harvard essay competition 2024

HIR Academic Writing Contest

The Harvard International Review is a quarterly magazine offering insight on international affairs from the perspectives of scholars, leaders, and policymakers. Since our founding in 1979, we've set out to bridge the worlds of academia and policy through outstanding writing and editorial selection.

The quality of our content is unparalleled. Each issue of the Harvard International Review includes exclusive interviews and editorials by leading international figures along with expert staff analysis of critical international issues. We have featured commentary by 43 Presidents and Prime Ministers, 4 Secretaries-General, 4 Nobel Economics Prize laureates, and 7 Nobel Peace Prize laureates.

The Contest

Inspired by our growing high school readership around the world, we have run the Harvard International Review Academic Writing Contest since 2020 to encourage and highlight outstanding high school writing on topics related to international affairs.

Contest Format

Participants in the contest submit a short-form article on a topic in international affairs. Each submission will be read and scored by the Harvard International Review .

A number of contestants will be selected as finalists, who are invited to participate in a virtual HIR Defense Day. At the Defense Day, students will have the opportunity to give a 15-minute presentation and oral defense to Harvard International Review judges.

Submission Guidelines

All submissions must adhere to the following requirements, as outlined in the Submission Guide below.

Participants will have a choice of two different themes and must note which prompt they have chosen at the top of their submissions.

Theme A: Inequalities in a VUCA World

Theme B: Global Challenges and Collective Actions

Contestants may choose either topic above when writing the article.

Content: Articles should address a topic related to international affairs today. Potential categories include (but are not limited to): Agriculture, Business, Cybersecurity, Defense, Education, Employment & Immigration, Energy & Environment, Finance & Economy, Public Health, Science & Technology, Space, Trade, and Transportation. Articles should examine the theme from a global perspective rather than focusing on the United States.

Length: Articles should be at least 800 words but not exceed 1,200 words (not counting diagrams, tables of data, or authorship declaration).

Writing Style: Submissions should present an analytically backed perspective on an under-appreciated global topic.  

AI Policy : The usage of ChatGPT is prohibited. Judges will be running all articles through multiple AI checkers, and articles that receive high AI generation scores across multiple checkers will be disqualified.

Excellent contest submissions will aim to present a topic holistically from a balanced perspective. Evidence and nuance are critical. Submissions should be well-researched, well-informed, and formal in style and prose.

The HIR does not accept op-eds , otherwise known as editorials or opinion pieces for its competition. Articles are expected to have a thesis but should not have an agenda. Submissions should also not be merely a collection of facts.

As a journalist organization, we ask that submissions follow AP Style's newest edition . We also ask that submissions are culturally sensitive, fact-checked, and respectful.

Examples of pieces that would be considered excellent submissions are below.

Citation and Sources : All factual claims must be backed by a citation from a reliable source. All ideas that are not your own must be properly attributed. Citations should be made via hyperlinks. Non-digital sources are welcome but must be cited properly as per AP Style . See the examples above for examples of using hyperlinks for citations.

Click Here: Submission Guide

Contest dates.

There are three distinct submission cycles for the 2024 Contest.

Please note that contestants are requested to register and pay before becoming eligible to submit their articles prior to the submission deadline.  

Admissions are done on a rolling basis! Capacity is limited.

Spring 2024

Article Submission Deadline: May 31, 2024

HIR Defense Day: June 29, 2024

Summer 2024

Article Submission Deadline: August 31, 2024

HIR Defense Day: October 5, 2024

Fall 2024 / Winter 2024

Article Submission Deadline: January 2, 2025

HIR Defense Day: February 5, 2025

Contest Prizes

All submissions will receive a score from the Harvard International Review based on the Evaluation Rubric described in the Submission Guide. Contestants that receive a passing score without qualifying for a HIR Defense Day will receive individual prizes. Finalists will be eligible for the following Gold/Silver/Bronze medals based on their scores and performance in the HIR Defense Day.

Commendation Prize: HIR Certificate

Outstanding Writing Content / Style Prize : HIR Certificate

High Commendation Prize : HIR Certificate

Bronze Medal : HIR Certificate and name listed on website (global top 20 percent)

Silver Medal: HIR Certificate and name listed on website (global top 10 percent)

Gold Medal: HIR Certificate and name listed on website (global top three percent)

All scoring and prize decisions are final. The contest will not be able to provide additional detail beyond the scores provided by HIR graders. All contestants who manage to submit their articles will receive a certificate of completion.

Contest Eligibility:

United States

Students are eligible if they are in grades nine through twelve in any of the fifty states, the District of Columbia, the U.S. territories, or if they are U.S. citizens/lawful permanent residents attending high school overseas.

International

Students in countries outside of the United States (grades 9-12) are also welcome to submit. Submissions are expected to be written in English and with traditional American spelling. For more information on submissions in your country, please contact [email protected]

Register Here

Harvard International Economics

Essay contest (hieec).

HIEEC provides students the opportunity to demonstrate an accomplished level of writing and understanding of economic theory. Through the contest, students hone their academic and professional skills and exhibit their knowledge. 

HIEE C 202 3 -2024

Hieec 2023-2024 is now closed. .

The 2023-2024  Harvard International Economics Essay Contest is sponsored by the Harvard Undergraduate Economics Association (HUEA). This essay competition is open to high school studen ts of any year and is a fantastic opportunity to demonstrat e an accom plished level of writing and understanding of economic the ory. T hrough the contest, student competitors hone their academic and professional skills and exhibit their knowledge to future employers and academic programs. 

Competitors must construct a convincing argument using economic theory and real-world examples. Winning essays will be published on our website  and will be available for the greater Harvard community to read. Essays should focus on argumentation supported with facts and references, although data-based support is also welcome.

Yiheng Lyu​

Audrey Ku k​

Hyoungjin Jin

Juyoung Chun

Kevin Zhang

Matthew Choi

Mikayil Sadikhov

Raunak Agarwal

Vallabh Himakunthala

Highly Commended

Aronima Biswas

Aryan Nangia

Kridaya Gupta

Leonardo Jia

Rohan Mathur

Anagha Chakravarti

Amberlynn Gong

Neha Shanavas

Donghyeon Oh

2023-2024  Essay Questions

Advances in artificial intelligence (AI) have the potential to affect growth, inequality, productivity, innovation, and employment. OpenAI’s ChatGPT, in particular, has greatly increased public awareness about the significance of AI and its implications for the future. What impact will the development of AI have on economic inequality, the composition of the workforce, and economic output as a whole? How can nations prepare for the micro and macroeconomic changes brought about by AI?

Measuring national and global economic activity allows us to understand how economies change in size and structure—how they grow and contract. In addition to Gross Domestic Product (GDP), government budgets, and the money supply, alternatives like the Human Development Index (HDI) and Gross National Income (GNI) are used to assess economic progress. What are the advantages of our current economic indices, including GDP, HDI, GNI, government budgets, and the money supply, and in what areas are they lacking? Which of these indices do you find most helpful, and how can we enhance or combine them to improve our understanding of economic measurement?

Proponents of income redistribution support the idea that redistribution policies will increase economic stability and give more opportunities to the less wealthy. Others, however, are more skeptical and believe it could have negative consequences for economic growth. Current methods of redistribution include taxation, welfare, public services, and other monetary policies. What strategies for income redistribution should the U.S. adopt from other countries? What economic impacts could a wealth tax or super millionaire tax have? What type of redistribution is most effective and feasible? What would be the impacts of the U.S. enacting universal basic income? Discuss the implications of any of these issues and feel free to expand on other areas of economic redistribution.

As the United States weighs the impacts of China’s rise to global prominence, economics and national security have become increasingly intertwined. As a result, the United States government has imposed both tariffs and investment restrictions on China to limit the nation’s access to both US markets and intellectual property (specifically in sensitive industries such as semiconductors). What are the economic implications of these policies for United States firms, consumers, and workers? Discuss the most important perspectives of the US-China trade war and provide suggestions on how both countries can manage the prospect of a changing economic order.

2nd November 2023 – Essay titles released

11:59pm EST 5th January 2024  – Essay submission deadline

Late February 2024*  – Highly Commended and Finalists notified

Early March 2024 * – Winners notified, results published on the website

*We received a high volume of submissions, therefore we anticipate  that it will take us a couple m ore w eeks to release the results. 

Entrants must choose one of the four prompts and write a response to it with a strict limit of 1500 words. Submission must be via the HUEA website and entrants are limited to submitting one essay with only the first submission being considered. Each essay submission will have a $20 reading fee which should be paid upon submission of the essay. If this fee will impose a significant financial burden on your family, please email us. The deadline for submitting the essay is 11:59pm EST January 5th, 2024. ​

Please submit essay submissions via this form.

If the above link does not work, use:  https://forms.gle/9NVDu9WVbU71iPpq6

*Be sure to read all the details in the submission form carefully before submitting, as failure to complete any of the steps correctly may result in your submission not being considered.

The essays will be judged by the board of the HUEA, with the top 10 submissions being adjudicated by the esteemed Harvard professor and 2016 Economics Nobel Prize winner Oliver Hart.

The top three winning essays will be published ( with the author’s permission) on our website. A finalist s list of the top  submissions will be published online and adjudicated by 2016 Economics Nobel Prize Winner Oliver Hart. A list of names that will receive the "Highly Commended" distinction will also be published online​. The judges' decisions are final.

Terms and Conditions

The word limit of 1500 must be strictly adhered to. Any words past the limit will be truncated. This limit excludes references, footnotes, titles, headers and footers.

Essays must be written only by the entrant. Any outside assistance must be declared in the beginning or end of the essay.

Only your first submission will be accepted. Any further submissions will not be read.

References must be included, and any plagiarism will lead to disqualification.

References must be in Chicago or APA format. 

The only accepted document formatting is PDF. Any other format will not be accepted, nor will refunds be given to those who do not follow this rule.

No refunds are granted.

Grades 9-12 are permitted.

The essay must not be entered in any other competition nor be published elsewhere.

No individual feedback of essays will be granted.

The decisions made by HUEA by the final round of adjudication are final.

All winners agree to their names being published on the HUEA website.

Past Winners

2022  prompts an d winners.

In recent years and decades, many countries have seen fertility rates drop, potentially leading to falling populations. Currently, China has a fertility rate of 1.3, one of the lowest in the world. However, in 2021, China experienced GDP growth of 8% with output totaling $17.7 trillion. Will this lowered fertility rate (with potential to fall further) affect China’s economic growth and policy? How so? What, if anything, can the Chinese government do to limit the risk of falling fertility rates?

U.S. mortgage rates recently passed 7%, making the purchase of a new home increasingly unaffordable. Meanwhile, the United States has suffered from a chronic shortage of available housing for decades, particularly in urban areas, leading to what many scholars and advocates call an affordability crisis. Why is housing so unaffordable in the U.S.? What can (or should) be done by private actors, state and local governments, and the federal government to alleviate the affordability crisis?

It is often suggested that a tradeoff exists between economic growth and the health of the environment, especially now as the threat of climate change becomes more dire. What economic risks does a changing climate pose? Can economic growth be consistent with a healthy environment? What policies, either market-based or otherwise, should governments enact to protect the environment while posing the least danger to economic efficiency? 

Central banks such as the Federal Reserve in the U.S. and the Bank of England in the UK manage their nation’s macroeconomies with the goal of ensuring price stability and maximum employment. Globally, inflation rates are rising to levels not seen since the 1980s, particularly in the U.S. and European countries. To what extent should the monetary policies of central banks in various Western countries differ or resemble one another as a reaction to the specific causes of inflation facing their economies?

​ Click below to view each winner's essay

Ashwin t elang  *   nanxi jiang   *   duncan wong, 2019 wi n ner.

https://www.economicsreview.org/post/when-is-one-choice-one-t oo-many

2020 Winners

https://www.economicsreview.org/post/covid-19-and-the-market

https://www.economicsreview.org/post/automation-and-jobs-this-time-is-different

https://www.economicsreview.org/post/making-rational-decisions

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Develop your critical thinking and communication skills while having your work recognized by one of the world's most prominent collegiate newspapers., december 2023 - june 2024, grow your vision.

Welcome visitors to your site with a short, engaging introduction.  Double click to edit and add your own text.

About:   Calling all entrepreneurs! We are excited to announce the launch of our newest competition in partnership with Asdan China. This startup-style contest is tailor-made to cultivate the next generation of problem solvers. Participants will engage in two rigorous rounds—a preliminary round (virtual submissions) followed by a thrilling championship round held in-person at The Crimson. Those who qualify for the Championship Round will have an opportunity to be mentored by industry professionals and members of The Harvard Crimson's esteemed business board, offering a platform to test and refine one’s business acumen.

For more information and to submit by the April 6th deadline, explore below:

HARVARD Crimson Business Competition

January - march 2024.

About:  The Harvard Crimson Global Essay Competition brings together ambitious high school students from around the world with an interest in writing. This competition is an annual opportunity for students to showcase their talents on a global stage, compete to win exclusive educational opportunities and prizes, and explore different possibilities of a future in writing.

Harvard Crimson Global Essay Competition

Coming soon.

About:  Recently launched in the winter of 2023 in our continued partnership with Crimson Education, the Harvard Crimson Global Case Competition unites high school students across the world the opportunity to step into the shoes of a CEO and help a top global business tackle its challenges. In this immersive case-style competition, participants are presented with a real-world business challenge, and are tasked with creating innovative solutions impact recommendations.

Harvard Crimson Business Case Competition

About:  Over the course of 8 weeks, students have the incredible opportunity to learn directly from a professional in the journalism industry. This virtual series unfolds in two phases: during the first four weeks, students are led by the guest professional, followed by one-on-one mentorships with one of The Crimson’s esteemed writers to conclude the series.

HS2 Winter Internship        Program

Past competitions & programs, spring 2023.

About:  As the nation's oldest continuously published collegiate newspaper, The Crimson's newsroom has been a transformative experience for generations of young journalists. Through this competition, we hope to inspire high schoolers of all experience levels to develop their research and writing skills in the same way.

Participants will receive access to The Crimson's robust network of alumni in these fields, while winners will be invited to take an internship on The Crimson's summer 2024 content  team.

HARVARD Crimson Journalism Competition

Harvard Crimson Global Essay Competition 2024

Types: Submission, Tournament

Scope: International

Registration

Entry Fee: $15

[email protected]

Participate

This competition encourages students to challenge themselves and explore different writing styles to ultimately strengthen their writing skills. Hone written communication skills and challenge yourself with university-style guidelines, while in high school.

The registration fee is US$15 per student and must be paid upon registration but can get 33% off with code: AMB336

Each participant is invited to attend best-in-class bootcamps, explore careers in writing, and compete for exclusive opportunities and global recognition!

• APAC (East Asia, Southeast Asia, and Oceania)
• Europe, Russia, and Central Asia
• Middle East, North Africa, Central and South Africa
• LATAM (South America, Central America, Mexico, and the islands of the Caribbean)
• North America

Website: https://www.essaycomp.org/

Managing Organization: Harvard Crimson

Contact: [email protected]

Eligibility: Students between the ages of 13-18, in the 8th - 12th grade

Registration Opens: December 1, 2023

Registration Closes: February 7, 2024

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Harvard Human Rights Journal

Spring 2024 Essay Contest Prompt: Human Rights in Practice

Submissions should be essays about a topic broadly connected to the practice of human rights advocacy. Successful submissions will introduce a novel approach or perspective to their topics, will center practice-based experiences, and will have a strong nexus to human rights law. Submissions may, for example, explore how to overcome contemporary challenges in human rights litigation, or how advocates can better represent the interests of communities at the grassroots level.

Submissions Window : January 17, 2024 – February 28, 2024. Submissions received outside this window will not be considered.

Winners will be announced in the Spring of 2024 and published in the Online Journal .

Submission Guidelines:

Qualifications : The essay contest is open to all current students at Harvard University, including undergraduate and graduate students.

Length Limitations : Submissions should be approximately 1,000–2,000 words, including footnotes.

Citation Format : All assertions should be cited. Please cite sources using footnotes rather than endnotes. Law students should ensure footnotes comply with The Bluebook: A Uniform System of Citation . For other students, the use of a consistent citation system providing complete source information in the footnotes is sufficient.

Submission Instructions : Participants should send their submission, as an attachment in Microsoft Word format, from an official Harvard email address to the HHRJ Submissions Committee ( [email protected] ), along with a copy of a recent CV. The subject line of the email should include “Essay Contest Submission” and the author’s last name.

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How To Prepare For the Harvard International Economics Essay Contest

By Eric Eng

What is the Harvard International Economics Essay Contest?

The Harvard International Economics Essay Contest (HIEEC) is an annual competition organized by the Harvard Undergraduate Economics Association (HUEA).

The essay competition is open to high school students of any year, providing a fantastic opportunity for them to demonstrate an accomplished level of writing and understanding of economic theory. Through the contest, student competitors hone their academic and professional skills, exhibiting their knowledge to future employers and academic programs.

Competitors must construct a convincing argument using economic theory and real-world examples. Winning essays will be published on their website and available for the greater Harvard community to read. Essays should focus on argumentation supported with facts and references, although data-based support is also welcome.

How do you participate in the Harvard International Economics Essay Contest?

Choose one of the four prompts and write your response within a 1500-word limit. Submit your essay through the HUEA website—only your first submission will be considered. Each essay submission requires a $20 reading fee, payable upon submission. If this fee is a significant financial burden for your family, email the organizers for assistance. The submission deadline is 11:59 PM EST on January 5th, 2024.

The board of the HUEA will evaluate the essays. The top 10 submissions will then be reviewed by distinguished Harvard professor and 2016 Economics Nobel Prize winner, Oliver Hart.

• Eligibility: Grades 9 to 12 students can participate
• Cost: $20 reading fee (financial aid is available on a case-to-case basis)
• Prize: The top three winning essays will be published on the website with the authors’ permission. A list of finalists will be posted online and reviewed by 2016 Economics Nobel Prize winner, Oliver Hart. The names of those receiving the “Highly Commended” distinction will also be published online.

Important Dates

Contest Rules and Regulations

Please take note of the following terms and conditions as they will be adhered to strictly by the organizing committee:

• The word limit of 1500 must be strictly followed, with any excess words being truncated. This limit excludes references, footnotes, titles, headers, and footers.
• Essays must be solely written by the entrant, and any outside assistance must be declared at the beginning or end of the essay.
• Only the first submission will be accepted; additional submissions will not be read.
• References are required, and any plagiarism will result in disqualification. References must follow either Chicago or APA format.
• Submissions must be in PDF format only. Other formats will not be accepted, and no refunds will be provided for non-compliance with this rule.
• No refunds will be granted under any circumstances.
• The essay must not be submitted to any other competition or published elsewhere.
• Individual feedback on essays will not be provided.
• Decisions made by the HUEA in the final round of adjudication are final.
• All winners consent to having their names published on the HUEA website.

Harvard International Economics Essay Contest 2023 Prompts

The HUEA is looking for an essay that not only embodies and discusses the following prompts but also applies economic policies and concepts to the essay.

• Advances in artificial intelligence (AI) have the potential to affect growth, inequality, productivity, innovation, and employment. OpenAI’s ChatGPT, in particular, has greatly increased public awareness about the significance of AI and its implications for the future. What impact will the development of AI have on economic inequality, the composition of the workforce, and economic output as a whole? How can nations prepare for the micro and macroeconomic changes brought about by AI?
• Measuring national and global economic activity allows us to understand how economies change in size and structure—how they grow and contract. In addition to Gross Domestic Product (GDP), government budgets, and the money supply, alternatives like the Human Development Index (HDI) and Gross National Income (GNI) are used to assess economic progress. What are the advantages of our current economic indices, including GDP, HDI, GNI, government budgets, and the money supply, and in what areas are they lacking? Which of these indices do you find most helpful, and how can we enhance or combine them to improve our understanding of economic measurement?
• Proponents of income redistribution support the idea that redistribution policies will increase economic stability and give more opportunities to the less wealthy. Others, however, are more skeptical and believe it could have negative consequences for economic growth. Current methods of redistribution include taxation, welfare, public services, and other monetary policies. What strategies for income redistribution should the U.S. adopt from other countries? What economic impacts could a wealth tax or super millionaire tax have? What type of redistribution is most effective and feasible? What would be the impacts of the U.S. enacting universal basic income? Discuss the implications of any of these issues and feel free to expand on other areas of economic redistribution.
• As the United States weighs the impacts of China’s rise to global prominence, economics and national security have become increasingly intertwined. As a result, the United States government has imposed both tariffs and investment restrictions on China to limit the nation’s access to both US markets and intellectual property (specifically in sensitive industries such as semiconductors). What are the economic implications of these policies for United States firms, consumers, and workers? Discuss the most important perspectives of the US-China trade war and provide suggestions on how both countries can manage the prospect of a changing economic order.

What are the criteria for judging in the Harvard International Economics Essay Contest?

The Harvard International Economics Essay Contest (HIEEC) typically evaluates submissions based on a set of comprehensive criteria to ensure a fair and thorough assessment of each essay. While the specific criteria may vary slightly each year and the organizing team team does not typically publish the criteria for judging,  the following are common judging criteria for such contests:

• Understanding of Economic Theory: Depth of understanding and application of economic concepts and theories relevant to the chosen topic. Accurate use of economic terminology and principles.
• Clarity and Coherence: Clear and logical structure, with well-organized arguments. Coherence in presenting ideas, ensuring that each part of the essay contributes to the overall argument.
• Originality and Creativity: Innovative approach to the topic and unique perspective. Originality in argumentation and insights.
• Use of Evidence and Examples: Effective use of real-world examples and data to support arguments. Integration of relevant research, statistics, and case studies.
• Analytical Skills: Depth of analysis and critical thinking. Ability to evaluate different viewpoints and present a balanced argument.
• Writing Style and Presentation: Clear, concise, and engaging writing style Proper grammar, spelling, and punctuation.
• Referencing and Citations: Correct and consistent use of citations (Chicago or APA format). Inclusion of a well-formatted bibliography or reference list.
• Adherence to Guidelines: Compliance with the word limit and formatting requirements. Submission of the essay in the correct format (PDF).
• Impact and Persuasiveness: Overall persuasiveness of the essay . Ability to make a compelling case and leave a lasting impression on the reader.

These criteria ensure essays are judged fairly and thoroughly, recognizing your intellectual capacity and creativity.

How can you write a captivating essay that will stand out in the Harvard International Economics Essay Contest?

1. Introduction

Objective: Grab the reader’s attention and introduce the main argument or thesis.

Start with a Hook: Begin with a startling fact, a question, a quote, or an anecdote related to your topic. This engages the reader right away.

Example: “Imagine a world where economic decisions are made without considering human behavior—this is the reality we risk without incorporating behavioral economics into policy making.”

Introduce the Topic: Clearly state what the essay will discuss.

Example: “This essay explores the importance of behavioral economics in shaping effective public policy.”

Present the Thesis Statement: Clearly state your main argument or position.

Example: “Behavioral economics provides crucial insights that traditional economic theories often overlook, making it essential for effective policy making.”

Excerpt from HIEEC 2022 Top 3 Finalist

“The duty of a central bank is to pursue monetary stability — customarily defined by low inflation and steady output growth. Recent inflation levels have run larger than ever in the last half-decade (Desilver, 2022). In response, central banks across the world are synchronously hiking interest rates without consulting each other (Moschella et al., 2022). This raises the question: what is the most effective way for Western central banks to tame inflation while limiting recessionary forces globally?”

Ashwin Telang, Inflation and Monetary Policy Cooperation 

“…While the numbers are frightening, the reason remains ambiguous. Some blame insufficient supply stemming from the Great Recession and social movements such as NIMBY for fueling high prices. Others posit that recent inflation and soaring mortgage rates of 7% have hindered buyers’ ability to afford a down payment and mortgage. What is the origin of this affordability crisis? Why is unaffordability inexorable in the current housing market? How should governments and people respond?”

Nanxi Jiang, Affordability Crisis: A Mirror of Inequality

Objective: Develop your argument with supporting evidence and analysis.

Structure with Clear Paragraphs: Each paragraph should focus on a single point supporting your thesis.

Example: “One key aspect of behavioral economics is the concept of ‘bounded rationality.’ Unlike traditional models that assume perfect rationality, bounded rationality recognizes the limitations of human decision-making.”

Use Evidence and Examples: Support your arguments with data, research findings, and real-world examples.

Example: “Studies have shown that policies incorporating behavioral insights, such as ‘nudge theory,’ have significantly increased retirement savings rates.”

Analyze the Evidence: Explain how the evidence supports your thesis.

Example: “This increase in savings rates demonstrates the practical benefits of understanding and leveraging human behavior in economic policies.”

Address Counterarguments: Consider and refute opposing views to strengthen your position.

Example: “While some argue that behavioral economics is too focused on individual behavior, it actually complements traditional theories by addressing their blind spots.”

“Loss of biodiversity is another impact of climate change, as certain species are unable to adapt to increased temperatures and changing conditions (IPCC, 2014). Williams et al. (2007) posit that a 2°C increase in global temperature could lead to the extinction of up to 18% of plant and animal species. Since biodiversity plays a key role in supporting ecosystems such as pollination and water purification, and industries like tourism, the loss of biodiversity incurs heavy costs in the economy (IPCC, 2012).”

“Overall, there are a variety of abatement policies that governments can enact to protect the environment whilst minimizing the impact on economic efficiency. Mckinsey (2009) estimated the carbon potential (ability to remove carbon from the atmosphere) and the cost of aggressively pursuing various abatement schemes compared to a ‘business-as-usual’ case and compiled them into a marginal abatement cost curve (MACC).”

Duncan Wong, On Carbon and the Economy

3. Conclusion

Objective: Summarize the main points and reinforce the thesis, leaving a lasting impression.

Restate the Thesis: Summarize the main argument without simply repeating it.

Example: “In conclusion, the integration of behavioral economics into public policy is not just beneficial but necessary.”

Summarize Key Points: Briefly recap the main arguments discussed in the body.

Example: “By acknowledging human limitations and utilizing insights like ‘nudge theory,’ policymakers can design more effective and realistic economic policies.”

End with a Strong Closing Statement: Leave the reader with a thought-provoking idea or call to action.

Example: “As we move forward, embracing the complexities of human behavior will be key to crafting policies that truly work for society.”

“Local and state governments should prioritize loosening zoning restrictions to accommodate duplexes, triplexes, and apartments in diverse neighborhoods. This would lower the cost of separate housing units, ensuring prices are more attainable for renters. The local government could also modify property taxes on additional homes. Assigning a higher assessment rate on additional homes increases property tax, lowering the incentive for wealthier people to occupy multiple homes while reducing the tax for single-property owners.

Individuals have little power to influence market realities, but homebuyers should save early to purchase sooner. Most homeowners will rationally continue capitalizing on housing as it generates personal wealth. However, rethinking how they can support positive change in ways that affect them minimally—lowering rent increases for rental properties, supporting more inclusive zoning, and becoming educated on the situation—can initiate a small impact locally. While housing affordability is far from superficial, balancing housing inequality at all levels bolsters overall social equality, which fosters housing affordability in return.”

“DICE has shown that unsustainable economic growth is inconsistent with a healthy environment; MACC analysis shows that it is imperative to pursue abatement and innovation in order to achieve sustainable economic growth. Internationally, a successful solution to the climate problem requires countries to be less mercenary as national incentives often conflict with global interests. And while consumption often leads to higher levels of social welfare, a wise economist would take a step back and take care of the lifeblood humanity so desperately relies on.”

Improving Your Essays

• Be Clear and Concise: Avoid unnecessary jargon and ensure your writing is easy to follow.
• Show Originality: Offer unique insights or perspectives on the topic.
• Maintain a Logical Flow: Ensure that each paragraph naturally leads to the next, creating a cohesive argument.
• Proofread: Check for grammatical errors and ensure all references are correctly formatted.

By following these guidelines, you can craft an essay that not only stands out but also effectively communicates your understanding and analysis of economic topics. For more specific examples and detailed analysis, we recommend reviewing past winning essays from the Harvard International Economics Essay Contest, which you can usually find on their official website.

Further readings to prepare for HIEEC

To prepare effectively for the Harvard International Economics Essay Contest (HIEEC) and increase your chances of winning, you should explore a range of resources that will deepen your understanding of economics and enhance your essay-writing skills. Here are six recommended resources:

Books and Ebooks

• “Freakonomics” by Steven D. Levitt and Stephen J. Dubner: This book explores economic theory applied to various real-world scenarios in an engaging and thought-provoking way.
• “The Wealth of Nations” by Adam Smith: A foundational text in economics that provides deep insights into classical economic theory and principles.

Marginal Revolution: A popular economics blog run by Tyler Cowen and Alex Tabarrok that covers a wide range of economic topics and current events.

EconLog: This blog features posts by various economists who discuss contemporary economic issues and theory.

YouTube Channels

• CrashCourse Economics : A YouTube series that offers comprehensive and engaging lessons on various economic concepts, theories, and real-world applications.
• Economics Explained: A YouTube channel that breaks down complex economic topics and current events simply and understandably.
• Planet Money by NPR : A podcast that explores the complexities of economics through stories, interviews, and insightful discussions.

Other Supplemental Materials

• Khan Academy Economics and Finance: An extensive collection of free online courses and tutorials that cover the fundamentals of economics and finance.

Is the Harvard International Economics Essay Contest prestigious? Should I do it?

The Harvard International Economics Essay Contest (HIEEC) is prestigious, organized by the Harvard Undergraduate Economics Association (HUEA), and attracts talented high school students from around the world. Participating in this contest can enhance your academic profile, showcasing your analytical and writing skills to top universities and future employers. It also provides an excellent opportunity to deepen your understanding of economics and engage with complex economic issues.

Participating in the Harvard International Economics Essay Contest (HIEEC) can significantly boost your college application by showcasing your passion for economics and ability to engage with complex topics. Winning or even just participating in this prestigious contest demonstrates to admissions committees that you possess strong analytical and writing skills . Researching and writing your essay also develops critical thinking abilities essential for college-level coursework. Publication and recognition from the contest further highlight your accomplishments, setting you apart from other applicants. All of these qualities are highly in demand in the college admissions setting.

If you’re passionate about economics and enjoy writing, participating in the HIEEC is a valuable and rewarding experience.

Want to assess your chances of admission? Take our FREE chances calculator today!

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10 Successful Harvard Application Essays | 2024

With the top applicants from every high school applying to the best schools in the country, it's important to have an edge in your college application. Check out our list of 10 new Harvard application essays from students who made it in, and hear from expert college consultants about what made these work.

Sarika's Essay

Get accepted to your dream college with The Ivy Institute, a leading college admissions consulting firm. With a team comprising former Ivy League admissions officers and students, our innovative strategies can increase students’ chances of acceptance by up to 12 times the average. Celebrated globally with features in over 500 publications, The Ivy Institute uses Predictive Admissions™ to guide students with data-driven insights to maximize success. Join students from around the world who have achieved their Ivy League dreams with The Ivy Institute! You may learn more and schedule a consultation at www.theivyinst.org .

Successful Harvard Essay

I, Too, Can Dance

I was in love with the way the dainty pink mouse glided across the stage, her tutu twirling as she pirouetted and her rose-colored bow following the motion of her outstretched arms with every grand jeté.

I had always dreamed I would dance, and Angelina Ballerina made it seem so easy. There was something so freeing about the way she wove her body into the delicate threads of the Sugar Plum Fairy’s song each time she performed an arabesque. I longed for my whole being to melt into the magical melodies of music; I longed to enchant the world with my own stories; and I longed for the smile that glimmered on every dancer’s face.

At recess, my friends and I would improvise dances. But while they seemed well on their way to achieving ballerina status, my figure eights were more like zeroes and every attempt at spinning around left me feeling dizzy. Sometimes, I even ran over my friends’ toes. How could I share my stories with others if I managed to injure them with my wheelchair before the story even began?

I then tried piano, but my fingers stumbled across the keys in an uncoordinated staccato tap dance of sorts. I tried art, but the clumsiness of my brush left the canvas a colorful mess. I tried the recorder, but had Angelina existed in real life, my rendition of “Mary Had a Little Lamb” would have frozen her in midair, with flute-like screeches tumbling through the air before ending in an awkward split and shattering the gossamer world the Sugar Plum Fairy had worked so hard to build.

For as long as I could remember, I’d also been fascinated by words, but I’d never explored writing until one day in fourth grade, the school librarian announced a poetry contest. That night, as I tried to sleep, ideas scampered through my head like Nutcracker mice awakening a sleeping Clara to a mystical new world. By morning, I had choreographed the mice to tell a winning story in verse about all the marvelous outer space factoids I knew.

Now, my pencil pirouettes perfect O’s on paper amidst sagas of doting mothers and evanescent lovers. The tip of my pen stipples the lines of my notebook with the tale of a father’s grief, like a ballerina tiptoeing en pointe; as the man finds solace in nature, the ink flows gracefully, and for a moment, it leaps off the page, as if reaching out to the heavens to embrace his daughter’s soul. Late at night, my fingers tap dance across the keys of my laptop, tap tap tapping an article about the latest breakthrough in cancer research—maybe LDCT scans or aneuploidy-targeted therapy could have saved the daughter’s life; a Spanish poem about the beauty of unspoken moments; and the story of a girl in a wheelchair who learned how to dance.

As the world sleeps, I lose myself in the cathartic cadences of fresh ink, bursting with stories to be told and melting into parched paper.

As the world sleeps, I lose myself in the cathartic cadences of fresh ink, bursting with stories to be told and melting into parched paper. I cobble together phrases until they spring off my tongue, as if the Sugar Plum Fairy herself has transformed the staccato rumblings of my brain into something legato and sweet. I weave my heart, my soul, my very being into my words as I read them out loud, until they become almost like a chant. With every rehearsal, I search for the perfect finale to complete my creation. When I finally find it, eyes dry with midnight-induced euphoria, I remember that night so many years ago when I discovered the magic of writing, and smile.

I may not dance across the stage like Angelina Ballerina, but I can dance across the page.

I, too, can dance.

Professional Review by Ivy Institute

⁤In this essay "I, Too, Can Dance," Sarika skillfully describes how she went from wanting to dance like the made-up character Angelina Ballerina to discovering deep fulfillment and a way to express herself via writing. ⁤⁤The essay opens with a detailed account of Sarika's early fascination in dance, which was sparked by the animated performances she saw on television. ⁤⁤However, we learn that her first attempts to mimic these dancing routines are hampered by her physical constraints in a wheelchair, which complicates and frustrates her young goals.

⁤Despite these difficulties, Sarika's story is full of tenacity and originality. ⁤⁤Her experiences with other artistic mediums, such as painting and piano, follow a similar pattern of initial enthusiasm followed by an awareness of her physical limitations. ⁤⁤However, these endeavors are presented as stepping stones, each one strengthening her drive and guiding her in the direction of a field in which she may genuinely succeed. ⁤

When Sarika discovers writing, her story takes a dramatic turn. ⁤⁤This realization is not just a solace but also a victorious discovery of her voice. ⁤⁤Writing takes on the role of her dance floor, where words enable her to move gracefully, telling tales and articulating concepts with the same grace and fluidity that performers display on stage. ⁤⁤Sarika describes her writing process using dance-related imagery, such as her pencil "pirouettes" and her narratives "leaping off the page," effectively drawing comparisons between dance and writing. ⁤

⁤Sarika's profound reflection and her mature realization that artistic expression can take numerous forms are what make her essay so moving.

Sarika's profound reflection and her mature realization that artistic expression can take numerous forms are what make her essay so moving. ⁤⁤She conveys a strong message about accepting one's abilities and exploring many avenues for artistic expression. ⁤By the time the essay comes to an end, Sarika has come to terms with her destiny and even begun to like it. ⁤⁤She finds happiness in the rhythmic tapping of her keyboard late into the night, creating stories that have the grace and complexity of a dance that has been expertly choreographed.

Francisco's Essay

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Three days before I got on a plane to go across the country for six weeks I quit milk cold-turkey. I had gone to the chiropractor to get a general check up. I knew I had scoliosis and other problems; however, I learned that because of my excessive, to say the least, intake of milk my body had developed a hormone imbalance. I decided it would be best for my health to completely stop drinking milk and avoid dairy when possible. Little did I know, this was only the start of a summer of change; three days later I got on a plane to attend the Minority Introduction To Engineering and Science (MITES) program in Massachusetts.

I was afraid; afraid my support wouldn't be good enough, afraid to show that I cared, afraid they didn't care for me.

I assumed that most of the people were going to be unhealthily competitive because of my past experiences. I thought I would keep to myself, do my work, and come back no different. Living in a building with 80 people I’ve never met in a place I’ve never been while making a significant life style change was not easy. The first few days were not kind: I got mild stomach ulcers, it was awkward, and I felt out of place. That first Thursday night however, all of that started to change. On Thursday evenings we had “Family Meetings” and on this particular Thursday part of our Machine Learning class was working together when the time came to go to the dining hall for whatever this “Family Meeting” was. Honestly we dreaded it at first, “I have work to do” was the most common phrase. We learned that “Family Meeting” was a safe space for us to talk about anything and everything. Today’s theme was, “what’s something important about your identity that makes you unique?” but the conversation quickly evolved into so much more. People spoke about losing family members, being shunned at home, not feeling comfortable in their own skin, and more. So many people opened up about incredibly personal things, I felt honored to be given that trust. The room was somber and warm with empathy as the meeting concluded. Out of my peripheral vision I saw Izzy, one of my Machine Learning classmates, rushing back to the conference room. I realized something was not right. Instinctively, I followed her back to where we were working. Izzy sat down and immediately broke down, the rest of us filed in as she started to talk about what was wrong. It felt as though an ambulance was sitting on my chest, my breaths were short and stingy. I was afraid; afraid my support wouldn’t be good enough, afraid to show that I cared, afraid they didn’t care for me. In this one moment all my insecurities, some I didn’t even know I had, came to the surface. The heavy silence of hushed sobbing was broken by an outpouring of support and a hug. We all started sharing what we’re going through and even some of our past trauma. Slowly that weight is lifted off my chest. I feel comfortable, I feel wanted, I feel safe.

This is the first time I truly felt confident, empowered, and loved. I am surrounded by people smarter than me and I don’t feel any lesser because of it. I have become the true Francisco, or Cisco as they call me. I now, at all times, am unapologetically myself. The difference is night and day. As the program progressed I only felt more comfortable and safe, enough so to even go up and speak at a family meeting. These people, this family, treated me right. I gained priceless confidence, social skills, self-worth, empathetic ability, and mental fortitude to take with me and grow on for the rest of my life. Through all of this somehow cutting out the biggest part of my diet became the least impactful part of my summer.

Francisco's essay, "Three Days Before I Got on a Plane," describes his involvement in the Minority Introduction to Engineering and Science (MITES) program at M.I.T., which serves as the backdrop for his introspective voyage. The story starts with a seemingly minor decision—giving up milk for health reasons—but it soon turns into a metaphor for the life-changing events that transpire. The essay skillfully makes use of this internal transformation to set up a summer that would fundamentally alter Francisco's perception of himself and his interactions with others. He is first nervous about the MITES program because he anticipates a very competitive setting that would make him feel even more alone. The physical and psychological difficulties he encounters early in the program—such as minor stomach ulcers and a strong sense of alienation—reinforce this worry.

But at the program's weekly "Family Meetings," which are meant to encourage candid conversation and support among members, the story takes a dramatic turn. Here is when Francisco undergoes a significant transformation. One meeting's theme, "what's something important about your identity that makes you unique?" expands into increasingly detailed, intimate revelations, turning the gathering into an environment of empathy and vulnerability. Francisco is extremely touched by the candor with which his peers have shared their personal issues, and this prompts him to reconsider how he approaches the program and his peers in general.

⁤Francisco's essay does a fantastic job of illustrating how community and candid conversation can have a significant impact on personal development.

Francisco's essay does a fantastic job of illustrating how community and candid conversation can have a significant impact on personal development. His experience serves as a testament to both the value of safe spaces in learning environments and the transformational potential of empathy. By the time the essay comes to an end, Francisco has grown as a person and acknowledges that he is now "the true Francisco," or "Cisco" as his friends call him. He highlights how this experience has given him the confidence to be authentically himself and has given him priceless social skills, self-worth, and emotional fortitude that he will use throughout his life.

Although Francisco's essay effectively recounts a transformative summer experience, it could be enhanced by the inclusion of additional personal details and background information to provide a more comprehensive understanding of his life and experiences. Valuable context could be provided by including specifications about his initial interest in engineering and science or his prior experiences with competitiveness. Expanding on how the MITES program influenced his long-term goals would further enhance the essay. Additionally, elaborating on his relationships with peers both before and after the program would offer a clearer picture of his social growth. These additional details would create a more complete and compelling narrative—presenting Francisco as a multifaceted individual.

Billy's Essay

As an admission essay specialist , Dan Lichterman has been empowering students to find their voice since 2004. He helps students stand out on paper, eliminating the unnecessary so the necessary may speak. Drawing upon his storytelling background, Dan guides applicants to craft authentic essays that leap off the page. He is available for online writing support within the US and internationally. To learn more and schedule a brief complimentary consultation visit danlichterman.com.

Successful Harvard Essay:

As I rode up and down the gentle slopes of the Peabody skatepark, I watched my younger brother race down from the highest point on the halfpipe and fly past me at the speed of light. I wish I could do that, I thought, eyeing the enormous curve that towered over me. But I didn’t dare make my way up to the top. Instead, I stuck with the routine I was comfortable with, avoiding the steep inclines at all costs.

Each week during the summer before my fourth grade year, my brother and I would visit that same skatepark, and I would take my mini-BMX bike to the bottom of that monstrous ramp, ready to attack the giant. I started off low reaching only a quarter of the way up at first, too scared to go any higher. But each week, I gained more confidence and kept reaching greater heights. Halfway there, two-thirds, three quarters. Until finally, I mustered up enough courage to complete my final challenge.

With my brother’s shouts of joy ringing in my ears, it seemed as though the concrete mass was calling my name, drawing me closer and closer, until I couldn’t resist its pleading any further. I walked my bike up the stairs and approached the steep drop off. My hands started to sweat and my legs began to shake as I inched toward the edge, staring in the face of doom. Finally at the lip of the ramp, I paused briefly, took a deep breath, and moved forward just enough to send myself speeding downwards. I couldn’t contain my excitement as my, “Woooo!” echoed around the park. I had finally ridden down the tallest ramp!

Throughout my life I have enjoyed having a plan and being in control. When working in a group, I make sure that everyone knows exactly which aspect of the project they will complete. I organize all my homework in a planner so that I never miss a due date. Each night, I outline my schedule for the following day so that I know what meetings, sports events, and other activities I have to attend. When I visited New York City over the summer, I prepared a detailed itinerary to follow. Rarely is there a day when I don’t have a general idea of what I’m going to do, but sometimes my plan doesn’t correlate with how the day truly plays out.

Over the years, I have learned to adapt when situations take an unexpected turn, and, similar to that time at the skatepark, I have been able to step out of my comfort zone more often.

Over the years, I have learned to adapt when situations take an unexpected turn, and, similar to that time at the skatepark, I have been able to step out of my comfort zone more often. It isn’t the end of the world when things don’t go exactly as planned; often times, sudden changes and new experiences make for a more enjoyable and interesting time. As much as I enjoy a strict itinerary, some of my best nights have begun by hopping in the car with my friends, picking a direction, and going wherever the wind takes us. As hard as I try to plan out my day, an unforeseen event is almost inevitable. Although this can bring about some stress, scrambling around to figure things out is not only an essential skill, but can be a fun challenge, too.

I can’t imagine a completely organized life without a little uncertainty. Unexpected circumstances are bound to occur, and making the most of them is one of my favorite parts of life. Regardless of how much I love having a plan, my flexibility and willingness to step out of my comfort zone is something I have and will always take pride in.

Professional Review by Dan Lichterman

Billy's story of conquering Peabody skatepark's monstrous ramp is about more than simply broadening his comfort zone through incremental risk exposure.

Billy’s story of conquering Peabody skatepark’s monstrous ramp is about more than simply broadening his comfort zone through incremental risk exposure. To truly appreciate how this vignette enhances his candidacy, one must consider its larger context. Billy admits to being a hyper-organized itinerary maker who has always loved being in control. The image of a fourth grade Billy dropping in on his BMX bike is the exact opposite of the one portrayed by his extensive extracurricular leadership and ambitious environmental engineering aspirations. Without explicitly saying so, Billy’s essay shows us just how much his free-range childhood summer now diverges from his rigidly hyper-scheduled high school years. While it may feel like a lifetime ago, Billy hasn’t forgotten what it's like to inch towards the edge, stare into the face of doom, and willingly let go. In fact, the memory is just as vivid now, eight years later, whenever Billy presses the pause button on his goal-directed pursuits to take a beat, throw caution to the wind, and embark on an impromptu road-trip adventure with friends. Billy’s half-pipe story balances out a candidacy that could risk appearing guarded or inflexible in its absence, demonstrating self-awareness about the opportunity cost of becoming overly wedded to a game plan.

Lauren's Essay

Admission Science was started by two Harvard grads who both got into every Ivy League school, plus Stanford. We’ve walked the walk ourselves, so we do things a bit differently. Put simply, we’re here to cut through all the fluff and truly tell it how it is. We’re passionate about helping motivated students get the educational opportunities they deserve. Come be our next success story. Click here to watch our free online workshop for crafting the perfect application (and download 58 more successful Harvard essays as a bonus).

Lunch and recess were opportunities to ‘play’ Stephen Sondheim’s Sweeney Todd, so we murdered our friends. We’d bake the dead into meat pies and scream cacophonously, “WE ALL DESERVE TO DIE!” Nine-year-old me even teased my hair, donned my Mrs. Lovett costume for Halloween, and rambled on about Australian penal colonies and how dead fiddle players make for “stringy” meat. You cannot imagine my disappointment when everybody thought I was Frankenstein’s Bride.

Like Gypsy Rose Lee, my siblings and I spent our formative years at rehearsals and performances, where I was indoctrinated into the cult that worships Sondheim. In our household, Sondheimian theatre was a religion (I’m not sure how I feel about God, but I do believe in Sondheim.) My brother and I read Sondheim’s autobiography, Finishing the Hat, like the bible, reading the book cover to cover and returning to page one the moment we finished. At six, he introduced me to Sondheim’s West Side Story, which illustrates the harms of poverty and systematic racism. Initially, I only appreciated Jerome Robbins’ choreography (Sorry, Mr. Shakespeare). When I revisited the musical years later, I had a visceral reaction as I witnessed young adults engaging in deadly gang rivalries. Experiencing Tony’s gruesome death forced me, a middle-class suburbanite, to feel the devastating effects of inner-city violence, and my belief in the need for early intervention programs to prevent urban gun violence was born.

I began to discover political and historical undertones in all of Sondheim’s work. For example, Assassins whirlwinds from the Lincoln era up to Reagan’s Presidency. Originally, I simply thought it was hysterical to belt Lynette Fromme’s love ballad to Charles Manson. Later, I realized how much history I had unknowingly retained from this musical. The song “November 22, 1963” reflects on America’s most notorious assassination attempts, and alludes to each assassin being motivated by a desperate attempt to connect to a specific individual or culture to gain control over their life. Assassins awakened me to the flaws in some of our quintessential American ideals because the song “Everybody’s Got the Right” illustrates how the American individualism enshrined in our Constitution can be twisted to support hate, harm, and entitlement. I internalized Sondheim’s political commentary, and I see its relevance in America's most pressing issues. The misconstrued idea of limitless freedom can be detrimental to public health, worsening issues such as the climate crisis, gun violence, and the coronavirus pandemic. These existential threats largely stem from antiquated ideas that the rights of the few outweigh the rights of the majority. Ironically, a musical about individuals who tried to dismantle our American political system sparked my political interests, but this speaks to the power of Sondheim’s music and my ability to make connections and draw inspiration from unlikely sources.

I'm an aspiring political changemaker, and Sondheim's musicals influence my political opinions by enabling me to empathize with communities living drastically different lives from my own.

Absorbing historical and political commentary set to music allows my statistical and logical brain to better empathize with the characters, giving me a deeper understanding of the conflicts portrayed on stage, almost like reading a diary. Theatremakers are influenced by both history and their life experiences. I internalize their underlying themes and values, and my mindset shifts to reflect the art that I adore. I’m an aspiring political changemaker, and Sondheim’s musicals influence my political opinions by enabling me to empathize with communities living drastically different lives from my own.

I sang Sondheim melodies before I could talk. As I grew intellectually and emotionally, Sondheim’s musicals began to carry more weight. With each viewing, I retained new historical and political information. This ritual drives me to continue studying Sondheim and enables me to confidently walk my own path because Sondheim’s work passively strengthens my ethics as I continue to extrapolate relevant life lessons from his melodies. Sondheim’s stories, with their complex, morally ambiguous characters, have solidified my ironclad set of morals which, together with my love of history, have blossomed into a passion for human rights and politics.

Professional Review by Admission Science

Lauren's essay has punch. From the first line, where she's gleefully "murdering" friends in a Sweeney Todd-themed recess game, you're hooked. This isn't your average personal essay; it's a wild ride through a Sondheim-obsessed childhood. One where "theatre was a religion" and Finishing the Hat was the bible.

What makes this essay stand out is Lauren's unabashed passion. She doesn't just like musicals. West Side Story actually gave her visceral reactions that shaped her intellectual growth. Lauren describes how the political context of those musicals ignited her passion for social justice. She also reveals a mind that's both analytical and creative, connecting historical anthems to modern-day issues like gun violence and the pandemic.

Your college essay is the best place to let your authentic voice through. So be sure to pick a topic you're truly invested in.

This is something we always encourage students to do—let your passion shine. Your college essay is the best place to let your authentic voice through. So be sure to pick a topic you're truly invested in. That passion will be contagious, and it will leave a lasting impression on the reader.

Lauren also did an excellent job of maintaining a relatable and endearing tone ("I’m not sure how I feel about God, but I do believe in Sondheim"). She successfully tied her passion for Sondheim's work to her aspiration to become a political changemaker. This alignment of passion and purpose is compelling and is ultimately what makes her a strong candidate for Harvard.

Daniella's Essay

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EssayEdge is focused on helping students make their dream come true and enter the university of their choice. With their expert help applicants can significantly boost their chances of getting into competitive universities in the United States.

Each time I bake cookies, they come out differently. Butter, sugar, eggs, flour — I measure with precision, stir with vigor, then set the oven to 375°F. The recipe is routine, yet hardly redundant.

After a blizzard left me stranded indoors with nothing but a whisk and a pantry full of the fundamentals, I made my first batch: a tray of piping hot chocolate chunkers whose melt-in-the-mouth morsels comforted my snowed-in soul. Such a flawless description, however, belies my messy process. In reality, my method was haphazard and carefree, the cookies a delicious fortuity that has since been impossible to replicate.

Each subsequent batch I make is a gamble. Will the cookies flatten and come out crispy? Stay bulbous and gooey? Am I a bad baker, or are they inherently capricious? Even with a recipe book full of suggestions, I can never place a finger on my mistake. The cookies are fickle and short-tempered. Baking them is like walking on eggshells — and I have an empty egg carton to prove it. Perhaps beginner’s luck had been the secret ingredient all along.

I became engrossed in perfecting the cookies not by the mechanical satisfaction of watching ingredients combine into batter, but by the chance to wonder at simplicity. The inconsistency is captivating.

Yet, curiosity keeps me flipping to the same page in my recipe book. I became engrossed in perfecting the cookies not by the mechanical satisfaction of watching ingredients combine into batter, but by the chance to wonder at simplicity. The inconsistency is captivating. It is, after all, a strict recipe, identical ingredients combined in the same permutation. How can such orthodox steps yield such radical, unpredictable results? Even with the most formulaic tasks, I am questioning the universe.

Chemistry explains some of the anomaly. For instance, just a half-pinch extra of baking soda can have astounding ramifications on how the dough bubbles. The kitchen became my laboratory: I diaried each trial like a scientist; I bought a scale for more accurate measurements; I borrowed “On Food and Cooking: the Science and Lore of the Kitchen” from the library. But all to no avail — the variables refused to come together in any sort of equilibrium.

I then approached the problem like a pianist, taking the advice my teacher wrote in the margins of my sheet music and pouring it into the mixing bowl. There are 88 pitches on a keyboard, and there are a dozen ingredients in the recipe. To create a rhapsodic dessert, I needed to understand all of the melodic and harmonic lines and how they complemented one another. I imagined the recipe in Italian script, the chocolate chips as quick staccatos suspended in a thick adagio medium. But my fingers always stumbled at the coda of each performance, the details of the cookies turning to a hodgepodge of sound.

I whisk, I sift, I stir, I pre-heat the oven again, but each batch has its flaws, either too sweet, burnt edges, grainy, or underdone. Though the cookies were born of boredom, their erratic nature continues to fascinate me. Each time my efforts yield an imperfect result, I develop resilience to return the following week with a fresh apron, ready to try again. I am mesmerized by the quirks of each trial. It isn’t enough to just mix and eat — I must understand.

My creative outlook has kept the task engaging. Despite the repetition in my process, I find new angles that liven the recipe. In college and beyond, there will be things like baking cookies, endeavors that seem so unvaried they risk spoiling themselves to a housewife’s drudgery. But from my time in the kitchen, I have learned how to probe deeper into the mechanics of my tasks, to bring music into monotony, and to turn work into play. However the cookie crumbles in my future, I will approach my work with curiosity, creativity, and earnestness.

Professional Review by EssayEdge

Daniella’s essay is lovely, fun and effective. It genuinely and naturally showcases different sides of her, how she approaches problems, what she values. The mundaneness of the topic fits her conclusion and insights beautifully. She employs humor, shows resilience, creativity, intellectual curiosity and an authentic propensity for philosophical thought. Her “voice” is confident, the word choice creative, and the vocabulary in each paragraph poignantly reflects different sides of her (the scientist “diared each trial”; the musician tries to create a “rhapsodic dessert”).

This structure is bold, and humble. It allows Daniella to show rather than tell the reader how she thinks, how she solves problems, how she perseveres.

The several paragraphs detailing Daniella’s cookie making process are also very strong. She lingers with sensual details that resonate (you can smell, taste and feel those chocolate chunkers) rather than overstuffing the essay with mentions of her various credentials or experiences. This structure is bold, and humble. It allows Daniella to show rather than tell the reader how she thinks, how she solves problems, how she perseveres. This is very powerful.

This essay measures 618 words (standard limit is 650). Daniella could have used the additional words to add to paragraph 3: when else did she experienced that similar processes lead to different results – perhaps in music performance? And/or in the next paragraph(s) she might have added a sentence to consider the potential impact of atmospheric conditions on baking, as well as more broadly/metaphorically.

Clara's Essay

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My nightstand is home to a small menagerie of critters, each glass-eyed specimen lovingly stuffed with cotton. Don’t get the wrong idea, now – I’m not a taxidermist or anything. I crochet.

Crochet is a family tradition. My grandmother used to wield her menacing steel hook like a mage’s staff and tout it as such: an instrument that bestowed patience, decorum, and poise on its owner. During her youth in Vietnam, she spent her evenings designing patterns for ornate doilies and handkerchiefs. Then the Vietnam War turned our family into refugees. The Viet Cong imprisoned my grandfather, a colonel in the South Vietnam Air Force, in a grueling labor camp for thirteen years. Many wives would have lost hope, but my grandmother was no average woman. A literature professor in a time when women’s access to education was limited, she assumed the role of matriarch with wisdom and confidence, providing financial and emotional security. As luxuries like yarn grew scarce, she conjured up all sorts of useful household items – durable pillowcases, blankets, and winter coats – and taught my mother to do the same. Because of these bitter wartime memories, she wanted my handiwork to be of a decidedly less practical bent; among the first objects she taught me to crochet were chrysanthemums and roses. However, making flowers bloom from yarn was no easy task.

Even with its soft plastic grip and friendly rounded edges, my first crochet hook had a mind of its own, like the enchanted broom in “The Sorcerer’s Apprentice.” It stubbornly disobeyed my orders as I impatiently wrenched it through the yarn. My grandmother’s stern appraisal of my efforts often interrupted this perpetual tug-of-war: My stitches were uneven. The edges curled inward. I would unravel my work and start anew.

I convinced myself that cobbling together a lopsided rectangle would be the pinnacle of my crochet prowess but refused to give up. Just as a diligent wizard casts more advanced spells over time, I learned to channel the magic of the crochet hook. The animal kingdom is my main source of inspiration; the diversity and vivid pigmentation of life on Earth lend themselves perfectly to the vibrant and versatile art of crochet. Many of the animals I make embark on migratory journeys, like their real-life counterparts. Take Agnes, for example, a cornflower-blue elephant named after mathematician Maria Gaetana Agnesi who lives in my calculus teacher’s classroom, happily grazing on old pencil shavings and worksheets. As I fasten off the final stitches on every creature, I hope to weave a little whimsy and color into someone’s life.

Each piece I finish reminds me of the network of stitches that connects mother and daughter, past and present, tradition and innovation.

Each piece I finish reminds me of the network of stitches that connects mother and daughter, past and present, tradition and innovation. In this vast cultural web, I am proud to be my family’s link between East and West. As I prepare for adulthood, I am eager to weave my own mark into the great patchwork quilt that is America.

Professional Review by PrepMaven

Clara’s essay seamlessly integrates her voice, family history, and current character into a moving and effective narrative. Here’s how:

She starts with a perfect opening. Through vivid, specific word choice (a nightstand of “glass-eyed specimens”), the essay showcases Clara’s voice and humor (“not a taxidermist”). At the same time, this essay quickly introduces the subject: crocheting.

The essay then “zooms out” to raise the stakes. Crocheting isn’t just a hobby: it’s a tradition that sustained Clara’s family through the Vietnam War. While Clara mentions the brutal reality of her family’s experiences, she quickly returns the focus to herself. It’s something many students forget: whatever your past struggles, your essay must be about you now.

Clara won't be deterred by failure, won't quit because something's tough.

The essay then gives us insight into her character. Clara won’t be deterred by failure, won’t quit because something’s tough. By focusing on her attempts to improve her crocheting skills, Clara displays the maturity, perseverance, and self-awareness often missing from application essays.

And Clara’s essay sticks the landing. We teach students to bridge past, present, and future in their essays. Clara does that: writing about crocheting allows Clara to end with a sophisticated discussion of how her family’s history informs not just her current life, but her future college goals.

Orlee's Essay

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I’m hiding behind the swing door of the dressing room when I text my mom just one word: “Traumatizing!” I’m on a bra-shopping expedition with my grandmother, and just in case it’s not abundantly clear, this trip was Not. My. Idea. Bra shopping has always been shrouded in mystery for me, and growing up in a household with two moms and two younger sisters hasn’t helped one bit: One of my moms doesn’t wear bras; the other proudly proclaims that her bras are older than me. A two-mom family without the faintest idea what a teenage girl needs—par for the course around here.

So when my 78-year-old grandmother volunteered to take me bra shopping, my moms jumped at the chance. Here I was with my frugal grandmother, outlet-shopping among the racks of intimates that aren’t sized quite right, that have too much padding or too little…You can see my predicament, and it’s no surprise that my younger self was confused by the words “wire-free,” “concealing petals,” “balconette.”

The saleswoman called to my grandmother from across the store, “What cup size is she?”

“I don’t know,” my grandmother screamed back. “Can you measure her?”

Measure me? They have got to be kidding.

“I just don’t want her to feel different,” I heard my grandmother say later that day. “Kids this age can be so mean.”

I love my grandmother, but she believes the world is harsh and unforgiving, and she thinks that the only path to happiness is fitting in. My grandmother had taken me bra shopping in a last-ditch attempt to make me “normal” because I was entering 9th grade at Deerfield in a few weeks, and she worried that I would stick out worse than the underwire of a bargain basement bra.

I'm a day student with lesbian moms who have several fewer zeros on their bank account balance than typical Deerfield parents.

It’s true—I’m not your typical Deerfield student. I’m a day student with lesbian moms who have several fewer zeros on their bank account balance than typical Deerfield parents. I’m the kid with a congenital foot deformity, which means I literally can’t run, who will never be able to sprint across campus from classroom to classroom. I’m the kid with life-threatening food allergies to milk and tree nuts who can’t indulge in the pizza at swim team celebrations or the festive cake and ice cream during advisory meetings.

But fitting in was my grandmother’s worry, not mine. What my grandmother didn’t consider is that there’s no single way to fit in. I might be two minutes later to class than the sprinters, but I always arrive. I might have to explain to my friends what “having two moms” means, but I’ll never stop being thankful that Deerfield students are eager to lean in and understand. I may not be able to eat the food, but you can count on me to show up and celebrate.

While I can’t run, I can swim and play water polo, and I can walk the campus giving Admissions tours. My family might not look like everyone else’s, but I can embrace those differences and write articles for the school newspaper or give a talk at “School Meeting,” sharing my family and my journey. Some of my closest friendships at Deerfield have grown from a willingness on both sides to embrace difference.

On one of the first days of 9th grade, I sat down to write a “Deerfield Bucket List”—a list of experiences that I wanted to have during my four years in high school, including taking a Deerfield international trip and making the Varsity swim team. That list included thirteen items, and I’m eleven-thirteenths of the way there, not because I have the right bra, but because I’ve embraced the very thing that my grandmother was afraid of. Bra shopping is still shrouded in mystery for me, but I know that I am where I should be, I’m doing work that matters to me, and fitting in rarely crosses my mind.

Professional Review by The College Guru

The Common App essay allows you to speak directly to Admissions, in your own voice, sharing important personal attributes and insights into who you are at your core, and demonstrating how you will enrich the college’s community. In choosing your topic, it is vitally important to remember that up until now, Admissions will have heard about you from everyone except you. Now, it’s your opportunity to shine, bringing your true personality to the forefront and showing how well you will fit in with the incoming class they are building.

Here, we meet Orlee as she is shopping for a bra, accompanied by her doting grandmother. Orlee dives right in, unexpectedly dropping us into an embarrassing, “traumatizing” moment she bravely chose to share. Within a few seconds, we are also introduced to her two self-described fashion-agnostic moms. This is just the first paragraph and I like her already. With an average of only a few minutes to read each essay, Admissions readers will want to find out where this is headed.

Early on, we learn that Orlee’s grandmother’s view of the world—“harsh and unforgiving”—makes her protective of Orlee and that her proposed solution is to help Orlee fit in so she will be perceived as “normal.” Initially, we think this essay is about teen angst, but in a surprise twist, Orlee quickly lets us know her grandmother’s fears about her fitting in are neither unreasonable nor unfounded.

Orlee reveals she has a congenital foot deformity limiting her ability to run and a severe, life-threatening food allergy. Now that she has our attention, she masterfully weaves in additional snapshots of her daily life, demonstrating how she bravely chooses to show up in difficult moments. Her straightforward descriptions are not manipulative, but instead, her outlook is upbeat. We learn about her perseverance and that she is always up for a challenge. She demonstrates how she finds ways to create space for herself so she will be included, and she rightfully doesn’t ask for permission or apologize for her physical challenges.

Mindful that others may be quick to put her in a box because of her apparent physical challenges, Orlee immediately focuses us on the many strengths she can contribute on campus, providing several clear illustrations of how she dives right in and overcomes others’ negative perceptions. She regales us with the countless ways she has found to enrich her school as a team player, lest we are tempted to fall into the unfortunate trap of underestimating her abilities.

⁤Orlee has set inspiring life goals, and her endearing high school bucket list is nearly complete. This student isn't afraid to go for it and get it.

Orlee has set inspiring life goals, and her endearing high school bucket list is nearly complete. This student isn’t afraid to go for it and get it. She is simply living her best life, and I find myself cheering for her!

This essay succeeds because it tells us who Orlee is and how she thrives, that she values friends and teammates, and will bring that same energy to her college community. She is intelligent, curious, confident, and kind. She sets her goals and charts her vision to support her worldview. “Fitting in rarely crosses [her] mind.” This is her Brand Story and I am here for it!

Marcus' Essay

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Successful Harvard Essay: ‘Identity’ & ‘Overcoming An Obstacle'

As late afternoon sunlight danced on my shoulders, I squished my eight-year-old face against the glass of the outdoor tank, eyes wide and searching for any signs of life. There! I scrambled from where I was seated, chasing the flickering sight of my prize. The otter darted away from me, his lithe body disappearing into a crack in the stones. I slumped against the wall, disappointed. Ever the HR representative, my mother saw my face and asked me what was wrong. I explained my frustration with the otters -- they’re so fun to watch, but they refuse to be seen. My mother leaned down, brushing a long lock of hair out of my face, and told me, “Sometimes, the animals get tired of being watched. They just want to be left alone.”

I didn’t think much of the otters after that. Until I became one.

In October of my sophomore year, I was four months into my transition from female to male. I wasn’t out to my extended family, my wardrobe was a haphazard mess of cargo shorts and skirts, and my voice was still, to my distress, annoyingly high. Being transgender at Middleton High School was no small feat -- I stuck out in a sea of over 2,000 cisgender peers, and most of my teachers did not know how to deal with people “in my situation,” as one put it.

One day, as I walked to my bus after school, I heard snickers from behind me. I turned around and saw a rowdy group of boys. One had his phone up, recording me. Everyone was laughing, and in an instant I knew they were laughing at me. I turned and walked away, doing my best to conceal myself from their view. The laughter continued.

I was the star of a humiliating show that I never asked to be a part of. I had become the otter. Their laughs kept ringing in my ears as I sat alone on the bus. I wanted to crawl inside myself and implode rather than think about going back to face them again the next day. My phone kept buzzing, but I refused to check it. It was only when I arrived home and checked those messages that I found that the video had been posted across social media for hundreds of my peers to see. It seemed like nothing, just a video of me walking, turning, and looking away. But their laughs were clear in the background, and I still understood the point of the video -- look at the freak. Look at the new zoo exhibit.

Seeing that video, I realized that I couldn’t allow myself to turn into what they saw me as. They wanted an otter, a punching bag that wouldn’t fight back. I was not going to be their otter. The next day, I went to my first Sexuality and Gender Equality club meeting. I spoke to the administration about what had happened. I saved the video and showed people. I took control.

Maybe they'll never see me as an equal, but that is their blindness, not mine.

Those boys wanted me to believe that I was merely an exhibit to be laughed at, but now I know I live for greater things. I live for lattes, for courtroom closing arguments, for the pesto I make at work. I live for Black Lives Matter and #enough and Pride. I live for kayaking and summer camp, for the kids in SAGE and my younger sister. My classmates tried to dehumanize me, trample me, and mold me into their image of transgender people. Maybe they’ll never see me as an equal, but that is their blindness, not mine. I do not live on display. I do not live in a zoo.

Professional Review by MR. MBA®, Val Misra

Marcus does an excellent job of creating a deeply heartfelt, introspective, and triumphant personal development story in this thought-provoking essay focusing on ‘identity’ and ‘overcoming an obstacle’. It can be risky to discuss two major themes, but he interweaves them flawlessly. Each paragraph stands alone as wonderful insight, written in beautiful creative prose, into Marcus’ journey- from childhood confusion (encounter with the otter) to future self-discovery and isolation (he becomes the otter), to self-acceptance and determination (he will not be bullied), and ultimately to victory (his passion and love for his life).

In Paragraphs 1-2, Marcus' individual anecdote on the zoo otter is highly effective to frame the larger discussion of his challenging transition from cisgender to transgender.

In Paragraphs 1-2, Marcus’ individual anecdote on the zoo otter is highly effective to frame the larger discussion of his challenging transition from cisgender to transgender. His mother’s wisdom about an otter’s reasoning for self-isolation shines brightly, setting the foundation for what is to come. Marcus’ self-comparison to the otter he once saw in the zoo intrigues me to read on.

Para 3 effectively highlights the difficulties he endured during his transition in high school- his coming out, his clothing, his high-pitched voice, and academic faculty challenges. These examples help the reader understand his plight.

Para 4-5 depict Marcus’ self-realization that he has now become the zoo otter- a show piece, a “freak”, something he never asked to be. He weaves a sad, rather troubling encounter in high school of bullying and public humiliation that causes him sorrow, isolation and questioning his self-worth. Marcus’ honesty invokes true emotions and I really feel for him.

The ‘A-ha’ moment arrives in Para 6, where Marcus crafts delightful, deep introspection and realization that he will not be the butt of jokes but an agent of change. He takes “control” by attending club meetings and speaking with school faculty.

Para 7 embodies the victory lap, as Marcus details his joys, self-acceptance and who he is now. He loves coffee, the law, his work, kayaking, his sister, Black Lives Matter and sex-gender associations. Wisdom is shared through his understanding that he cannot change the ignorance of others but live a purposeful, passion-filled life as his new self- a sincere message to the reader and, likely, others like him.

Overall, this winning essay takes the reader on a vivid, emotional and well-structured journey, sharing the author’s unique experiences and why these experiences are significant for his growth and maturity.

Michelle's Essay

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Fish Out of Water: idiom. a person who is in an unnatural environment; completely out of place.

When I was ten, my dad told me we were moving to somewhere called "Eely-noise." The screen flashed blue as he scrolled through 6000 miles of water on Google Earth to find our new home. Swipe, swipe, swipe, and there it was: Illinois, as I later learned.

Moving to America was like going from freshwater into saltwater.

Moving to America was like going from freshwater into saltwater. Not only did my mom complain that American food was too salty, but I was helplessly caught in an estuary of languages, swept by daunting tides of tenses, articles, and homonyms. It’s not a surprise that I developed an intense, breathless kind of thirst for what I now realize is my voice and self-expression.

This made sense because the only background I had in English was “Konglish”--an unhealthy hybrid of Korean and English--and broken phrases I picked up from SpongeBob. As soon as I stepped into my first class in America, I realized the gravity of the situation: I had to resort to clumsy pantomimes, or what I euphemistically called body language, to convey the simplest messages. School became an unending game of pictionary.

Amid the dizzying pool of vowels and phonemes and idioms (why does spilling beans end friendships?), the only thing that made sense was pictures and diagrams. Necessarily, I soon became interested in biology as its textbook had the highest picture-to-text ratio. Although I didn’t understand all the ant-like captions, the colorful diagrams were enough to catch my illiterate attention: a green ball of chyme rolling down the digestive tract, the rotor of the ATP synthase spinning like a waterwheel. Biology drew me with its ELL-friendliness and never let go.

I later learned in biology that when a freshwater fish goes in saltwater, it osmoregulates--it drinks a lot of water and urinates less. This used to hold true for my school day, when I constantly chugged water to fill awkward silences and lubricate my tongue to form better vowels. This habit in turn became a test of English-speaking and bladder control: I constantly missed the timing to go to the bathroom by worrying about how to ask. The only times I could express myself were through my fingers, between the pages of Debussy and under my pencil tip. To fulfill my need for self-expression and communication, I took up classical music, visual art, and later, creative writing. To this day, I will never forget the ineffable excitement when I delivered a concerto, finished a sculpture, and found beautiful words that I could not pronounce. If biology helped me understand, art helped me be understood.

There’s something human, empathetic, even redemptive about both art and biology. While they helped me reconcile with English and my new home, their power to connect and heal people is much bigger than my example alone. In college and beyond, I want to pay them forward, whether by dedicating myself to scientific research, performing in benefit concerts, or simply sharing the beauty of the arts. Sometimes, language feels slippery like fish on my tongue. But knowing that there are things that transcend language grounds and inspires me. English seeped into my tongue eventually, but I still pursue biology and arts with the same, perhaps universal, exigency and sincerity: to understand and to be understood.

Over the years, I have come to acknowledge and adore my inner fish, that confused, tongue-twisted and home-sick ELL kid from the other side of the world, which will forever coexist within me. And I’ve forgiven English, although I still can’t pronounce words like “rural,” because it gifted me with new passions to look forward to every day. Now, when I see kids with the same breathless look that I used to have gasping for home water, Don’t worry, I want to tell them.

You’ll find your water.

Professional Review by HS2 Academy

Michelle’s essay offers the reader a picturesque and witty journey through their immigrant experience of adapting to their new life in Illinois (Eely-noise!). While some immigrant experience essays can come across as predictable, Michelle deftly crafts an extended metaphor using the idiom of a “fish out of water” to connect their passions for both biology and art with their evolving struggle to master English. The uniqueness comes in the candid and often humorous depictions of Michelle’s everyday struggles with language, from initially resorting to “clumsy pantomimes” to signal an intent to go to the bathroom to their “ineffable excitement” at finding beautiful new words to express themselves, showcasing Michelle’s eventual growth into an articulate writer in full command of the English language.

It's evident that Michelle genuinely loves writing and relishes finding the right words to convey their thoughts, showcasing their tenacity and love of learning.

Michelle’s diverse passions, ranging from music, to art, to biology, are on full display in this essay, but what’s most impressive is Michelle’s nuanced and introspective journaling of adapting to American life and culture. It’s evident that Michelle genuinely loves writing and relishes finding the right words to convey their thoughts, showcasing their tenacity and love of learning. Michelle’s sincere exuberance for growing as a writer and artist shines throughout this essay, with a warmth and humor that’s infectious.

Michael's Essay

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I’ve been alone for three years now.

My freshman year, my mother had to take a job as a live-in caregiver to make enough money to pay rent and other bills after my uncle got married and moved out. I was ecstatic. I could finally have the entire house to myself. I had imagined the countless hours on the PS4, nobody telling me to go to sleep or to go do my homework. I felt free. Unexpectedly, though, this freedom came at the expense of my childhood.

To compensate for never being home, my mother called me three times a day. The first call would always be at 6:00 a.m, like clockwork. That was the call to wake me up so that I wouldn’t miss the bus and be late for school. Then there was the 4:00 p.m call where we went over anything and everything that happened in school that day. Lastly, there was the 7:00 p.m call which always seemed to last over an hour. This was the call that made me miss my mother the most. We labeled this call the “multi-purpose” call. Sometimes we would just talk about how we were both doing. Other times she would teach me things I needed to know, like how to do laundry, how to go grocery shopping, or how to cook. But one thing that she always seemed to bring up was how she wished things were different and how much she ached with the desire to be home with her son.

She would always say how I was her pride and joy, but I've always thought of myself to be her hope, her hope for a better life.

That last call always weighed heavily on my heart. When around friends and their families, I would often put my head down and smile because their interactions would remind me so much of when my mother was with me every day. It made me miss her insurmountably, to the point where I began to despise every aspect of this “independence.” To me, it was loneliness, isolation, and nights laying in bed wishing I had a loved one in the house that I could talk to or hug. I was forced to become a man instead of living out my days as a kid. What hurt me the most, though, was knowing that my mother hated our situation even more than I did. She hated knowing her only child was growing up without her and it hurt her more than words could explain. She would always say how I was her pride and joy, but I’ve always thought of myself to be her hope, her hope for a better life.

That is why I have worked so hard in school. My mother has dedicated and sacrificed years of her life to make sure that her son could live a great one, and all she has ever asked from me in return was to do well in school. There were numerous times when I felt discouraged and unmotivated, but the thought of letting down the woman that has broken her back for me was far stronger than any fatigue I may have felt.

For three long years now, I have entered my house after school expecting nothing but silence and darkness. I lay in bed at night yearning to hear any sound at all that would signal that there was life in the house beside me. Then I wake up the next morning, get ready for school, and start the cycle all over again. I have almost gotten used to being alone. But I won’t let my story end here. The reason why I have worked myself so hard is so that things can be different for me and my mother. She always says that everything she’s doing now is for me and that when she gets old it’ll be my turn. Except when my turn comes, she will never have to be alone.

Professional Review by Quad Education

Michael’s essay begins with a gripping hook, leaving the reader wondering why he is alone. He reveals his mother's sacrifices and his initial excitement at newfound freedom, which quickly turns into the burden of a lost childhood. The essay effectively uses the routine of their daily phone calls to highlight his deep connection with his mother and the pain of their separation.

Michael's forced independence, unlike the typical chosen independence of college freshmen, emphasizes his resilience and maturity.

Michael’s forced independence, unlike the typical chosen independence of college freshmen, emphasizes his resilience and maturity. Despite the emotional toll, he channels his determination into academic excellence, driven by his mother’s sacrifices and his desire to ensure a better future for both of them.

This essay excels in presenting a clear and compelling narrative of personal growth under challenging circumstances beyond one’s control. Michael’s story demonstrates his maturity, resilience, and commitment, qualities that suggest he would thrive in a rigorous academic environment. His motivation and determination show he is not only ready for college but also has the potential to effect positive change in society. These are hallmarks of what Harvard seeks in potential students.

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• Bowdoin Prizes
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• Undergraduate Essays in the English Language

Two prizes of $3,500 each are open for competition to undergraduate students for essays of high literary merit in any field of learning. Submissions should be addressed to the non-specialist. Essays or theses that form part of the regular work in a course may be offered in competition. If a thesis chapter is submitted, it must be modified so that it stands alone as a complete essay. Essays already submitted for prizes outside of Harvard University are not admissible. Essays that are already published are not admissible. Essays submitted for publication (but not yet published) are acceptable.

Essays submitted to the competition must not exceed 7,500 words, including notes and references. Each manuscript must have a title page that conforms to the required specifications (see the title page template below), including a one-sentence epitome of the essay and a word count. A pseudonym is required. Inquiries should be addressed to the Prize Office at prizes at fas.harvard.edu.

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Essay Competition

 “the ideas of economists… both when they are right and when they are wrong, are more powerful than is commonly understood… indeed the world is ruled by little else” ,     j. m. keynes (general theory, 1936), essay competition 2024.

The Marshall Society Essay Competition for 2024 has officially opened!

We are proud to announce that the 2024 Marshall Society Essay Competition is being sponsored by Cambridge Global Connect .

Cambridge Global Connect are a subsidiary of Oxbridge Global Connect, an award-winning education technology platform and research think tank founded at the University of Cambridge that offers premier tutoring services.

Marshall Society Essay Competition 2024

The competition.

The Marshall Society, the economics society of the University of Cambridge, is excited to launch its 2024 essay competition! This is an opportunity for all students who have not begun their university studies to demonstrate their ability to write a convincing and well-structured essay. Emphasis should be placed on sound explanation of economic theory and well-reasoned, original arguments, drawing on relevant real-world evidence.

Participants are invited to submit an essay response to one of the following questions:

• In the face of disinflation, policymakers are hesitant to reduce interest rates. Is this in line with economic theory?
• What are the causes and consequences of low fertility rates in advanced economies? How can we combat them?
• Is the attention economy necessarily harmful? 
• To what extent is a merger between two big firms beneficial to consumers?
• “In an efficient market, at any point in time, the actual price of a security will be a good estimate of its intrinsic va lue.” – Eugene Fama. To wh at extent does this apply today?
• Why did Britain choose to return to the $4.86 gold standard rate in 1925? Was this the right decision?
• Has the field of Economics become too mathematical? Is this a problem?

Writing the essay

Your essay should be written in English with good grammar and structure . We will evaluate your essay based on the logic and persuasiveness of the arguments presented, the quality of the evidence used to support your points, and the originality of your ideas.

Your essay should be properly referenced , citing all sources along the way. It is recommended to use the APA (Author, Year) style of citation in the text. (For example, “The persistence of high unemployment rates is mainly associated with rigidities in the labour markets (Bertola and Rogerson, 1997).”)

Please also provide a bibliography , where you list all your sources at the end of the essay. Don’t worry too much about sticking to one citation format for this; spend your time writing your essay instead (although look to the APA format as a guide for this). Just make sure all the information needed to verify your sources is in here.

Before submitting your essay, do a word count. Words in your bibliography and in any data tables don’t count towards the limit, but everything else does, including footnotes. The limit is 1,250 words (we will check!). We put a word limit so you can focus on what the really important aspects of the question are. Because of the limit, you shouldn’t worry about providing a complete overview of the topic; rather, focus on getting a really good insight into the key aspects, with facts to back it up. You may assume that the judging panel have a basic understanding of the question topic, i.e., there is no need for lengthy definitions or background information.

Finally, some notes on style:

• Include page numbers on every page
• Format your essay in Times New Roman, size 12, with line spacing 1.5
• On the first page, include the question, question number, your name and your school .

Use of Generative AI

The use of Generative AI programmes, such as ChatGPT, is not prohibited in producing your essay, and you will not be penalised for fair usage. However, any use of AI must be declared on the form used to submit your essay. All essays will be passed through software which detects plagiarism and the use of AI, including where passages have been produced by AI and manually rewritten. Any essays found to have used AI without proper declaration will be disqualified.

Use the submission form below to submit your essay. Do not email your essay to us: we will not read it if you do!

If you encounter any issues while submitting your essay via the Google Form below, please email [email protected] at least 48 hours prior to the deadline.

We have extended the deadline for submissions to Sunday 18 th August 2024, 11:59pm BST . Late submissions will not be considered.

Before submitting, please convert your file to a PDF and change the file name to “[your name] Q[question number].pdf” . (For example, “Adam Smith Q4.pdf”). Make sure this is no larger than 10 MB in size.

Competition results will be published on the Marshall Society website by late-August 2024. Prizes are as follows:

First place: £100 Finalists: £50 Commendation: No monetary prize, awarded to excellent submissions shortlisted for finalist.

Selected winning essays will be featured in the Marshall Society’s annual publication, The Dismal Scientist .

Terms and Conditions of Entry Please also observe that by entering you agree to the terms and conditions listed below:

• Your submitted essay must be your work alone and any assistance given to you must be declared in the form used to submit your essay. This includes the use of Generative AI software such as ChatGPT.
• You cannot make any revisions to your essay once it has been submitted.
• Only students who have not started an undergraduate degree can enter. Please note that you do not have to be studying in the UK to enter.
• Any personal data relating to entrants will be used solely for the purpose of this competition and will not be disclosed to any third parties for any purpose without prior consent.
• The essay that is entered may not be entered into any other competition.
• The winner, runners up and those with shortlisted essays will be contacted via the email used to submit the essay. Unfortunately, any other feedback will not be possible to any of the entrants.
• The Marshall Society reserves the final right, where necessary, to make amendments to the above terms and conditions and to select the winners of the competition.

We look forward to reading your submissions!

Jing, Research Director 2024/25 Chiara, Magazine Editor 2024/25

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Scholarship Foundation Germany e.V.

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Road to Harvard Essay competition 2024: Harvard Summer Course - Extended Deadline April 14, 2024

It's that time again!

For the fourth time, the Harvard Scholarship Foundation Germany e.V. organizes the essay competition "Road to Harvard".

• You think a university like Harvard is out of your reach?
• You don’t know yet if you’re going to go to university, but you’re committed to social causes, have a favorite subject and are passionate about a certain area?
• You really would like to attend a Harvard Summer Course and find out what’s involved in the application process?

Win a Two-Week Harvard Summer Course in 2025 at one of the best universities in the world!

The 2-Week Harvard Pre-College Program is exclusively on campus and offers over 100 non-credit courses. You will thrive in a dynamic, immersive and supportive academic environment alongside peers from around the world. 

Application Requiements for Road to Harvard Competition

• at least 15 years old and not turn 19 before July 31, 2025
• attend a high school
• hold a German Passport and live in Germany

Participation in the competition

a) an essay on the topic of: Artificial Intelligence - Chances, Risks, Concrete Ideas in the Service of Mankind?

b) a motivation letter 

Please describe your special skills and achievements in science, culture or sport and tell us about your social commitment, your family and your inspirations.

The essay and letter of motivation must be written in English . Before preparing and uploading your documents please read the following formal requirements:

• Max. 4 pages
• Top right: first name, last name, school, place
• Filename: #surname, first name_essay
• Harvard citation

Motivation Letter:

• Max. 1 page
• Filename: #surname, first name_motivation letter

Upload the two documents with your last school report via the link below and complete the form in the link:  https://scholarship.harvard-club.de/de/road-to-harvard2

This phase of the competition ends as soon as 150 applications have been submitted, at the latest, however, by April 14, 2024 .

By end of May the selection committee will name the 20 competition finalists. The finalists will receive an invitation to the Summerfest on June 29, 2024, where they are awarded the title "German Laureate Road to Harvard" .

Travel and hotel costs are covered by the foundation.

The interviews will take place on the day of the Summerfest, during which you can affirm your interest and motivation for attending Harvard University. The winners will be announced and awarded at the evening event.

The main prize:

A two-week Pre-College Program of Harvard Summer School for high school students.

Application requirements for Harvard Summer School are

• fulfillment of the age requirement (at least 16 years old and will not turn 19 years old before July 31, 2025)
• a passed TOEFL test, if English is not the native language.
• successful application process to Harvard summer School (in previous years 5 short essays on specific questions were required)

The Harvard Scholarship Foundation Germany will cover all costs for the course and a travel allowance of 500 €.

The winners require a passport and a visa for entering the USA at the latest by the time of travel.

Please direct any questions you have about the competition to: [email protected]

We look forward to hearing from you!

The Common App Opens Today—Here’s How To Answer Every Prompt

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Writing the Personal Statement for the Common Application

Today, the Common Application opens for the 2024–25 application cycle. As the platform opens, officially signaling the start of the college admissions season, many students are starting the daunting process of crafting their personal statements. The personal statement is a crucial opportunity to showcase individuality, character, and intellectual depth. In only 650 words, students should seek to encapsulate their authentic voice and perspective through a compelling and creative narrative. The process requires thorough brainstorming, strategy, and editing in order to produce an essay that is distinct from those of thousands of other applicants vying for seats at top colleges.

As students choose a prompt and begin brainstorming essays, here are the key points to consider in order to create a stellar essay for each prompt:

1. The Meaningful Background Prompt

Prompt: 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.

This prompt invites you to share an aspect of your identity or experience that is central to who you are. Start by thoughtfully considering aspects of your identity that are unique to you; then, try to think of a specific anecdote or experience that provides a portrait of those qualities. While detail and specificity are critical for all engaging essays, they are particularly important in this one, as you should show (rather than tell ) admissions committees the things that are quintessential to who you are.

Your essay should also have a takeaway—aside from just telling admissions officers what the background, identity, interest, or talent is, you should also focus on what you’ve learned from this piece of your identity, how it has developed over time, and how you will apply it in college and beyond.

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024, 2. the overcoming obstacles prompt.

Prompt: 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?

This prompt is an opportunity to demonstrate resilience and the capacity to learn from adversity—qualities that elite universities value highly. Begin by choosing a specific incident where you faced a significant challenge or failure—this could be an academic setback, a personal loss, or a time when you were out of your comfort zone. Students often fall into one of two common mistakes when tackling this question. First, many students rely on cliches and overused tropes. Keep in mind that admissions officers will likely read hundreds of essays recounting stories of students missing the game-winning goal or flunking a test in sophomore English. Try to select a story that only you can tell, and if you choose a topic you worry might be popular among other students, consider how you might recount it in a unique and unexpected way. On the other hand, some students fall into the opposite problem, sharing about a particularly personal, traumatic, or triggering experience that impacted them. Though it should convey personal insights, the personal statement is still a professional document, and you should not make your reader uncomfortable or unsettled by the information you share.

Finally, note that admissions officers are not primarily interested in the challenge itself, but in how you responded to the challenge. Focus on the steps you took to overcome the obstacle, what you learned about yourself in the process, and how this experience has shaped your future actions and mindset. Highlight any new skills, perspectives, or motivations that emerged from this experience, demonstrating your ability to grow and adapt in the face of adversity.

3. The Changed Perspective Prompt

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

Top colleges seek to admit students who are willing to engage in critical thinking and who possess the intellectual courage to question norms or ideas. For this essay, consider beginning with an anecdote—starting the essay in media res can be an engaging way to catch the reader’s attention and quickly establish the stakes of your narrative. As you share your story, remember that the essay’s focus is to demonstrate your open-mindedness, your commitment to seeking the truth, and your willingness to engage deeply with complex issues. It also shows your ability to respect differing viewpoints while developing your own reasoned stance. As such, you should take the admissions committee through your process of growth and change step-by-step, clearly articulating how the experience impacted you and how your changed perspective will enhance their campus community should you enroll.

4. The Gratitude Prompt

Prompt: 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?

Like the two prior prompts, this prompt requires students to share a particular anecdote, and students should consider beginning with their narrative before zooming out to explore the broader theme of gratitude. Start by recounting a specific instance where someone did something for you that made you feel unexpectedly grateful. This could be a small act of kindness, a significant gesture, or a moment of support that made a lasting impression on you. Then, explore how this experience of gratitude has affected your actions or attitude. As you do so, be sure to avoid platitudes or vapid buzzwords—rather than expressing that the experience made you feel “good” or “appreciated” or the equivalent, share how it has affected your perspective or actions going forward. The best responses are those that illustrate actionable change rather than fuzzy feelings.

5. The Personal Growth Prompt

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

A student’s college years are all about growth and transformation, and this prompt invites students to demonstrate their capacity for self-reflection and teachability. Thus, while this prompt might invite you to describe a major event or accomplishment, what you really want to show is a transformative period and the resulting reflection. Don’t feel as though the accomplishment, event, or realization needs to be especially earth-shattering or ground-breaking—sometimes the small things can make an impression in a big way. Finally, if you do choose to write about an accomplishment, be sure that you are not bragging. The prompt is an opportunity to show self-awareness, rather than to tout your achievements.

6. The Captivating Concept Prompt

Prompt: 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?

Intellectual curiosity and authentic passion are distinguishing characteristics in the landscape of top college admissions. For this prompt, zoom in on a particular topic that genuinely fascinates you, whether it’s a specific academic subject, a philosophical idea, or a creative pursuit. Many students manufacture a response to this prompt based on what they assume will impress admissions officers—but if you aren’t truly interested in Kantian ethics, an admissions officer will be able to tell. However silly, mundane, quirky, or bizarre your “captivating concept” may be, if it’s true to you—write about it!

While your response should describe how a specific aspect of this topic captivates your interest and why it resonates with you on a deeper level, it should also demonstrate how you have taken the initiative to explore this topic in unique ways. Have you sought out books on the topic? Taken an online course to elevate your knowledge? Started a club to connect with others who share your interest? Developed a passion project that mobilized your interest in service of your community?

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

If none of the above prompts allow you to effectively express yourself, remember that the Common App includes an open prompt, wherein you can write on a topic of your choice! This is an excellent opportunity to share a story that doesn’t fit neatly into the other prompts but is crucial to understanding who you are. If you choose to pursue this prompt, make sure your essay is well-structured and cohesive, with a clear theme or message that ties everything together.

The Common App essay is more than just a component of your application; it’s a chance to speak directly to admissions officers and present your authentic self. Taking the time to brainstorm and edit will allow you to submit an essay that showcases your unique voice and original perspective to admissions officers at top colleges.

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Writing competition

Harvard Crimson - the U.S.’s oldest continuously published daily college newspaper - is pleased to invite you to the Harvard Crimson Global Essay Competition (HCGEC) 2024!

Registration is open to all students aged 13-18. Competitors will have to write a 500-word essay after choosing a prompt from the creative, argumentative, or journalistic category.

Sounds easy? Sign-up here and use the promo code AMB194 for a USD $5 discount off your registration fee!

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✍️ Exclusive workshops by The Harvard Crimson to level-up your writing skills.

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💼 The chance to win exclusive internships with The Harvard Crimson!

Check out our website at https://www.essaycomp.org for more details!

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The Harvard Crimson

• Editor's Pick
• Today's Paper

Embattled Harvard Professor John Comaroff Retires Without Emeritus Status

• Lauren Scruggs ’25, United States Win Gold Medal After Dominant Performance

• Harvard’s Liam Corrigan ’19 Wins Gold in Rowing for Team USA, David Ambler ’20 Takes Bronze for GB

• Harvard Will Ban Chalking and Unapproved Signage on Campus, Draft Document Shows

Harvard Fencer Lauren Scruggs ’25 Earns Silver Medal at 2024 Paris Olympics

• Meet Harvard’s 26 Olympians at the 2024 Paris Games

3 Years Ago, 2U Purchased edX From Harvard and MIT for $800 Million. It Just Filed for Bankruptcy.

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In the end, Lauren S. Scruggs ‘25 was never leaving Paris without gold.

Scruggs propelled Team USA to victory in the 2024 Paris Olympics women’s team foil tournament on Thursday, holding off Italy’s three-time Olympian Arianna Errigo to give the United States its first-ever team gold medal in fencing.

Scruggs, who already won a silver medal in the individual foil event on Sunday, became the first current Harvard student to win a gold medal in the Summer Olympics since David Berkoff ’89 in 1988.

Team USA, led by Scruggs and individual foil gold medalist Lee Keifer, breezed through the tournament on Thursday as they defeated China and Canada on their way to the final against No. 1-ranked Italy.

The victory was a true team effort for the Americans as substitute Maia M. Weintraub contributed two clutch performances in the final against Italy as Kiefer, Scruggs, and Jacqueline Dubrovich all struggled.

Scruggs started the final against Italy strong as she defeated Martina Favaretto 5-1 in the second bout to give Team USA a five-point advantage. After a difficult bout for the Americans against Italy’s Alice Volpi, Kiefer won her bout by one point and Weintraub extended the lead with a two-point victory over Errigo.

Italy earned a point back as Volpi’s bout against Scruggs ended 6-5, bringing the Italians back to within five points of Team USA as they entered the last three bouts of the final.

Weintraub provided a dominant performance against Italian substitute Francesca Palumbo to give Team USA a nine-point lead as Keifer and Scruggs prepared for their final bouts of the tournament.

While Keifer struggled against Volpi, the two-time individual foil gold medalist recovered enough at the end of her bout to hand off an eight-point lead to Scruggs in the final bout of the tournament.

With the score 40-32, Scruggs needed only five touches to secure the gold medal for Team USA. But Errigo quickly proved why she is considered one of the best foil fencers in the world. The left-handed Italian took the first four points against Scruggs to narrow the score to 40-36.

Scruggs and Errigo traded the next four points, but then Errigo took yet another point against Scruggs to bring Italy within three touches of tying the United States. The Queens, New York native, however, would not let Errigo get any closer. Scruggs won the next three points to give Team USA the gold.

On Team USA’s path to the final, Scruggs faced off against her Harvard teammate Jessica Z.J. Guo ’27 for the second time of the 2024 Paris Olympics during the semifinal matchup against Canada. Guo and Scruggs met each other during the individual tournament’s round of 16, where Scruggs easily defeated Guo.

The team tournament provided Guo an opportunity to extract some revenge against Scruggs, as she breezed past Scruggs 5-1 in the semifinal’s opening bout. With Team USA facing a four-point deficit entering the third bout of the semifinal, Kiefer suddenly turned the tables as she outscored her Canadian opponent, the 16 year-old Yunjia Zhang, 14-3 to turn the deficit into a five-point advantage for the Americans.

Despite Guo’s best efforts, Canada never managed to catch Team USA. The loss earned them a matchup against Japan with a bronze medal on the line. Guo and her team, however, lost a nailbiter to Japan as a late comeback fell just short.

Team USA’s victory in the women’s team foil tournament made up for a disappointing performance from the all-Harvard men’s saber team just one day earlier. The Crimson’s saber fencers underperfomed in the individual tournament and didn’t fare any better in the team competition as they were upset in the first round by Iran.

—Staff writer Thomas Harris can be reached at [email protected] .

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Lauren Scruggs Makes History as Americans Win Olympic Fencing Gold

After Scruggs, 21, became the first Black American woman to win an individual Olympic fencing medal, she clinched gold for the U.S. team.

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By Alexandra E. Petri

After Lauren Scruggs clinched the gold medal for the United States in the women’s fencing team foil competition on Thursday, she threw off her mask and spun around, her eyes and mouth wide open.

It was the team’s first-ever gold in the event. But it wasn’t the first big moment for Scruggs at the 2024 Olympic Games in Paris.

On Sunday, Scruggs, in her Olympics debut, became the first Black American woman to win an individual Olympic fencing medal for the U.S.

“Fencing has largely, historically, been a non-Black sport,” Scruggs told NCAA.com in a July interview. “So I hope to inspire young Black girls to get into fencing and to think that they can have a place in the sport. I just hope that more people who look like me, little girls like me, feel they have a place in the sport.”

A Queens native and a rising senior at Harvard, Scruggs was around 7 when she started fencing. She was inspired by her older brother, Nolen, who was eager to try fencing after seeing “Star Wars,” “ Good Morning America” reported .

“As the younger sibling, I always wanted to do whatever he did, so I started fencing, and I stuck with it,” Scruggs told BET in an interview last month.

Scruggs clung to the sport’s competitive nature, telling “Good Morning America ” that it channeled her creativity. But as a Black fencer, she felt added pressure whenever she stepped onto the piste.

“Growing up in fencing, no one really looked like me,” she said in the “Good Morning America” interview. “I think in order to prove myself, I really had to be the best at the tournaments.”

She kept winning those tournaments. Scruggs was accepted into the Peter Westbrook Foundation, an organization founded by Peter Westbrook, the first Black American man to win an Olympic fencing medal.

The organization supports young fencers from underrepresented racial and economic backgrounds. Scruggs, who now volunteers as a mentor for the group, eventually wants to own her own fencing club, she said in the BET interview.

Scruggs is a six-time world champion and the youngest U.S. foil fencer to win the Junior World Championship, according to her Harvard bio . She has been named a first-team All American three times at Harvard and was the 2023 N.C.A.A. national champion.

She was No. 11 in the International Fencing Federation’s world rankings when she arrived in Paris.

“I think my success in fencing has also helped break stereotypes about what Black people can do and who can be a fencer,” she told “Good Morning America .”

Announcement of IvyPanda’s $1,500 Essay Writing Contest Scholarship 2024 Winners

Hello and welcome to the announcement of our Essay Writing Contest Scholarship winners!

As usual, we’re super excited to cut straight to the chase, but we can’t do so without a quick recap.

And there are things worth mentioning, to be honest. Last year, we stated that we received a lot more submissions than anticipated, with 773 works in total and 578 evaluated papers. Well, this year, the record was broken again, as we received 783 essays and accepted 659 of them. Unfortunately, we had to reject 124 works for various reasons: contest requirements not being fulfilled, wrong topic, plagiarism, or work format issues.

We are thankful to all the participants for filling this contest with creativity and bright ideas!

Here’s a short reminder of the evaluation criteria that we used:

• Grammar, Punctuation, and Spelling – 20 points;
• Content and Ideas – 20 points;
• Use of Language and Style – 30 points;
• Organization – 20 points;
• MLA Referencing – 10 points.

On average, all 659 that we evaluated got 68.4 points. Good job!

With all the statistics out of the way, let’s name this year’s winners!

1st place and the $1,000 prize goes to Isabella Barricklow with the essay “The Pen is Mightier than the Keyboard: School as Protective and Preventive Factor Against Cyberbullying,” which got 90 points. Congratulations!

The Pen is Mightier than the Keyboard: School as Protective and Preventive Factor Against Cyberbullying The internet’s vastness makes the issue of cyberbullying seem as evasive as water slipping through one’s fingers. However, to effectively understand and work towards eliminating the complex phenomenon, an institution must take responsibility for the issue, mainly, comprehending its intricate causes and functions across communities and establishing systems and programs towards its prevention. This responsibility should fall to schools; while not always the location where cyberbullying takes place, schools control its progress and develop solutions with consideration for intersectionality in a way that parents and other organizations may lack the resources to do and are the most adequately regulated, pedagogically-equipped, and consistent resource for education acquisition and distribution on cyberbullying. Teacher training and professional skill are factors in successfully addressing intersectional elements of cyberbullying and ensuring homologous, pedagogical awareness and prevention education. The experience of cyberbullying will be different for students based on their diverse backgrounds as well as their developmental stages. For example, Emily Vogels finds that low household income increases the likelihood of cyberbullying and race influences student cynicism of law enforcement efforts to reduce cyberbullying (1). Additionally, students in higher and further education continue to experience cyberbullying but are less likely to seek help, expressing moral disengagement and less empathy (Myers and Cowie). Acknowledging these intersections in the issue of cyberbullying must fall to professionals who are continually trained to do so. Research suggests teachers and administrators who undergo district professional development and training sessions gain the cultural competency required to do this and can even improve student academic outcomes and increase educator “professional efficacy” in doing so (Hamdan and Coloma 110 Furthermore, districts and teachers have the resources and pedagogical structures, or can acquire them, to carry out best practices in cyberbullying prevention. Tozzo et al. find that the most effective cyberbullying interventions were education-based and interactive, whereas “prescriptive and juridical” interventions were much less effective. However, to implement these educational programs, both “complex knowledge of cyberbullying” and “expertise and competencies in the field of media education” are needed (Tomczyk and Wloch 14). Districts and educational environments can provide teachers with this expertise in a relatively homologous way, monitored and assessed by professional development requirements and district standards. In contrast, parents are capable of educating their children on these issues, but there is no way of enforcing this, knowing if resources are accessible for all parents, assessing their understanding and progress, or ensuring that all parents implement research-based, intersectional, best practices. Yosep et al. find that a vast majority of parents both felt and demonstrated they lacked knowledge regarding cyberbullying and resources to address it, and the strategies and resources they do use are varied (Yosep et al.). Teaching, however, is a regulated profession where trained professionals undergo constant observation, assessment, and development where cyberbullying education and prevention strategies can be pedagogically informed and monitored, leading to better results. Finally, education laws give schools the advantage of state-required, mandatory attendance for twelve years, making them a setting where information can be consistently shared across students’ educational lifespans. Tozzo et al. find that, across studies, longer versions of intervention programs targeting cyberbullying had more positive outcomes when compared with shorter versions. Tomczyk and Wloch’s research supports this, stating a weakness in programs is their occasional use when they should be administered more frequently (20). Additionally, students outside the K-12 educational system have less avenues for help and resources, especially those who transition out of the obligatory educational system (Myers and Cowie). While some students may not have consistent parental messaging, life experiences, or access to resources in their home lives or when they leave school, it can generally be assumed that school will be a consistent, actively controlled, and regulated setting in their lives for at least twelve years where the issue of cyberbullying can be addressed continually and empower them to address issues autonomously once out of school. School, as an institution whose pedagogy and practices are constantly evolving and undergoing assessment and a consistent setting for students, must be entrusted with reducing cyberbullying. If knowledge is both a weapon against cyberbullying and a healing tool, then schools are the fortresses whose walls protect and enrich the lives of children, creating lasting change in society. Works Cited Hamdan, Suha, and Roland Sintos Coloma. “Assessing Teachers’ Cultural Competency.” The Journal of Educational Foundations , vol. 35, no. 1, Caddo Gap Press, Spring 2022, pp. 108-128. https://files.eric.ed.gov/fulltext/EJ1358841.pdf. Accessed 16 June 2024. Myers, Carrie-Anne, and Helen Cowie. “Cyberbullying across the lifespan of education: Issues and interventions from school to University.” International Journal of Environmental Research and Public Health , vol. 16, no. 7, 4 Apr. 2019, p. 1217, https://doi.org/10.3390/ijerph16071217. Accessed 16 June 2024. Tomczyk, Łukasz, and Anna Włoch. “Cyberbullying in the light of challenges of school-based prevention.” International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) , vol. 7, no. 3, 20 Dec. 2019, pp. 13–26, https://doi.org/10.5937/ijcrsee1903013t. Accessed 16 June 2024. Tozzo, Pamela, et al. “Family and educational strategies for cyberbullying prevention: A systematic review.” International Journal of Environmental Research and Public Health , vol. 19, no. 16, 22 Aug. 2022, p. 10452, https://doi.org/10.3390/ijerph191610452. Accessed 16 June 2024. Vogels, Emily A. “Teens and Cyberbullying 2022.” Pew Research Center, Pew Research Center , 15 Dec. 2022, www.pewresearch.org/internet/2022/12/15/teens-and-cyberbullying-2022/. Accessed 16 June 2024. Yosep, Iyus, et al. “Preventing cyberbullying and reducing its negative impact on students using e-parenting: A scoping review.” Sustainability , vol. 15, no. 3, 17 Jan. 2023, p. 1752, https://doi.org/10.3390/su15031752.

2nd place and the $500 prize received by Sebastian LaRoche with the essay “Adjusting Pupils – The Future of AI in Education,” which got 88 points. Well done!

Adjusting Pupils – The Future of AI in Education A new sun sits on the horizon. Should we prepare the solar panels? Wait for our pupils to adjust? Students of the future, a different type of pupil, face similar questions. Artificial Intelligence has immense potential for improving Education, but its usage has clear risks, including job-replacement, privacy, and socioeconomic disparities. In this essay, I will not refute these risks but propose methods of obtaining the benefits of AI-assisted education while adapting to these and other concerns. While AI’s continuous growth and economic potential might threaten many labor-intensive jobs currently occupied by humans, human teachers are well away from being replaced. Sarah Hanawald, Senior Director of the Association for Academic Leaders, argues that while “AI tools can help provide personalized learning for a student,” it would require a teacher’s oversight. Not only is student motivation correlated with a positive student-teacher relationship (Rimm-Kaufman), but datasets AI uses in its Algorithm are limited by bias and human error. With an AI-based learning system, teachers and professors also gain insight about their students’ learning styles (Rouhiainen). Therefore, it is evident that AI would best augment teachers rather than replace them. Perhaps a hybrid classroom with information introduced by humans and further explained by machines could accomplish this. It is no secret that technology’s growth poses a threat to user privacy with the misuse of personal data. As Cameron F. Kerry from the Center for Technology Innovation puts it, “As artificial intelligence evolves, it magnifies the ability to use personal information in ways that can intrude on privacy interests by raising analysis of personal information to new levels of power and speed.” With AI-assisted education, monitoring students, even for the sake of tracking learning styles, could potentially risk those student’s personal information. However, what is more infrequently talked about is the effect this would have on the student. Daniel Buck at the Thomas B. Fordham Institute likens the experience of a student in this environment to a prisoner of the theoretical Panopticon, a circular prison popularized by French philosopher Michel Foucault in which, through a light at the center of the facility, prisoners would feel under constant surveillance. Thus, proper behavior would be fostered. What happens to a student in this situation? “A report from the National Association of State Boards of Education suggests that students are less likely to feel safe enough for free expression” (Buck). The National Library of Medicine links several more issues with constant surveillance, including heightened anxiety and decreased mental health. Fortunately, by keeping this in mind, creating a solution is far from impossible. Pairing the hybrid classroom concept from before with legal enforcement of minimizing data collection might be able to inhibit privacy concerns and minimize student surveillance. It is a fact that “students routinely receive dramatically different learning opportunities based on their social status” (Darling-Hammond). This is mainly due to resource disparity, with higher-poverty schools unable to afford updated technology. Implementing AI in schools is reminiscent of when Internet access was doled out unequally. Since “People without (Internet) connectivity are often those with lower incomes” (Muller), it created a “digital divide” that obstructs social mobility, and if only wealthier schools can utilize AI, why wouldn’t the same happen now but worse? It’s as if the state of Education is an arms race, and only those born able to afford the means can succeed. The Learning Policy Institute also describes this as a “cumulative disadvantage” and proposes that, for social equity to be achieved concerning resource disparities in Education, “equal access for these (impoverished) students requires additional resources.” This might mean upgrading lower-income schools with AI first or making sure this revolutionary resource is available to everyone regarding economic standing. In conclusion, to obtain the benefits of AI-assisted education without replacing jobs, lowering student privacy, or threatening social mobility, I propose heavy research into a new education system. This might mean a hybrid classroom, limits to how businesses use data, or strategic allocation of AI as a resource. But no matter the solution, I hope we as a people can let our eyes adjust to the new sun on our horizon in the hopes that we will someday see a classroom perfected. Works Cited Buck, Daniel. “AI is a serious threat to student privacy.” The Thomas B. Fordham Institute , 5 October 2023, https://fordhaminstitute.org/national/commentary/ai-serious-threat-student-privacy. Accessed 28 June 2024. Hammond, Linda. “Inequality in Teaching and Schooling: How Opportunity Is Rationed to Students of Color in America.” NCBI, 2001, https://www.ncbi.nlm.nih.gov/books/NBK223640/. Accessed 28 June 2024. Hanawald, Sarah. “AI Won’t Replace Teachers—But It Could Help Them.” ERB, 12 September 2023, https://www.erblearn.org/blog/ai-wont-replace-teacher-intelligence/. Accessed 28 June 2024. Humane, Sonal. “Exploring the Impact of Security Technologies on Mental Health: A Comprehensive Review.” NCBI, 5 February 2024, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10918303/. Accessed 28 June 2024. Muller, Charlie. “What Is the Digital Divide?” Internet Society , 3 March 2022, https://www.internetsociety.org/blog/2022/03/what-is-the-digital-divide/. Accessed 28 June 2024. Oakes, Jeannie, et al. “Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina.” Learning Policy Institute , 18 June 2021, https://learningpolicyinstitute.org/product/leandro-high-poverty-schools-brief. Accessed 28 June 2024. Rimm, Sara, and Lia Sandilos. “Improving students’ relationships with teachers.” American Psychological Association , 2010, https://www.apa.org/education-career/k12/relationships. Accessed 28 June 2024. Rouhiainen, Lasse. “How AI and Data Could Personalize Higher Education.” Harvard Business Review , 14 October 2019, https://hbr.org/2019/10/how-ai-and-data-could-personalize-higher-education. Accessed 28 June 2024. Wheeler, Tom. “Protecting privacy in an AI-driven world | Brookings.” Brookings Institution , 10 February 2020, https://www.brookings.edu/articles/protecting-privacy-in-an-ai-driven-world/. Accessed 28 June 2024.

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Vance’s Remark About Simone Biles Draws New Scrutiny

August 1, 2024 at 4:50 pm EDT By Taegan Goddard Leave a Comment

Sen. JD Vance (R-OH) “is drawing renewed scrutiny over his past remarks that the American gymnast Simone Biles, who won another Olympic all-around gold medal on Thursday, showed weakness when she withdrew from the previous Games because of a mental health issue,” the New York Times reports.

Said Vance, on Fox News in 2021 : “I think it reflects pretty poorly on our sort of therapeutic society that we try to praise people, not for moments of strength, not for moments of heroism, but for their weakest moments.”

“His comments began ricocheting online as Ms. Biles was competing in the individual all-around competition in Paris, where she added to her haul of medals. She is only the third woman to win a second all-around title at the Olympics.”

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Goddard earned degrees from Vassar College and Harvard University. He lives in New York with his wife and three sons.

Goddard is the owner of Goddard Media LLC .

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• Copy URL https://www.pbs.org/newshour/health/when-olympic-athletes-laser-like-focus-turns-to-mental-health-hurdle

The advice mental health experts give experienced Olympians

More than 10,000 elite athletes from around the globe are competing in the 2024 Paris Olympics, where they face incredible pressures to perform in front of an audience of billions.

For these Olympians, years of grueling preparation and training precede an event that leaves no room for error – mere seconds can mean the difference between a medal on the winner’s podium or being dropped from competition, retired Olympic speed skater Apolo Ohno told the PBS News Hour’s Amna Nawaz.

And even for those who win gold over and over again, there’s always a day when it’s time to say goodbye to their sport at the highest level – a challenge that can be as hard as any race, match or routine.

WATCH: Olympian Apolo Ohno on the pressure to compete and prioritizing mental health

When Ohno was competing nearly 15 years ago, the conversation about mental health among athletes was very different from the one today. “To be completely frank, we didn’t know what that even meant,” he said. “The words ‘mental health’ really was mental performance. That’s where we focused a lot of our time.”

FILE PHOTO: Apolo Ohno of Team USA competes in the Men’s 5000 meter Relay of the Short Track speed skating competition at the 2002 Winter Olympics on February 23, 2002 in the Salt Lake Ice Center in Salt Lake City, Utah. Photo by David Madison/ Getty Images

Athletes are increasingly weighing their own mental health against the demands of sport and pressure to perform, said Jessica Bartley, senior director for psychological services for the U.S. Olympic and Paralympic Committee.

Postponing the 2020 Tokyo Olympics for a year during the COVID-19 pandemic was “one of the most notable times” in terms of athletes needing mental health services, Bartley said. That delay unleashed anxiety in many athletes, particularly more experienced competitors, because it allowed a new cohort of younger athletes to become eligible to compete against them, she noted.

Simone Biles of Team USA practices on the balance beam during a training session in the Bercy Arena ahead of the Paris 2024 Olympic Games on July 25, 2024. Photo by Naomi Baker/Getty Images)

When the Tokyo Games returned in 2021, Olympic gymnast Simone Biles helped jumpstart a global conversation about the importance of mental health awareness as she withdrew from team competition .

“We have to protect our mind and our body, rather than just go out there and do what the world wants us to do,” Biles told reporters then. When she participates at the Games this summer she does so on her terms and with a new honor – as the most decorated gymnast ever .

Pressure to perform

Olympians face daunting expectations, Bartley said. To reach the Games, many athletes started training for their sport almost as soon as they learned how to walk, and have dedicated much of their lives to just one thing.

Often, Bartley said, athletes have trained with the mentality that “you can’t take your eye off the ball or you won’t perform your best.” That can include not paying attention to your own mental health nor balancing the demands of your sport with the rest of your life.

A 2019 meta-analysis of British Journal of Sports Medicine studies found at least a fifth of current elite athletes struggled with alcohol and as many as a quarter of former athletes grappled with anxiety and depression.

In response to Biles’ call for the need to prioritize the mental health of athletes, the International Olympic Committee in 2023 issued an action plan that highlighted how elite athletes are “at increased risk of mental health problems, such as depression, anxiety and eating disorders.”

“While the global mental health burden is significant, we must recognize that mental health symptoms are treatable, and in many instances, preventable,” said professor Uğur Erdener, chair of the committee’s medical and scientific commission, in a statement when the plan was released. “By inspiring, encouraging and assisting stakeholders across the Olympic movement, we can help build a healthier world in and through sport.” The committee’s plan to address mental health challenges and boost well-being focuses on improving culture and leadership as well as using data and research, among other measures.

When Bartley’s staff checks in with athletes from Team USA each year, she said they routinely ask about mental health as well physical health, including questions about sleep, vaccination status and nutrition, as well as disordered eating, trauma, substance use, and anxiety and depression.

“We’ve really shifted to normalize us asking questions about mental health, checking in. We check before Olympic and Paralympic Games, and we’ll check in after,” Bartley said. “We’ll do a touchpoint with each of those athletes.”

Ohno has been speaking out in recent years to raise awareness about mental health needs and resources, including with his book, “Hard Pivot,” and in the 2020 HBO documentary “The Weight of Gold.”

The former speed skater stood up on the Olympic podium eight times, more than any other American winter athlete in history. But when he reflects upon the career he left behind at age 27, those moments of victory are fleeting.

Instead, his most powerful memories happened without any spectators, “when it was me against myself, digging, striving, trying to find that extra 1 percent.”

“While we might not always be able to control these outcomes, in that process is where the true prize can actually be,” he said.

Seeking help and moving forward

When late-career athletes reach out to Bartley and her staff for support, they usually mull the same questions.

They wonder if they can commit to four more years until the next Olympic games convene. Many have postponed attending college or graduate school. Some have waited to have a family so they could more fully commit to training for their next chance to compete, or they are watching their own parents age and contemplating how to step up for their caregivers.

“‘Am I ready to give it up?’” Bartley said athletes often ask her.

READ MORE: Are the 2024 Paris Olympics gender equal? That depends how you measure it

Change is inevitable. For Olympians, pivoting after sport comes relatively early in life, clinical and cognitive behavioral psychologist Jeff Brown of Harvard Medical School said. It may be out of their control, like when an accident completely alters their trajectory in a split-second. Or it can be a deliberate decision to quit sports and begin anew, which can also be traumatic.

“Identity gets so wrapped up into performance,” Brown said.

Growing up in Steamboat Springs, Colorado, Taylor Fletcher learned to glide down mountains on skis by age 4. To this day, that’s one way he relieves stress.

Taylor Fletcher competes during the men´s Nordic Combined ski jumping during the Beijing 2022 Winter Olympics on Feb. 15, 2022, in Zhangjiakou, China. Photo by Tom Weller/ VOIGT/ DeFodi Images via Getty Images

Fletcher’s parents, especially his mother, made sacrifices so he and his brother could join a local ski team coached by former Olympians who had developed a pipeline to the Winter Games. His journey to the Olympics was not a foregone conclusion, he said, but he worked his way up, pushed by his desire to join the national team. For years, Fletcher said, he focused on just one thing – “everything else took a step back.”

Looking back, having an athlete’s laser-like focus could mean “you can pigeonhole yourself into being stuck,” said the four-time former member of the U.S. Nordic Combined team.

When athletes are contemplating retirement, Bartley and her staff encourage them to reach out to their support networks, including family, friends and peers in their sport, she said, but also to reflect on what they want.

Over the years, Team USA developed its Pivot Program, designed to help athletes cope as they transition into the next phase of their life. Experts talk to current and former athletes about job training skills and financial literacy, preparation for higher education as well as mental health and well-being.

“That’s one thing I wish I knew,” Fletcher said. “While the sport is a big deal, it is not everything.”

In life after the Olympics, Ohno said he has failed countless times. What has helped him recover has been his desire to encourage people to “be open and receptive and vulnerable to listening with empathetic ears” and “to help others recognize and guide them to their own inner truths.”

“They can get back up, they can continue again,” he said. “It’s not too late, and starting today is better than starting tomorrow.”

Laura Santhanam is the Health Reporter and Coordinating Producer for Polling for the PBS NewsHour, where she has also worked as the Data Producer. Follow @LauraSanthanam

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New Arts and Sciences Faculty: Fall 2024

An outstanding group of new faculty will join the School of Arts and Sciences for the Fall 2024 semester.

Amarildo “Lilu” Barbosa, Diversity, Equity, Inclusion, and Justice Leadership

Amarildo “Lilu” Barbosa is a Senior Lecturer and Program Director in the Diversity, Equity, Inclusion, and Justice Leadership program. He comes to Tufts from the Harvard T.H. Chan School of Public Health where he was the Chief Diversity, Inclusion, and Belonging Officer. Prior to that, Barbosa was the Chief Diversity Officer at Lesley University and the Directory of the Office of Multicultural Affairs and Student Inclusion. His academic interests have focused on strategic diversity leadership, professional development, and organizational learning and capacity building. He received his PhD from Lesley University.    

Jonah Bloch-Johnson, Earth and Climate Sciences

Jonah Bloch-Johnson is the Chang Family Assistant Professor in the Department of Earth and Climate Sciences. He comes to Tufts from a Postdoctoral Researcher position at the United Kingdom’s National Centre for Atmospheric Science at the University of Reading. Bloch-Johnson studies nonlinear climate dynamics, which explores the ways in which the climate’s response to disturbances such as humanity’s CO 2 emissions can become stronger or weaker over time. His work has received funding from the National Science Foundation and has been published in  Journal of Advances in Modeling Earth Systems  and  Climate Dynamics,  among others .  He received his PhD from the University of Chicago. 

Alexandra Collins, Community Health

Alexandra Collins is an Assistant Professor in the Department of Community Health. She comes to Tufts from Brown University School of Public Health where she was an Assistant Professor in the Department of Epidemiology. Her community-based research examines social, structural, and environmental drives of health outcomes among people who use drugs, and evaluates substance use-related interventions. She previously worked at the British Columbia Centre on Substance Use and the British Columbia Centre for Excellence in HIV/AIDS. Her work has been published in journals such as  International Journal of Drug Policy, Journal of Urban Health , and  Social Science & Medicine and has informed drug policy related to decriminalization and the establishment of overdose prevention centers. She received her PhD from Simon Fraser University in Canada. 

Simone Dufresne, Child Study and Human Development

Simone Dufresne is a Lecturer in the Eliot-Pearson Department of Child Study and Human Development. She recently completed her PhD at Tufts with a dissertation titled “Navigating Tufts for Neurodivergent Students: Developing, Implementing, and Evaluating a Workshop Series at a U.S. University.” Her research focuses on how autistic individuals understand themselves and their place in society, and how interventions can support this development. She has been working in the autism field supporting youth and families for over 10 years. 

Jeremy Eichler, Music

Jeremy Eichler is the Cummings Assistant Professor in the Department of Music. He is a writer, scholar and critic .  Before joining Tufts, Eichler was the Chief Classical Music Critic for  The Boston Globe , a position he held for 18 years. He has multiple Pulitzer Prize nominations in Criticism for his work at the  Globe.  Eichler is the author of  Time’s Echo: The Second World War, the Holocaust, and the Music of Remembrance  (Alfred A. Knopf and Faber, 2023), which was the winner of three National Jewish Book Awards and named a notable book of 2023 by  The   New Yorker, The New York Times,  and NPR. In 2018 he was named a National Endowment for the Humanities Public Scholar and is a recipient of an ASCAP Deems Taylor Award for music criticism. He also received a fellowship from Harvard’s Radcliffe Institute for Advanced Study. Eichler’s criticisms and essays have appeared in  The New Yorker, The News Republic, The Times of London, The Nation, Vanity Fair, The Washington Post, The Los Angeles Times, Newsday, The Forward,  and  Slate.  He holds a PhD from Columbia University.  

Anne Fast, Psychology

Anne Fast is a Lecturer in the Department of Psychology. She joins Tufts after faculty positions at Western Washington University and Clark University. She has extensive teaching and advising experience, and has also served as a departmental coordinator for graduate teaching assistants. At Tufts, she will be teaching courses in statistics for the behavioral sciences, developmental psychology, and gender development, among others, as well as advising students in all 5 of our undergraduate majors .  Her research interests include prosocial behavior, morality, social cognitive development, and gender development. She received her PhD from the University of Washington.

Isabela Fraga, Romance Studies

Isabela Fraga is an Assistant Professor in the Department of Romance Studies. She comes to Tufts from Stanford University where she was a Postdoctoral Mellon Fellow at Stanford Humanities Center and a Lecturer of Iberian and Latin American Cultures. Her research explores issues of personhood, subjectivity, and language in the context of chattel slavery in Latin America and the Spanish CaribbeanSpecifically, her book project traces a century-long genealogy of writings concerned with the affective lives of enslaved and free people of African descent in Brazil and Cuba, the two most lucrative coffee- and sugar-producing regions of the nineteenth-century Atlantic world.   Fraga received her PhD in Hispanic and Luso-Brazilian Studies from the University of Chicago.

Fatima Aysha Hussain, Biology

Fatima Aysha Hussain is an Assistant Professor in the Department of Biology. Before coming to Tufts, she was a Postdoctoral Research Scientist at the Ragon Institute of MGH, MIT, and Harvard. In 2021 she was awarded the Schmidt Science Fellowship. Her lab at Tufts will study the ecology and evolution of microbes living in the human vagina with the aim of using this research to design ecologically-informed microbial therapies for women’s health. She received her PhD from MIT, where she studied virus-bacteria interactions in the ocean. At Tufts she will be designing a new Virology course and co-teaching the Microbiology Lab. Her research has been published in journals such as  Nature, Science,  and  Nature Microbiology.

Jordan Jurinsky, Child Study and Human Development

Jordan Jurinsky is an Assistant Professor in the Eliot-Pearson Department of Child Study and Human Development. He recently received his PhD from Vanderbilt University with a dissertation titled “Dynamic ecology of adolescent recovery: A mixed methods exploration of the individual, family, and school contexts of adolescent alcohol use recovery.” His interdisciplinary research examines how social contexts, such as peers, families, schools, and communities, impact the addiction recovery process of adolescents and young adults, with an emphasis on health equity and action research. He is also the Director of the Systematic Evaluation of the Association of Recovery Schools, which is developing and iterating a nation-wide data infrastructure for recovery high schools. He has published his work in peer reviewed journals such as  Alcohol: Clinical & Experimental Research ,  Addiction Research & Theory , and  The Journal of American College Health.

Jing Li, Economics

Jing Li is an Assistant Professor in the Department of Economics. She comes to Tufts from the MIT Sloan School of Management where she held the William Barton Rogers Career Development Chair of Energy Economics. From 2017-2018, Li was a Postdoctoral Associate of the MIT Energy Initiative. Her research interests lie in energy economics and industrial organization, focusing on development and adoption of new technologies. In recent work, Li has studied standardization and location choices in the U.S. electric vehicle charging industry, automaker diesel vehicle emissions control technology, and cost pass-through in E85 retail markets. Li received her PhD from Harvard

Brandon McDonald, Classical Studies

Brandon McDonald is the Rumsey Family Assistant Professor in the Department of Classical Studies. He joins Tufts from the University of Basel in Switzerland where he was a Postdoctoral Fellow and Lecturer in the Department of Ancient History. McDonald’s research interests include ancient environmental history; Roman and late ancient history/archaeology; ancient disease and health; palaeoclimatology; Graeco-Roman Egypt; and Roman and late antique western Asia. He has published his work in journals such as  The Journal of Egyptian Archaeology  and is working on converting his dissertation into a monograph titled  Roman Ecology: The Interplay of An Empire, Its Natural Environment and Pathogens.  He received his DPhil from the University of Oxford. 

Emily Meehan, Mathematics

Emily Meehan is a Lecturer in the Department of Mathematics. She comes to Tufts from Wheaton College where she was a Visiting Assistant Professor of Mathematics. Previously, she was an Assistant Professor at Gallaudet University. Meehan has published research in  Advances in Applied Mathematics.  She completed her PhD at North Carolina State University.

Takeshia Pierre, Education

Takeshia Pierre is an Assistant Professor in the Department of Education. She recently completed her PhD at the University of Florida, Gainesville’s School of Teaching and Learning with a dissertation titled “Re-Authoring the Stories of Success of STEM/Health Professional Men Holding Black Diasporic Identities: A Disaggregated Approach.” Pierre’s research focuses on exploring equity in STEM and STEM-related fields. She has been published in the refereed journals  Professional Development in Education  and  Cultural Studies of Science Education.  In 2023 she was awarded a fellowship with the Community for Advancing Discovery Research in Education (CADRE). 

Mat Rappaport, Film and Media Studies

Mat Rappaport is a Professor of the Practice in Film and Media Studies. He joins Tufts from Columbia College where he was an Associate Professor in the Cinema and Television Arts Department. Rappaport is an artist, curator, and educator whose work has been exhibited in museums, galleries, film, festivals, and public spaces both in the United States and internationally. From 2002-2007 he was an Assistant Professor of Digital Media at the University of Wisconsin-Milwaukee. Prior to that, he was an Assistant Professor of Visual Communication Design at the University of Dayton. Rappaport’s current work utilizes mobile video, performance and photography to explore habitation, perception and power as related to built environments. He is the co-founder of  V1B3 , an installation project which seeks to shape the experience of urban environments through media based interventions. He has been awarded fellowships by the Howard Foundation, the Mary L. Nohl Fund, and the Montgomery County Ohio Cultural District, among others. He received his MFA from the University of Notre Dame.  

Daniele Santucci, Romance Studies

Daniele Santucci is a Lecturer and the Italian Language Coordinator in the Department of Romance Studies. He earned his PhD in Italian from the University of Wisconsin-Madison and holds both an MA and a BA from the Università per Stranieri di Siena, specializing in Linguistics and Second Language Acquisition. He has experience designing and teaching Italian language and culture courses in various international settings, including Italy, Australia, Belgium, and Indonesia.  His research interests include  contemporary Italian Literature, gender and sexuality studies, queer studies, border studies, environmental humanities, and second language acquisition.

Sonal Sharma, Sociology

Sonal Sharma is an Assistant Professor in the Department of Sociology. He recently completed his PhD at Johns Hopkins University with a dissertation titled “Class-compromise and informal sector workers in the Global South: the case of domestic workers’ legal rights in India and South Africa, 1990 to Present.” His research interests include sociology of race/caste, gender and labor, labor movements, civil society, capitalism, comparative-historical sociology, and ethnography. Sharma has published his work in peer-reviewed journals such as  Critical Sociology, South Asian History and Culture , and  South Asia Multidisciplinary Academic Journal.

Emily Strasser, English

Emily Strasser is a Professor of the Practice of Creative Nonfiction and Journalism in the Department of English. Her first book,  Half-Life of a Secret  (University of Kentucky Press, 2023), was awarded the 2024 Reed Prize in Environmental Writing from the Southern Environmental Law Center and the 2024 Minnesota Book Award. Her writing situates the personal within the global and explores themes and questions of home, secrecy, mental illness, environment, grief, guilt, and interconnectedness. Her work has appeared in publications such as  Catapult, Ploughshares, Guernica, Colorado Review, The Bitter Southerner, Bulletin of the Atomic Scientists,  and  Gulf Coast,  among others. Strasser has received awards and fellowships including the Ploughshares Emerging Writer’s Contest, an AWP Intro Award, the W.K. Rose Fellowship, the Olive B. O’Connor Fellowship in Creative Writing, and grants from the Minnesota Arts Board, the Jerome Foundation, and the Metropolitan Regional Arts Council. She was a 2019 McKnight Writing Fellow. Strasser has previously taught at Hamline University, Colgate University, Century College, and the University of Minnesota. She received her MFA from the University of Minnesota.

Dorothy Wang, Studies in Race, Colonialism, and Diaspora

Dorothy Wang is an Associate Professor in the Department of Studies in Race, Colonialism, and Diaspora starting January 1, 2025. She comes to Tufts from Williams College where she was a Professor in the American Studies Program. Previously, she was a faculty member at Northwestern University and Wesleyan University. Wang is the author of  Thinking Its Presence: Form, Race, and Subjectivity in Contemporary Asian American Poetry  (Stanford University Press, 2013), which won the Association for Asian American Studies’ 2016 award for best book of literary criticism. In 2017-2018 she was the ACLS Frederick Burkhardt Residential Fellow in the English Department at the CUNY Graduate Center. She has also been a Visiting Professor at Chinese University of Hong Kong, Doshisha University (Kyoto, Japan), Lingnan University (Hong Kong), and Columbia University. She received her PhD from the University of California, Berkeley.