explain that to the adults and peers who constantly ask me "why so many?" The basic reason for me is that the colleges I'm interested in all happen to be highly selective. No matter how qualified you are, if one in four applicants are admitted at your "target schools," there's room for doubt of admission, and so my list has grown slightly out of precaution.

A fantastic article  titled Application Inflation: When is Enough Enough? was just released today by Eric Hoover, a writer for The Chronicle, the leading publication on higher education, in conjunction with the New York Times. Beginning with the question of why the number of applications institutions receive seems to be edging higher each year, Hoover looks into a few powerful examples of college marketing campaigns and their effects on drastically increased application numbers.

The first example on the table is the University of Chicago, which experienced an unbelievable 43% increase in applications last year. This change is attributed to multiple factors, namely the introduction of Jim Nondorf (formerly at Yale and Rensselaer Polytechnic Institute) as Dean of Admissions for the College, the school's adoption of the Common Application over their formerly "uncommon" application, and the extensive use of a marketing firm to attract more students to campus.

Students and alumni from Chicago have complained that the marketing campaign has transformed Chicago from an interesting place that drew in niche students into a more generic imitation of what a college should be, all in the name of drawing in more applicants. While Chicago used to pride in its eccentricity and deviation from the admissions norm, it now seems to be chasing averages.

So why are colleges embarking on multi-million dollar spending sprees to lure in more applicants, many paying the college board 32 cents per name, only to reject an overwhelming majority of those who apply? Many colleges claim that an increasing volume is a must in today's competitive market as an indication of institutional growth, and that increasing selectivity boosts everything from the college's credit score to alumni giving to their U.S. News Ranking, if only insignificantly.

The benefits  of bringing in more applications are dubious at best. There are many downsides to increasing application volumes as well, taken most seriously Georgetown, a school which has chosen to keep off the Common Application to keep its applicants down to those most dedicated to attending the school. It additionally wishes to provide an interview to each applicant, which it wouldn't be able to do if the college switched to the Common Application and application volume shot up double digits each year.

As Hoover's article illustrates, the debate for quantity over quantity isn't limited to paper; it affects the students who are ultimately hurt by these admissions tactics. He recounts the story of a minority applicant who was urged to apply by Harvard:

A Harvard representative contacted Sally Nuamah her junior year of high school in Chicago. Ms. Nuamah had good grades but an ACT score she describes as low. Her parents, who came from Ghana, had little money. As she welcomed the admissions rep into her living room one day, she was nervous. ӀI was like, рOh, goodness, I donҀt want to disappoint anyone,Ҁ Ԁ she says.
Ensuing conversations brought mixed emotions. ӀI felt that I was pushed and given motivation,Ԁ she says, Ӏbut on the other hand, I wondered if what they were telling me was feasible.Ԁ She knew her scores were below the average for Harvard students. Nonetheless, she applied. Months later, a rejection letter came.

Ultimately, it is a sad reality that a majority of these added applications each year are from under-qualified applicants who have no chance of being admitted, only of feeding the admissions frenzy of annually increasing volumes of applications and associated costs. However, as a current applicant myself, I see no alternative but to feed the fire until I receive some acceptance letters a few months down the road.

University of Chicago Essay Questions released for 2010-11

As you can see from many previous postings on the school, the University of Chicago has always been one of my top choices, and I couldn't agree more with the school's ancient academic philosophy. Recent additions to social improvements and amenities on all levels of the university, from re-introducing a football team (they used to be a member of the Big Ten!) to implementing the house system of living for undergraduates, have made that age old, gold standard, academic intensity more accessible and enjoyable for enrolling students. If you've not looked into the school, I would highly recommend it for those who prioritize "the life of the mind" (as the college's saying goes).
 

Chicago has long been defined by its quirky, intellectual essay questions, mentioned in a few previous posts. If you want to get a head start on Chicago's application for the 2010-11 application, the just released essay questions are as follows:

Essay Option 1: Find x.
Inspired by Benjamin Nuzzo, an admitted student from Eton College, UK

Essay Option 2: Dog and Cat. Coffee and Tea. Great Gatsby and Catcher in the Rye. Everyone knows there are two types of people in the world. What are they?
Inspired by an alumna of the Class of 2006

Essay Option 3: Salt, governments, beliefs, and celebrity couples are a few examples of things that can be dissolved. YouҀve just been granted the power to dissolve anything: physical, metaphorical, abstract, concreteŀ you name it. What do you dissolve, and what solvent do you use?
Inspired by Greg Gabrellas, A.B. 2009

Essay Option 4: ӀHonesty is the best policy, but honesty wonҀt get your friend free birthday cake at the diner.Ԁ - Overheard in the city of Chicago.
Does society require constant honesty? Why is it (or why is it not) problematic to shift the truth in oneҀs favor, even if the lie is seemingly harmless to others? If we can be Ӏconveniently honest,Ԁ what other virtues might we take more lightly?
Inspired by Eleanor Easton, a second-year in the College

"Offbeat" Essay Topics

As a junior myself, I have begun to look into essay prompts for the class of 2015 application cycle at top schools. Here are some unique examples, mostly from very elite colleges, which have proven especially challenging for applicants and interesting for admissions officers.

Of note are the questions that are distinctively open ended, mostly from more intellectual places like Chicago or Tufts which thrive on their obscure, creative, engaging insights into what would otherwise be fairly flat topics.

Elite colleges require such unique essays for a number of reasons:

First, they want to weed out students sending generic essays to multiple schools (i.e. "I would love to attend _____ institution because _____" or "I have influenced my community because ____") and simply changing out the college names with the "replace" function on Microsoft Word. Students who aren't committed in the application process to writing 4, 5, or even 10 serious supplemental essays can thus be quickly weeded out by generic or underdeveloped responses to such interesting, fundamental questions.

In addition to demonstrating applicant commitment, these interesting essays provide the only insight into how applicants think and what new things people will pursue in college rather than simply assessing what they have done or who they are- things which are already demonstrated through the generic Common Application essays.


1. How do you feel about Wednesday? (University of Chicago, 2002)

This topic was inspired by a student. However, it was optional. Students did not have to share their thoughts on Wednesday if they did not feel comfortable doing so.

2. What outrages you? (Wake Forest, 2009)

For most students? Questions like this one. We think admissions officers are looking for a particular answer, like "genocide." Wake Forest claims they just want to know the real you, but they're just being obnoxious.

3. Write a haiku, limerick, or short poem that best represents you. (NYU, 2009)

Oh please, NYU
College essays are stressful
Don't make me do this.

4. In the year 2050, a movie is being made of your life. Please tell us the name of your movie and briefly summarize the story line. (NYU, 2009)

College admissions officers like to throw in "fun" questions like this to relieve a bit of the stress high school seniors face while applying to college. I don't think it's working.

5. What is college for? (Hampshire College, 2009)

Small liberal arts colleges like to pose deceptively simple questions like this one. I'd probably come up with something cheesy about forming close personal bonds and broadening myself intellectually.

6. Are we alone? (Tufts, 2009)

This question is one of several options for prospective Tufts students this year. I'm wondering how most people will interpret this one -- I immediately thought of extraterrestrial life. In any case, I'm betting most students will pick a more generic essay that involves less thinking.

7. Make a bold prediction about something in the year 2020 that no one else has made a bold prediction about. (University of Virginia, 1999)

UVa is another college that offers several interesting optional essays each year. Colleges claim they truly are optional and you won't be penalized for not doing them.

8. Write a short story using one of the following titles: a.) House of Cards, b.)The Poor Sport, c.) Drama at the Prom, d.) Election Night, 2044, e.) The Getaway. (Tufts, 2009)

This is an unusual essay, as it's asking for something fictional. But I'd imagine any prospective creative writing majors would be quite happy to pen a short story rather than a revealing nonfiction essay.

9. How did you get caught? (Or not caught, as the case may be.) (Chicago, 2009)

I had to include another UChicago one -- they're just so odd. This university likes to use offbeat questions because it draws in a different kind of student -- a bit eclectic and intellectual -- which is just what Chicago is looking for.

10. You have just completed your 300-page autobiography. Please submit Page 217. (UPenn, 2009)

This topic was popularized by UPenn in the '80s, and many other colleges have adopted it over the years. There's a (possibly apocryphal) anecdote about a father who called an admissions officer to ask if his son could send his essay in late, as he wouldn't have time to finish his 300-page autobiography before deadline.

The full article appeared on CNN's college admissions page on November 19, 2009.

Early Decision results from The Choice

As you may know by now, I am a huge proponent of Early Decision programs as a way for students and institutions to connect over a common interest in bringing the most motivated, eager students to world renowned campuses across the nation.

Here are the admissions statistics from the 2009-2010 admissions season for Early Decision and Early Action programs. The accompanying article is very typical of those published yearly by guidebooks, noting exaggerated increases in applications.

I found these interesting simply because they vary so much from school to school. As opposed to the common story pitched by guidebooks that applications increase 20% at every school, every year, these statistics are pretty refreshing. Of course, at many schools, admissions chances are bleaker than last year (see the University of Chicago with a 56% increase in Early Action applications this year).

However, there is really only a substantial difference in about a quarter of competitive schools. Plenty of colleges like Williams got as much as 12% fewer applications this year, with most liberal arts colleges just about flat year over year.

In case you were wondering, there is still hope for most of us out there, and the admissions process is not cycling out of control - for this year at least. The problem with the process as a whole is that it is not forgiving year over year, and often times decisions come down to pure luck depending on where we are in the cycle at the particular time an applicant applies. Unfortunately for students seeking admission to places like the University of Chicago, this year was outright devastating.

Insight into the Admissions office of UChicago

The following article is quite dated (from a 1999 Newsweek issue), but quite telling as for the kind of thinking that admissions officers are forced to utilize when forced to meet so many quotas. What may seem to be a negligible distinction between two applicants often makes the cut, and the article lists a few great examples that most people wouldn't have caught on to.

I mentioned quotas before, and I think the U of C approach to them is interesting.

"Their ethnicity, something that many applicants don't divulge, still isn't known in the aggregate. Chicago prides itself on using no gender, racial, geographic or other quotas in deciding whom to accept. "We're not 'building a class,' creating this ideal little world with so many of these and so many of those," O'Neill says. "We accept the best, and hope to get as many as we can."

This is a constant struggle for me when I am looking into campus demographics; trying to objectively interpret a campus culture from mere statistics or snippets of student input. What I have found true for most schools is certainly not consistent with Chicago's statement above; most top colleges are indeed statistically (racially) diverse, but are still overly homogeneous in opinion and politics.

This statement is surely taken into account by people viewing "diversity" statistics, but I don't think most people account for how true this problem really is on college campuses. The product of this thinking is generally an unbalanced and overly liberal student body which, though open to new ideas, is intrinsically closed to much of America's real political sentiment, inadvertently hampering campus "diversity".

The article is linked here: University of Chicago Admissions - Newsweek

The University of Chicago

Chicago, Illinois
August 9, 2009

I donҀt even know where to begin the account of my experience with UChicago. Just the name gives me goosebumps. Growing up in a suburb of the city itself, it has long been a college on my mind, and is a relatively popular choice at my school, due to its notable prestige and academic prowess. Of course, plenty of people, even in the Chicago area, donҀt understand how important the school really is, often mistaking it for the University of Illinois at Chicago and not realizing that the 7th best university in the world (QS 2009) is in their backyard. Even more dangerously, many of my fellow prospective students donҀt realize how unique Chicago is. They donҀt know enough to understand that Chicago caters to a relatively small, specific demographic of students: those willing to sacrifice a raging social life, extra-curriculars, and their sanity, all for a nearly unmatched academic atmosphere and all around collegiate education.

LetҀs begin with just that: the education. The main components of ChicagoҀs curriculum can be broken down into three sections, each consuming about one third of a studentҀs time at Chicago; Core classes, or required classes of all undergraduates, major requirements, or classes required for each departmentҀs major, and elective classes, or free choice classes to round out the experience. This is an alarming level of requirements for a modern college curriculum. There are few other top colleges with such extensive core-curriculums, much less ones so rigorous. Courses required of all undergraduates range from exposure to great books and philosophy to more general math and science reasoning courses. Because of these demanding requirements, it is a long hike to earn a Chicago degree. It is a truly stimulating amount of work, and one has to make a lot of personal sacrifices to complete it. However, Chicago is one of the leading schools in terms of sending grads on to get PhDҀs as well as other professional degrees. Employers and graduate schools know how demanding the academics at Chicago are, and they look highly upon how well the school prepares its students for academic life.

ChicagoҀs campus is equally amazing. Located about twenty minutes (by subway, bus, or car) south of downtown Chicago. Though the immediate area surrounding the universityҀs neighborhood of Hyde Park is quiet and upper class, as little as a few blocks off the campus can put you right in the middle of some of ChicagoҀs worst south side neighborhoods. The school takes advantage of its location, offering field studies in Chicago and urban studies to study these surrounding areas. Due to the campusҀs location, crime is fairly high, and students are always on the lookout. This is a downside to any city campus though, and should be taken with a grain of salt; the immediate area surrounding the university is well policed (by the largest private police force in the country) and well lit, so as to provide a bubble of relative safety around the campus.















Chicago is a city I think everybody should see sometime in their lifetime, and the university only adds to the cityҀs magnificence; UChicago has a jaw-dropping campus. The reason it is so beautiful and symmetrical is because it was built from the ground up from RockefellerҀs fortune, so the school was planned from its first days as a university, unlike most college campuses, which are architecturally eclectic because they were built over time and on budgets. It simply looks like a place to learn. The campus is still mostly composed of the original collegiate-gothic buildings, but plenty of interesting, modern, buildings add to the scene. When I first visited the campus, I couldnҀt help but to just lie down for a few minutes in a quad and stare at the hundred year old oaks and the ivy on the buildings rippling in the wind.

Among these buildings, the Regenstein Library, also known as simply Ӏthe RegԀ, seems to be a campus favorite. This building has seven full sized floors of material, and the university is expanding the library this summer with a state-of-the-art underground book retrieval system to house even more books. There are plenty of rumors surrounding this building, but nearly all have to do with students Ӏnever leavingԀ to fulfill their tremendous workloads. The Reg is an amazing facility which I really enjoyed my time in, and it provides a great atmosphere for Chicago students to work in, in addition to the many great coffee shops on campus.














Essentially, the best way to wrap your mind around Chicago is that it is a uniquely academic place and that a school canҀt have everything. The university has accordingly been nicknamed the place Ӏwhere fun comes to dieԀ due to its weak social scene and high workload. Though the school is making great steps towards introducing a more vibrant social scene to the campus, it seems almost counter-intuitive to add this element to only increasingly rigorous academics. One of these elements that seems extremely popular is the House system of first year housing. Students are assigned to a social house (think Harry Potter), which becomes their family for the next four years. Students eat meals at their house table, and even after upperclassmen move off campus, many still attend social house events.

However extreme the school might seem, keep in mind that the Princeton Review dubbed Chicago Ӏschool of the yearԀ in 2007 for overall undergraduate experience. I see that ranking more political in purpose than genuine (the Princeton Review has for quite some time been labeled as too focused on social aspects of institutions), but the point still stands that this is truly a great place to spend your four years. As long as you have done the research and have truly established academics as your number one priority, Chicago could very well be the place for you. This sort of self-selectivity where students are ӀafraidԀ of the school has kept the schoolҀs admissions numbers relatively lenient compared to itҀs Ivy League competitors. However, Chicago saw a 100% increase in Early Action applications for the 2009-2010 admissions season, so the school may well be on the track to catching (back) up to the biggest names out there.