mcdaniel college essay topics

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McDaniel College’s 2023-24 Essay Prompts

Select-a-prompt essay.

Pick One Optional Question

Evaluate a significant experience, achievement, risk you have taken or ethical dilemma you have faced and its impact on you.

Discuss some issue of personal, local, national or international concern and its importance to you.

Indicate a person who has had a significant influence on you and describe that influence.

Describe a character in fiction, a historical figure or a creative work (as in art, music, science, etc.) that has had an influence on you and explain that influence.

A range of academic interests, personal perspectives and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or describe an encounter that demonstrated the importance of diversity to you.

Write about a topic of your choice. This can be a previously written sample you wrote for a class or project.

Extracurricular Essay

Please briefly elaborate on one of your extracurricular activities or work experiences.

Common App Personal Essay

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

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

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

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

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

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

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

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

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

Internships, fellowships, and scholar programs

Professional writing , opportunities.

Applications for internships, fellowships, and scholar programs often can feel intimidating Applications can feel arduous, extensive, and there is the chance that the long hours of dedication can seem futile. However, this is a detrimental way to look at applications and there are ways to help make the process less intimidating and more constructive. To complement the “Application Checklist” that many fellowships offer on their websites, here is my own checklist to follow before you begin your dream application:

1. Go to information sessions. McDaniel is offering an increasing number of presentations with tips on how to complete applications. If you look at campus announcements or notice the posters in academic buildings, there is at least one session a month dedicated to revising a cover letter or filling out an application on a specific fellowship (such as the Fulbright Program or the Critical Language Scholarship ). In addition to taking advantage of these McDaniel opportunities, many major programs offer webinars with valuable advice. These webinars are free information sessions presented by the very same people who will be looking at your application- sign up for these! You can ask questions through the webinar and the presenters often give tips that are unique to their application. Research your scholarship/fellowship as much as possible!

2. Look for examples of successful applicants. Researching examples of successful essays or cover letters can help you take a first step in your application. Don’t plagiarize- this is wrong. However, it is interesting to look at the vast variety of essays and this might inspire you to find your essay topic. For example, when I had an annoying case of writer’s block, I read by friend’s essay about her trip to France and her memory of looking at the Eiffel Tower for the first time. This sparked my memory about my trip to Australia. My writer’s block was “unblocked” and I began to write my essay on my tete-a-tete with a random Australian on the street.

3. Think outside the box- While the most famous programs such as the Truman Scholars Program or the Rhodes Scholarships are phenomenal, they are also extremely selective and competitive. If your dream is to be a Rhodes Scholar, I will not discourage you from applying. However, make sure to look at other opportunities that are less well known; they might even be better suited for your major and interests. I pride myself in my professional Googling skills and I have spent hours on a peace and conflict professional forum finding links to fellowships with a focus in this particular field. However, if you do not want to spend this amount of time and energy invested in online research, ask your professors for ideas. In addition, at McDaniel, the wonderful CEO Office spoils us. If you visit the amazing staff at the CEO, you will find that they have already completed the research for you (there is even a comprehensive book with a list of fellowships complete with deadlines and instructions). Capitalize on these resources.

4.  Visit the Writing Center! I might be a little biased, but the Writing Center is a fantastic place to visit for each step in the application process (and I hear the tutors are pretty cool). Whether you need help brainstorming essay topics or want one more pair of eyes to look over your final draft an hour before the application’s deadline, the Writing Center is always here for you. You may also want to politely ask professors, friends, and family look over your application in order to receive as much feedback as possible.

5. Do it for the experience. Think of the application process as an experience; don’t be negative! This is an opportunity to talk about your favorite class or discuss the volunteering event where you stapled papers for a non-profit organization and interacted with the president of the organization while reaching for a whole punch. The applications do not have to be boring and even have the potential to be enjoyable. Even if you have difficulty enjoying the application, think of it as a learning experience. If you do not receive the scholarship or fellowship, you have essays and the experience for future applications. And who knows, maybe the next time you apply, you might surprise yourself.

– Leanna , peer tutor

25 August, 2014 by McDaniel College Writing Center

Choose Your Test

Sat / act prep online guides and tips, 53 stellar college essay topics to inspire you.

College Essays

Most colleges and universities in the United States require applicants to submit at least one essay as part of their application. But trying to figure out what college essay topics you should choose is a tricky process. There are so many potential things you could write about!

In this guide, we go over the essential qualities that make for a great college essay topic and give you 50+ college essay topics you can use for your own statement . In addition, we provide you with helpful tips for turning your college essay topic into a stellar college essay.

What Qualities Make for a Good College Essay Topic?

Regardless of what you write about in your personal statement for college , there are key features that will always make for a stand-out college essay topic.

#1: It’s Specific

First off, good college essay topics are extremely specific : you should know all the pertinent facts that have to do with the topic and be able to see how the entire essay comes together.

Specificity is essential because it’ll not only make your essay stand out from other statements, but it'll also recreate the experience for admissions officers through its realism, detail, and raw power. You want to tell a story after all, and specificity is the way to do so. Nobody wants to read a vague, bland, or boring story — not even admissions officers!

For example, an OK topic would be your experience volunteering at a cat shelter over the summer. But a better, more specific college essay topic would be how you deeply connected with an elderly cat there named Marty, and how your bond with him made you realize that you want to work with animals in the future.

Remember that specificity in your topic is what will make your essay unique and memorable . It truly is the key to making a strong statement (pun intended)!

#2: It Shows Who You Are

In addition to being specific, good college essay topics reveal to admissions officers who you are: your passions and interests, what is important to you, your best (or possibly even worst) qualities, what drives you, and so on.

The personal statement is critical because it gives schools more insight into who you are as a person and not just who you are as a student in terms of grades and classes.

By coming up with a real, honest topic, you’ll leave an unforgettable mark on admissions officers.

#3: It’s Meaningful to You

The very best college essay topics are those that hold deep meaning to their writers and have truly influenced them in some significant way.

For instance, maybe you plan to write about the first time you played Skyrim to explain how this video game revealed to you the potentially limitless worlds you could create, thereby furthering your interest in game design.

Even if the topic seems trivial, it’s OK to use it — just as long as you can effectively go into detail about why this experience or idea had such an impact on you .

Don’t give in to the temptation to choose a topic that sounds impressive but doesn’t actually hold any deep meaning for you. Admissions officers will see right through this!

Similarly, don’t try to exaggerate some event or experience from your life if it’s not all that important to you or didn’t have a substantial influence on your sense of self.

#4: It’s Unique

College essay topics that are unique are also typically the most memorable, and if there’s anything you want to be during the college application process, it’s that! Admissions officers have to sift through thousands of applications, and the essay is one of the only parts that allows them to really get a sense of who you are and what you value in life.

If your essay is trite or boring, it won’t leave much of an impression , and your application will likely get immediately tossed to the side with little chance of seeing admission.

But if your essay topic is very original and different, you’re more likely to earn that coveted second glance at your application.

What does being unique mean exactly, though? Many students assume that they must choose an extremely rare or crazy experience to talk about in their essays —but that's not necessarily what I mean by "unique." Good college essay topics can be unusual and different, yes, but they can also be unique takes on more mundane or common activities and experiences .

For instance, say you want to write an essay about the first time you went snowboarding. Instead of just describing the details of the experience and how you felt during it, you could juxtapose your emotions with a creative and humorous perspective from the snowboard itself. Or you could compare your first attempt at snowboarding with your most recent experience in a snowboarding competition. The possibilities are endless!

#5: It Clearly Answers the Question

Finally, good college essay topics will clearly and fully answer the question(s) in the prompt.

You might fail to directly answer a prompt by misinterpreting what it’s asking you to do, or by answering only part of it (e.g., answering just one out of three questions).

Therefore, make sure you take the time to come up with an essay topic that is in direct response to every question in the prompt .

Take this Coalition Application prompt as an example:

What is the hardest part of being a teenager now? What's the best part? What advice would you give a younger sibling or friend (assuming they would listen to you)?

For this prompt, you’d need to answer all three questions (though it’s totally fine to focus more on one or two of them) to write a compelling and appropriate essay.

This is why we recommend reading and rereading the essay prompt ; you should know exactly what it’s asking you to do, well before you start brainstorming possible college application essay topics.

53 College Essay Topics to Get Your Brain Moving

In this section, we give you a list of 53 examples of college essay topics. Use these as jumping-off points to help you get started on your college essay and to ensure that you’re on track to coming up with a relevant and effective topic.

All college application essay topics below are categorized by essay prompt type. We’ve identified six general types of college essay prompts:

Why This College?

Change and personal growth, passions, interests, and goals, overcoming a challenge, diversity and community, solving a problem.

Note that these prompt types could overlap with one another, so you’re not necessarily limited to just one college essay topic in a single personal statement.

• How a particular major or program will help you achieve your academic or professional goals
• A memorable and positive interaction you had with a professor or student at the school
• Something good that happened to you while visiting the campus or while on a campus tour
• A certain class you want to take or a certain professor you’re excited to work with
• Some piece of on-campus equipment or facility that you’re looking forward to using
• Your plans to start a club at the school, possibly to raise awareness of a major issue
• A study abroad or other unique program that you can’t wait to participate in
• How and where you plan to volunteer in the community around the school
• An incredible teacher you studied under and the positive impact they had on you
• How you went from really liking something, such as a particular movie star or TV show, to not liking it at all (or vice versa)
• How yours or someone else’s (change in) socioeconomic status made you more aware of poverty
• A time someone said something to you that made you realize you were wrong
• How your opinion on a controversial topic, such as gay marriage or DACA, has shifted over time
• A documentary that made you aware of a particular social, economic, or political issue going on in the country or world
• Advice you would give to your younger self about friendship, motivation, school, etc.
• The steps you took in order to kick a bad or self-sabotaging habit
• A juxtaposition of the first and most recent time you did something, such as dance onstage
• A book you read that you credit with sparking your love of literature and/or writing
• A school assignment or project that introduced you to your chosen major
• A glimpse of your everyday routine and how your biggest hobby or interest fits into it
• The career and (positive) impact you envision yourself having as a college graduate
• A teacher or mentor who encouraged you to pursue a specific interest you had
• How moving around a lot helped you develop a love of international exchange or learning languages
• A special skill or talent you’ve had since you were young and that relates to your chosen major in some way, such as designing buildings with LEGO bricks
• Where you see yourself in 10 or 20 years
• Your biggest accomplishment so far relating to your passion (e.g., winning a gold medal for your invention at a national science competition)
• A time you lost a game or competition that was really important to you
• How you dealt with the loss or death of someone close to you
• A time you did poorly in a class that you expected to do well in
• How moving to a new school impacted your self-esteem and social life
• A chronic illness you battled or are still battling
• Your healing process after having your heart broken for the first time
• A time you caved under peer pressure and the steps you took so that it won't happen again
• How you almost gave up on learning a foreign language but stuck with it
• Why you decided to become a vegetarian or vegan, and how you navigate living with a meat-eating family
• What you did to overcome a particular anxiety or phobia you had (e.g., stage fright)
• A history of a failed experiment you did over and over, and how you finally found a way to make it work successfully
• Someone within your community whom you aspire to emulate
• A family tradition you used to be embarrassed about but are now proud of
• Your experience with learning English upon moving to the United States
• A close friend in the LGBTQ+ community who supported you when you came out
• A time you were discriminated against, how you reacted, and what you would do differently if faced with the same situation again
• How you navigate your identity as a multiracial, multiethnic, and/or multilingual person
• A project or volunteer effort you led to help or improve your community
• A particular celebrity or role model who inspired you to come out as LGBTQ+
• Your biggest challenge (and how you plan to tackle it) as a female in a male-dominated field
• How you used to discriminate against your own community, and what made you change your mind and eventually take pride in who you are and/or where you come from
• A program you implemented at your school in response to a known problem, such as a lack of recycling cans in the cafeteria
• A time you stepped in to mediate an argument or fight between two people
• An app or other tool you developed to make people’s lives easier in some way
• A time you proposed a solution that worked to an ongoing problem at school, an internship, or a part-time job
• The steps you took to identify and fix an error in coding for a website or program
• An important social or political issue that you would fix if you had the means

How to Build a College Essay in 6 Easy Steps

Once you’ve decided on a college essay topic you want to use, it’s time to buckle down and start fleshing out your essay. These six steps will help you transform a simple college essay topic into a full-fledged personal statement.

Step 1: Write Down All the Details

Once you’ve chosen a general topic to write about, get out a piece of paper and get to work on creating a list of all the key details you could include in your essay . These could be things such as the following:

• Emotions you felt at the time
• Names, places, and/or numbers
• Dialogue, or what you or someone else said
• A specific anecdote, example, or experience
• Descriptions of how things looked, felt, or seemed

If you can only come up with a few details, then it’s probably best to revisit the list of college essay topics above and choose a different one that you can write more extensively on.

Good college essay topics are typically those that:

• You remember well (so nothing that happened when you were really young)
• You're excited to write about
• You're not embarrassed or uncomfortable to share with others
• You believe will make you positively stand out from other applicants

Step 2: Figure Out Your Focus and Approach

Once you have all your major details laid out, start to figure out how you could arrange them in a way that makes sense and will be most effective.

It’s important here to really narrow your focus: you don’t need to (and shouldn’t!) discuss every single aspect of your trip to visit family in Indonesia when you were 16. Rather, zero in on a particular anecdote or experience and explain why and how it impacted you.

Alternatively, you could write about multiple experiences while weaving them together with a clear, meaningful theme or concept , such as how your math teacher helped you overcome your struggle with geometry over the course of an entire school year. In this case, you could mention a few specific times she tutored you and most strongly supported you in your studies.

There’s no one right way to approach your college essay, so play around to see what approaches might work well for the topic you’ve chosen.

If you’re really unsure about how to approach your essay, think about what part of your topic was or is most meaningful and memorable to you, and go from there.

Step 3: Structure Your Narrative

• Beginning: Don’t just spout off a ton of background information here—you want to hook your reader, so try to start in the middle of the action , such as with a meaningful conversation you had or a strong emotion you felt. It could also be a single anecdote if you plan to center your essay around a specific theme or idea.
• Middle: Here’s where you start to flesh out what you’ve established in the opening. Provide more details about the experience (if a single anecdote) or delve into the various times your theme or idea became most important to you. Use imagery and sensory details to put the reader in your shoes.
• End: It’s time to bring it all together. Finish describing the anecdote or theme your essay centers around and explain how it relates to you now , what you’ve learned or gained from it, and how it has influenced your goals.

Step 4: Write a Rough Draft

By now you should have all your major details and an outline for your essay written down; these two things will make it easy for you to convert your notes into a rough draft.

At this stage of the writing process, don’t worry too much about vocabulary or grammar and just focus on getting out all your ideas so that they form the general shape of an essay . It’s OK if you’re a little over the essay's word limit — as you edit, you’ll most likely make some cuts to irrelevant and ineffective parts anyway.

If at any point you get stuck and have no idea what to write, revisit steps 1-3 to see whether there are any important details or ideas you might be omitting or not elaborating on enough to get your overall point across to admissions officers.

Step 5: Edit, Revise, and Proofread

• Sections that are too wordy and don’t say anything important
• Irrelevant details that don’t enhance your essay or the point you're trying to make
• Parts that seem to drag or that feel incredibly boring or redundant
• Areas that are vague and unclear and would benefit from more detail
• Phrases or sections that are awkwardly placed and should be moved around
• Areas that feel unconvincing, inauthentic, or exaggerated

Start paying closer attention to your word choice/vocabulary and grammar at this time, too. It’s perfectly normal to edit and revise your college essay several times before asking for feedback, so keep working with it until you feel it’s pretty close to its final iteration.

This step will likely take the longest amount of time — at least several weeks, if not months — so really put effort into fixing up your essay. Once you’re satisfied, do a final proofread to ensure that it’s technically correct.

Step 6: Get Feedback and Tweak as Needed

After you’ve overhauled your rough draft and made it into a near-final draft, give your essay to somebody you trust , such as a teacher or parent, and have them look it over for technical errors and offer you feedback on its content and overall structure.

Use this feedback to make any last-minute changes or edits. If necessary, repeat steps 5 and 6. You want to be extra sure that your essay is perfect before you submit it to colleges!

Recap: From College Essay Topics to Great College Essays

Many different kinds of college application essay topics can get you into a great college. But this doesn’t make it any easier to choose the best topic for you .

In general, the best college essay topics have the following qualities :

• They’re specific
• They show who you are
• They’re meaningful to you
• They’re unique
• They clearly answer the question

If you ever need help coming up with an idea of what to write for your essay, just refer to the list of 53 examples of college essay topics above to get your brain juices flowing.

Once you’ve got an essay topic picked out, follow these six steps for turning your topic into an unforgettable personal statement :

• Write down all the details
• Figure out your focus and approach
• Structure your narrative
• Write a rough draft
• Edit, revise, and proofread
• Get feedback and tweak as needed

And with that, I wish you the best of luck on your college essays!

What’s Next?

Writing a college essay is no simple task. Get expert college essay tips with our guides on how to come up with great college essay ideas and how to write a college essay, step by step .

You can also check out this huge list of college essay prompts  to get a feel for what types of questions you'll be expected to answer on your applications.

Want to see examples of college essays that absolutely rocked? You're in luck because we've got a collection of 100+ real college essay examples right here on our blog!

Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel.

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McDaniel College offers top-ranked academic programs emphasizing a liberal arts education. Our approach helps you cultivate critical thinking and the adaptability needed to thrive in any career field. With our supportive community, you'll develop the skills for success wherever life takes you.

Degrees & Programs Find the Right Program

At McDaniel, your major doesn’t dictate what you learn — it starts the conversation. Combine subjects, follow interests, and customize a degree on your own terms.

It starts with a commitment. The McDaniel Commitment Your journey begins with the McDaniel Commitment . It's our guarantee that you'll be on a path to success from the moment you set foot on campus. Through the Commitment, you'll have access to a team of mentors who will help you develop a completely tailored and personalized experience. From the very beginning, and at other key points throughout your journey here, the McDaniel Commitment will help keep you on track toward your goals. 

Your life on the Hill starts with a crash course in everything McDaniel, where you'll learn about all the ways you can get involved around campus and in downtown Westminster.

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At McDaniel, you can make your education your own. With so many majors to choose from and countless ways to enhance them, many students double or triple up in their areas of study. 

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On and off the Hill, you'll find opportunities to make your education more dynamic and engaging by applying what you've learned to the real world through research, an internship, or study abroad. 

Your Career

With the one-on-one guidance of your faculty mentors and advisors, you'll focus on the practical knowledge and career skills that will prepare you to succeed in a professional environment. 

It comes together with a plan. The McDaniel Plan

After you commit, you begin building your McDaniel Plan: the foundation of your education, which gives you the power to learn what you want and how you want, with countless ways to customize your experience. Build your education around your interests, talents, and passions in a way that’s truly all your own.

McDaniel College has adopted a block transfer policy. If you enter McDaniel with an Associate of Arts (A.A.), an Associate of Science (A.S.), or an Associate of Arts in Teaching (A.A.T.), you will have met all McDaniel general education requirements (our McDaniel Plan). You'll be able to jump right into your major program requirements!

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College is a significant investment. We take seriously our responsibility to our students to support their academic goals and promote their success. As you adapt to the rigors of college coursework and faculty expectations, you will be supported by resources and individuals across campus. Ultimately, our barometer for judging the success of our efforts is watching you walk across the stage at Commencement and enter into our alumni family.

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Global Fellows The World Is Waiting for You

McDaniel's prestigious Global Fellows Program is an academic and co-curricular opportunity that enhances your academic study. Through this opportunity, you'll deepen and broaden your understanding of global issues, develop heightened intercultural competency, and cultivate the skills and attitudes necessary to lead successful personal and professional lives in a global context.

National Security Fellows Gain Experience Right Here at Home

As threats to national security increasingly invade American lives, the need for professionals in every field with the knowledge and analytical skills to respond to these risks has never been greater. Paired with your major, McDaniel’s new National Security Fellows Program prepares you to meet this need head on, giving you an edge in a surging market of high-paying jobs in private corporations, non-profit organizations, and government agencies alike.

The Honors Program at McDaniel College Challenge Yourself

Instituted by the faculty in 1986, the McDaniel Honors Program deepens your liberal arts experience by offering academic enrichment to exceptionally motivated and enthusiastic students. You'll join a community of scholars dedicated to academic rigor while living in an environment conducive to the exchange of ideas. 

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At McDaniel College, undergraduate research is driven by student learning, a focus that means you'll get meaningful opportunities to contribute to your field early in your academic career. Undergraduate research occurs in all majors and with the oversight of full-time faculty. You'll emerge from your research experience empowered and with professional and academic skills designed to help you stand out in applications for jobs or graduate school.

Jan Term Experiential Learning Opportunities

January Term (affectionately referred to as "Jan Term") is a three-week term between the fall and spring semesters in which students and faculty explore new areas and expand their intellectual horizons. You'll choose from specially designed courses offered on and off campus, including study abroad tours with faculty that deepen your learning and international understanding. It's just one option you have for adding meaningful experiential learning opportunities to your college resume through the McDaniel Commitment. 

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From connecting with community partners, networking with our friendly alumni, to applying for post-graduate fellowships, students put their academics into practice. And for our students longing for a global spin on their McDaniel experience, the CEO has you covered through many education abroad options – starting with our very own campus in Budapest, Hungary.  

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Take a January Term Abroad. These three weeks of study can take many different forms, but they all offer unique opportunities to learn more about yourself and the world around you. Whether you choose to study abroad in the Bahamas, complete an internship in Hollywood, or explore a new subject in a different kind of classroom, Jan Terms give you a chance to explore something you’ve always wanted to do. The cost of one Jan Term is already included in your tuition, but many students take advantage of this program multiple times while they’re on the Hill.

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McDaniel College Requirements for Admission

Choose your test.

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

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

In this guide we'll cover what you need to get into McDaniel College and build a strong application.

School location: Westminster, MD

Admissions Rate: 82%

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

The acceptance rate at McDaniel College is 82% . For every 100 applicants, 82 are admitted.

This means the school is lightly selective . The school will have their expected requirements for GPA and SAT/ACT scores. If you meet their requirements, you're almost certain to get an offer of admission. But if you don't meet McDaniel College's requirements, you'll be one of the unlucky few people who gets rejected.

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

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McDaniel College GPA Requirements

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

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

Average GPA: 3.74

The average GPA at McDaniel College is 3.74 .

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

With a GPA of 3.74, McDaniel College requires you to be above average in your high school class. You'll need at least a mix of A's and B's, with more A's than B's. You can compensate for a lower GPA with harder classes, like AP or IB classes. This will show that you're able to handle more difficult academics than the average high school student.

SAT and ACT Requirements

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

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

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

McDaniel College SAT Requirements

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

Average SAT: 1154

The average SAT score composite at McDaniel College is a 1154 on the 1600 SAT scale.

This score makes McDaniel College Competitive for SAT test scores.

McDaniel College SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1030, and the 75th percentile SAT score is 1230. In other words, a 1030 on the SAT places you below average, while a 1230 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

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

McDaniel College ACT Requirements

Just like for the SAT, McDaniel College likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 25

The average ACT score at McDaniel College is 25. This score makes McDaniel College Moderately Competitive for ACT scores.

The 25th percentile ACT score is 23, and the 75th percentile ACT score is 29.

ACT Score Sending Policy

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

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

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 23 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

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

We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to McDaniel College, so you should prep until you reach our recommended target ACT score of 23.

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

SAT/ACT Writing Section Requirements

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

McDaniel College considers the SAT Essay/ACT Writing section optional and may not include it as part of their admissions consideration. You don't need to worry too much about Writing for this school, but other schools you're applying to may require it.

Final Admissions Verdict

Because this school is lightly selective, you have a great shot at getting in, as long as you don't fall well below average . Aim for a 1030 SAT or a 23 ACT or higher, and you'll almost certainly get an offer of admission. As long as you meet the rest of the application requirements below, you'll be a shoo-in.

But if you score below our recommended target score, you may be one of the very few unlucky people to get rejected.

Admissions Calculator

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

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

How would your chances improve with a better score?

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

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Application Requirements

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

Application Requirements Overview

• Common Application Accepted
• Electronic Application Available
• Essay or Personal Statement Required for all freshmen
• Letters of Recommendation 2
• Interview Not required
• Application Fee No fee required for domestic applicants
• Fee Waiver Available? Available
• Other Notes

Testing Requirements

• SAT or ACT Considered if submitted
• SAT Essay or ACT Writing Optional
• SAT Subject Tests
• Scores Due in Office None

Coursework Requirements

• Subject Required Years
• Foreign Language 3
• Social Studies 3

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes February 1 March 7
• Yes December 15 January 15
• Yes November 1, January 15 December 1

Admissions Office Information

• Address: 2 Westminster, MD 21157-4390
• Phone: (410) 848-7000 x7000
• Fax: (410) 857-2729
• Email: [email protected]

Other Schools For You

If you're interested in McDaniel College, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to McDaniel College.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than McDaniel College. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for McDaniel College, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for McDaniel College, you should have no problem getting into these schools. If McDaniel College is currently out of your reach, you might already be competitive for these schools.

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

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Class attendance is a necessary part of the learning process. Instructors typically explain their individual or departmental attendance policy during the first class meeting and/or in their course outlines. Never attending or stopping attendance may adversely affect the student’s grade and financial aid eligibility. Students who do not attend class should officially drop or withdraw from the class. If students choose to withdraw from class, they should consult with an advisor and the financial aid office to determine the impact of the course withdrawal on degree planning and financial aid requirements. Students must maintain at least 12 credits to be considered a full-time student. The recommendation is 16 credits per semester to stay on track for a 4-year graduation.

If You Miss a Class

For minor illness when absence may be one or several days (such as cold, flu, sore throat):

• Inform the professor of the illness and arrange to make up missed work.
• Contact student health services provided by the Carroll Health Group Primary Care Practice (more information available Wellness Center ) to schedule an off-site medical appointment.  Shuttle transportation available by calling Campus Safety at (410) 857-2202.
• You are still responsible for meeting academic and attendance requirements for each course.

If a serious medical condition or accident occurs and it requires missing five consecutive days of class or more, please contact the Office of Academic Life directly and provide documentation verifying the situation. The Office of Academic Life will then notify your professors about the anticipated length of your absence. After recovery, it is your responsibility to meet with each professor to arrange to make up missed assignments and tests.

If you are called home for a family emergency, such as a death or a personal issue:

• Notify the Office of Academic Life at ext. 2251 or 410-857-2251.
• Your professors will be notified about your absence, but it is your responsibility to satisfy any missed work and to provide documentation for the length of time you are out.

The College assigns students’ class levels according to the following credit criteria:

Students, in consultation with an academic (faculty) advisor, decide the number of credit hours (the academic load) that they will carry. The normal student load is 16 credit hours per semester. There is an extra fee for students carrying more than 20 credit hours per semester. Within the limits described below, the student should develop a schedule based on demonstrated academic ability.

1. Full-time status at McDaniel College requires registration for 12 credits.  Students who wish to graduate in 4 years should take 16 credits per semester (128 credits are required to graduate).  If students opt for a 12-credit semester, the College offers opportunities to earn additional credit to stay on track for a 4-year graduation plan. Students may participate in summer session courses at McDaniel, take summer session coursework at another college, take additional credits during the Fall or Spring semester, take additional Jan term courses, or register for other options including but not limited to: internships, independent studies, physical activity and wellness classes, etc. Additional tuition/fees may apply. Courses taken at another college should be pre-approved by the Registrar’s Office. Alternatively, students may opt to adjust their anticipated completion date to allow more time to earn credits.

2. The minimum number of semester hours that may be carried by a full-time student is 12. Students may carry fewer hours only with permission from the Office of Academic Life or Student Accessibility and Support Services (SASS). Among the consequences of dropping below a full time load are:

a. Loss of athletic eligibility for the semester;

b. Loss of financial aid from some sources;

c. Possible loss of room privileges

3. Students may reside in college housing during the January Term only if they are registered for a standard January Term course, participate in a winter intercollegiate sport, or are given permission to do so by the Director of Residence Life.

4. All residential students (those living in College-owned housing) will pay full tuition rates.

First-year students are assigned to the professor teaching their first-year seminar. New transfers are assigned to a professor teaching a course in their declared major or if they are undecided about a major, to an academic dean or counselor in Academic Life. As students declare a major, they are assigned an academic advisor by the department chair who assists in planning for the completion of a program of study, selecting courses to satisfy a major, discussing career opportunities, and referring students to appropriate campus resources. If a major is declared during the student’s first year, the first-year seminar advisor continues to serve as an additional advisor through the completion of the first year. The online Declaration of Major forms is found on the Registrar’s Office portal page.  

Each semester, students must meet with their advisor to discuss their course selections for the following semester.

To be reflected accurately on the students official record, course registrations and subsequent changes must be recorded in the Registrar’s Office before specified dates. Add/Drop forms are available on the Registrar’s Office portal page.

• Registration takes place in September for Jan Term, November for the spring semester, March for the summer term, and in April for the fall semester. Students are required to meet with their advisors to assist with course selection prior to registration. Advisors must clear students for registration.  Students with restrictions on their student accounts may be prevented from registering.
• Students may add courses during the first week of standard semesters. Students may drop courses online during the first two weeks of a standard semester (see academic calendar for the exact dates).  Courses dropped before the drop date will not be included on the permanent record. After the add deadline, a student will not be permitted to add additional classes. An exception may be allowed only after the student consults with his/her advisor and receives permission from the instructor(s) involved.  A late fee of $30 will apply for each course added after the deadline. 
• After the deadline date for dropping a class with no grade, a student may withdraw from a course before the established withdraw deadline (see academic calendar for the exact dates).  Students must submit a Course Withdrawal form signed by both the advisor and the instructor(s).  The withdrawn course will appear on the student’s permanent record with a grade of “W.” If the change will result in an the student dropping below full time status (12 credits), signatures of a financial aid officer and the Director of Housing are required.  During standard semesters, there is a late withdrawal period of one week.  A late fee of $30 will apply for each late withdrawal.
• A student may drop/withdraw from courses only in accordance with the published Academic Calendar. A student who never attends or stops attending a course during the official drop/withdrawal period and does not officially drop/withdrawal from that course will receive a grade of “XF.” A student who stops attending after the official withdrawal deadline will receive the grade earned.

In addition to classes taken at the College, students can accumulate credits in other ways.

Advanced Placement

Advanced Placement (AP) scores are normally accepted by the College for placement and credit on the following basis:

• Scores of 4 or 5: Student normally receive four credit hours.  In some cases up to 8 credit hours may be awarded.
• Score of 3 or lower: No advanced placement or credit is given. AP Calculus scores of 3 – get placement into MAT-1118 Calculus II and satisfy both basic Arithmetic and basic Algebra.

AP credit may be applied to fulfill both major requirements and the general education requirements as appropriate. The number of AP credits awarded is subject to change depending on changes in the tests and at the discretion of the department chair.

College Level Examination Program (CLEP) scores in liberal arts subject area examinations will be accepted by the College. Placement and credit will be granted to students whose scores are equal to or above the American Council of Education’s recommended minimum scores.

International Baccalaureate (IB) Diploma

The College recognizes IB-level work and grants a maximum of one year of credits (32 hours) for examinations in higher-level courses only. Credits are awarded as follows:

• Score of 5 or higher: Student normally receives four credit hours but in some cases up to 8 credit hours may be awarded.
• 4: Student will receive credit at the discretion of the appropriate department.
• 3 or lower: Student will not receive credit.

IB credits may be counted toward general education requirements, major or minor requirements, or electives in the same manner as Advanced Placement credits. Students should confer directly with departments to determine exact placement in departmental courses.

Summer School

McDaniel College offers an array of undergraduate courses, with the majority of the courses offered online. If a student wants to take a course at another school during the summer, he or she must complete a Transfer Credit Request form and submit it to the Registrar’s Office before registering at the off-campus location. Approval from the appropriate department chair/academic dean also may be required. The Transfer Credit Request form is available on the Registrar’s Office portal page.

Transfer Credit

The College grants transfer credit for courses that are standard liberal arts courses or that compare to the offerings of the College, from accredited institutions where the accrediting agencies are recognized by the U.S. Department of Education.

Students seeking transfer credit from coursework earned at an institution outside the U.S. must submit an official transcript(s) that has been evaluated by a professional credential evaluation service. McDaniel College recommends World Education Services (wes.org) but will accept an evaluation from any National Association of Credential Evaluation Services (naces.org) member.

Students entering McDaniel College from high school who seek credit for courses taken at a college while still attending high school will be notified by the Office of Admissions of transfer credits after they are accepted for admission and once the final college/high school transcript is received.

Students applying to McDaniel should request that an official college transcript be sent to the Admissions Office for review. Matriculated McDaniel students should request that a transcript be sent to the Registrar’s Office. Note that many schools charge a nominal fee for forwarding transcripts.

Students wishing to transfer credit from Maryland 2-year institutions are encouraged to use ARTSYS, an electronic course-by-course evaluation system to determine the transferability of courses. Students should also consult with the Transfer Coordinator at their current institution for guidance on the use of ARTSYS and/or any questions about transferring.

Credit will be awarded when the grade from the sending institution is a “C-” or better, with the exception of ENG 1101, where the grade must be a “C” or better. (The grade of “CR”, “P” or the equivalent is transferable for elective courses provided there is proof the letter grade would have been a C- or better.)

Transfer credit that is more than 10 years old may be accepted as elective credit but will be reviewed on a case-by-base to meet general education, major and/or minor requirements.

Grades from transfer courses are not used in the calculation of the student’s McDaniel College grade point average. Students may not replace a grade earned at McDaniel College with an equivalent transfer course grade.

The following limitations will be placed on the total number of hours allowable towards graduation by transfer:

1.      A maximum of 96 hours will be allowed from a four-year institution.

2.      A maximum of 64 hours will be allowed from a two-year institution.

3.      A total combined maximum of 96 hours from both two and four-year institutions will be allowed.

Transfer students must meet the graduation and residence requirements current at the time they matriculate.   Please note:  Only grades earned at McDaniel College and affiliated programs are calculated in the grade point average. In addition, a student must complete 64 credit hours at McDaniel College in order to qualify for general honors . Credits earned in affiliated study abroad programs, AP, IB and CLEP will be counted toward the 64-semester hour total.

Courses meeting general education, major or minor requirements may be fulfilled by courses taken at another institution. However, students who have matriculated at McDaniel should obtain prior approval on a “Transfer Credit” form obtained online or from the Registrar’s Office.

Courses comparable to those offered by the College may not be taken elsewhere for transferable credit during either semester of the regular academic year except with permission of an Associate Dean of Student Academic Life; while such permission is not usually granted, it may be granted in the event of an irresolvable schedule conflict.

Occupational/Life Experience Credit

Students who have done occupational or volunteer work, or have had life experience (including travel, military service or extensive research/creative endeavors) which they feel might be worth college credit, may submit a portfolio to an academic dean.

The portfolio should include, but is not limited to, the following:

• Detailed description of occupational, volunteer, and/or life experience
• A specific course within a major - The portfolio should include a description of the course-specific knowledge gained from the experience.
• A McDaniel Plan requirement - The portfolio should include a description of how the experience fulfilled the student learning outcomes for that McDaniel Plan requirement.
• General elective credit - The portfolio should include a description of the college-level learning gained from the experience.
• An endorsement signed by the former employer or by the head of the volunteer organization or documentation of military service (e.g., evaluation reports, award recommendations, certificate of discharge from active duty)
• Endorsement by a faculty sponsor and an academic dean

If credits requested are linked to a specific major, the appropriate department chairperson will review the student portfolio for course analysis and approval and credit hour determination. Portfolios from students who seek general elective credits or McDaniel Plan requirements are approved by an academic dean and reviewed by the Registrar.

A maximum of 16 life experience credit hours may be awarded. Life experience credit hours are billed at the College’s summer rate. Students approved to receive life experience credit will be billed and are responsible for payment before life experience credit posts to the academic record.

Study Abroad Credits

Students who attend one of the affiliated institutions/programs (e.g., Budapest) will have their grades, as well as credits, transferred to McDaniel College. Courses taken at an affiliate are considered McDaniel College courses. Students who attend study abroad programs not affiliated with the College must request a leave of absence from the Provost. Only credits (no grades) transfer from non-affiliated programs. 

According to faculty policy, there is to be a significant examination or other culminating experience during the regularly scheduled final examination time for each student in each course (with the possible exception of senior capstone experiences). Because students need time to prepare for other final examinations, undergraduates cannot be required to submit a take-home final assessment during the last regular week of classes. Such final assessments may be due no earlier than the scheduled final exam time. No test or quiz longer than 15 minutes is to be scheduled during the last week of classes. Times of final examinations for courses are not to be changed without the approval of the Provost and Dean of the Faculty, but faculty may allow individual students to take examinations at other times, consonant with the following policy (from the Student Handbook).

The times of examinations may be changed only for medical reasons or to relieve students who have exams scheduled in three or more consecutive half-day periods. Examinations will not be rescheduled to facilitate social, travel, or employment arrangements. The Provost and Dean of the Faculty must authorize alterations in the examination program.

Students who have medical reasons or conflicts, as above, should discuss with the professor the possibility of taking the examination at another time with another section, or at a mutually agreeable time. This does not require the Dean’s approval. If arrangements cannot be made this way, the student may petition the Provost and Dean of the Faculty for a change of examination.

For each course, the instructor determines the progress of the individual and the class by means of class work, tests, special assignments, papers, projects, conferences, and other procedures that might prove valuable.

Faculty are expected to enter midterm grades for undergraduate classes.  Midterm grades are entered prior to the withdrawal deadline so students may have the opportunity to withdraw from a class with a grade of “W” on the transcript. A student should consult with their advisor and the Financial Aid Office to determine the impact of withdrawing from a course.

The scholastic standing of students is indicated by a system of grades designated by the letters A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, DX, F, XF, CR, P, NR, W, and I. A, B, C, and D (+/-) are passing final grades, A+ indicating work of the highest rank, D- of the lowest. Students receiving the final grade of F or XF must repeat the course if they wish to receive credit for it.

At times, emergent and extenuating circumstances (e.g., a family emergency, documented illness, unavailability of needed materials to complete an assignment) may prevent a student from completing the requirements of a course before the end of the semester. In these cases, the instructor may allow the student to complete the remaining assignments at a later date. The procedure will vary depending upon whether the student would pass or fail the course without completing the outstanding assignments. 

• If the student will fail the course without completing the remaining assignments, the professor may submit a temporary grade of Incomplete (I) for the course. On the Incomplete Grade Form, the instructor stipulates the terms and deadline for completion of requirements with the deadline being no later than the end of the following semester. The instructor submits the Incomplete Grade Form to the Registrar’s Office, provides a copy to the student, and keeps a copy on file. If a change of grade form is not received by the Registrar’s Office by the identified deadline, the I grade will convert to an F no later than the end of the following semester. Students cannot graduate with a grade of I on their academic record. Note that an incomplete grade is not a substitute for an F; instead, it is an indication that the coursework could not be completed by the end of the semester and that a plan has been developed to have that work completed. Professors may not submit incomplete grades at mid-term (see 4.4.11).  
• If the student could pass the course with a grade of D- or higher when the calculation of the final grade includes zeros for the outstanding assignments, the instructor should submit that final grade. The instructor may still allow the student to turn in outstanding assignments by an agreed upon deadline which should be no later than the end of the following semester.  To provide documentation of the professor’s decision to allow the student to complete work after the semester has ended, the professor should submit information about the terms and deadlines for completion of the requirements to Academic Life.  The student will receive an email record of the online submission.  If the student completes the outstanding work by the deadline and it changes the student’s final grade, the professor should submit a Change of Grade Form. 

In both of the above cases, the deadline should allow sufficient time for the student to complete the work, while providing a swift resolution; the deadline may not extend beyond the end of the following semester.   

Please note that an Incomplete grade may place a student’s financial aid at risk. In addition, incomplete grades may affect and delay the determination of a student’s academic status (i.e., probation, dismissal) and ability to graduate. If the student can secure a passing grade by the end of the semester, the instructor should submit that grade rather than use the Incomplete Grade Form. The instructor may submit a change of grade form should work be accepted by the agreed upon date.

A Not Reported (NR) grade is given for pending Honor and Conduct action.

Students who receive a grade of Incomplete (I) or Not Reported (NR) in any of their courses are not eligible for the Dean’s List for that semester or the President’s List for the academic year.

Grade Point Average

Grade point average (GPA) is calculated on a 4.00 scale, with the point values per grade as follows:

A student’s grade point average is calculated by dividing the number of quality points by the number of semester hours attempted (exclusive of courses graded “incomplete”,  “CR”, “P”, “DX” or “W”). A grade of “XF” is calculated into the GPA as a grade of “F”.

Grades from transfer courses are not calculated into the McDaniel College grade point average. The courses accepted from other institutions will be recorded on the McDaniel College transcript. Only grades earned at McDaniel College or its affiliated programs will be calculated in the student’s grade point average.

The general quality of students’ work is determined numerically and is called the grade point average (GPA). The GPA is calculated in two steps. First, letter grades are converted to numerical values on the following scale: A+=4.00; A=4.00; A-=3.70; B+=3.30; B=3.00; B-=2.70; C+=2.30; C=2.00; C-=1.70; D+=1.30; D=1.00; D-=0.70; F=0.00; XF=0.00. A student earns quality points for each course completed equal to the number of credit hours for the course multiplied by the point value for the grade. Then, the semester grade point average is calculated by dividing the total quality points achieved by the number of credit hours attempted in letter-graded courses. Thus, a student taking four, four-hour courses (totaling 16 hours) who received one A, one B, and two Cs would have earned a GPA of 2.75 for the semester. (4 X 4.00) + (4 X 3.00) + (8 X 2.00) = 44.0 ÷ 16 = 2.75.

Similarly, an overall GPA for all work attempted at the College is calculated by dividing the total number of quality points earned by the total number of credit hours attempted. Affiliated Study Abroad Programs and certain Special Off-Campus Programs will be used in the calculation of a student’s grade point average. However, transfer credit, AP credit, CLEP credit,  “credit” grades are not calculated in the College’s GPA.

To maintain class standing, students must successfully complete the normal program of credit hours with at least a 2.00, or C, average.

The standard course load is 32 credit hours a year, but students should undertake programs they can handle successfully, no matter what the credit hour totals. The number of credit hours that each course carries is stated in the Search for Classes and McDaniel College catalog.

The recommended first semester schedule normally consists of four regular (four semester hour) courses, totaling sixteen semester hours, with the possible addition of one or more courses with lesser credit (0.5-2 semester hours).

Twelve semester hours are the minimum students may carry in order to be considered full time. Failure to maintain full-time status may affect athletic participation, housing, health and automobile insurance, and financial aid.

Once a course grade has been reported to the Registrar’s Office, it may be changed only with the permission of the instructor and the appropriate class year academic dean, and generally only where there has been a data entry or arithmetical error. If, however, a student believes that a semester grade has resulted from prejudicial or capricious evaluation, he or she should consult first with the professor of the course, if necessary with the head of the department, and ultimately with the Dean of the Faculty, whose approval is required for all grade changes of this nature.

If the Dean of the Faculty finds insufficient reason to support the student’s complaint, the appeals process is ended. Should the Dean of the Faculty find clear evidence of prejudicial or capricious evaluation, the Dean of the Faculty will recommend to the professor that the grade be changed. If the professor refuses to change the grade, the Dean of the Faculty will ask the Curriculum Committee to appoint an ad hoc faculty committee to consider the case. This committee will be composed of three faculty members, two of whom must come from the professor’s department or a related discipline. The Committee’s decision, which will be rendered within 30 days of the appeal’s submission, will be final.

The deadline for appealing a grade is the last day of classes of the semester following the term in which the course was taken.

Most internships, some January Term courses, and some program requirements are graded on a Pass/Dx/Fail (P/Dx/F) basis. In addition, students may elect one course per semester (no more than 4 courses total) under the Pass/Dx/Fail (P/Dx/F) option. To receive a grade of Pass (“P”) for a course under this option, a student must attain a grade of C - or better; in this case, students are awarded credits, but the grade point average (GPA) is not affected. A grade of “Dx” is awarded for grades of D+, D, or D- and students are awarded credits, but the GPA is not affected. Any grades of “F” under the P/Dx/F option will not be awarded credits and will be used in the calculation of the student’s GPA. Students may designate the grading system for a course as P/Dx/F by the deadline to withdraw from a course. A student may not change from P/Dx/F to a graded basis after designating a course as P/Dx/F. The instructor normally receives no formal notification of a student’s enrollment in a course under the P/Dx/F option. Students may not choose to take a course P/Dx/F if it fulfills requirements for a major, a minor, College Writing (i.e., ENG 1101) or the Honors Program.  If a student designates a class a P/Dx/F that later is needed for a major/minor the student may be required to retake the class unless an exception is granted by the department chair. Students who are majoring/minoring in Education should be aware that they must take all classes for that program on a graded basis. Taking courses as P/Dx/F may not be advisable for students who will be seeking admission to graduate programs or who plan to transfer credits to another institution. Students who elect to take a course P/Dx/F will not be eligible for the Dean’s List that semester or President’s List for the academic year.

To audit a course (no credit hours or quality points awarded), a student is required to meet with the instructor of the course who stipulates the requirements of the audit.  A completed and signed Add/Drop form must be submitted to the Registrar’s Office prior to the end of the second week of class.  A grade of “AU” will be reflected on the transcript.  If requirements of the audit are not met, the instructor may request that the audited course be removed from the student’s academic history.

There is no additional charge for a full-time student.  A part-time student is charged one-half the regular tuition.

A student may request a change from audit to credit (letter grade) prior to the end of the semester.  Instructor approval is required and a completed and signed Add/Drop form must be submitted to the Registrar’s Office before the end of the class/semester.  All course requirements must be completed and any price differential must be paid.

A student has the option to repeat and pass a course previously failed in order to gain credit hours toward graduation.  The student will receive the quality points for the new grade, and the original failing grade will no longer be used in the calculation of the grade point average. If a student repeats a course previously passed, they will not gain any new hours toward graduation. The higher of the two grades will be used in the calculation of the grade point average. All grades will remain on the student’s transcript. Transcripts will be marked indicating the repeated courses. There is no limit to the number of times a course may be repeated. With the exception of Study Abroad credits earned from an affiliated program, students may not replace a grade earned at McDaniel College with an equivalent transfer course grade.

This policy does not apply to performance music courses (MUSIC 1001-1024, 1101-1105, 1110-1122). Students will receive a grade and hours towards graduation each time they take one of these courses. In these courses, both grades and credit toward graduation will accumulate each time a course is taken.

Likewise, First-Year Seminars can not be repeated.

• A student must achieve a cumulative Grade Point Average (GPA) of 2.0 by spring of the senior year to be in “good academic standing” at the College. In addition, students must earn 128 credits and complete all requirements to earn a degree.
• Academic Progress is measured in three areas: A) maintaining a cumulative GPA consistent with the standards for good academic standing, B) successfully completing a required number of credits per semester, and C) receiving a degree in a timely manner.
• Below is a schedule of the cumulative GPA a student must achieve based on the number of attempted credits. If a student falls below the GPA requirement, the student may be academically dismissed or placed on academic probation. 

NOTE: Academic dismissal will be accompanied by a suspension of Financial Aid as noted in the Satisfactory Academic Progress (SAP) policy in Financial Aid; however, students who are not academically dismissed may, at times, also have financial aid suspended.  Students receiving financial aid should review the Financial Aid SAP policy for standards related to GPA, pace, and maximum timeframe.

Students who are academically dismissed or have their financial aid suspended will be informed regarding the process to appeal this decision.

Academic Probation and Dismissal

Academic Probation

Students who return to McDaniel College on academic probation must schedule a meeting with an academic dean before they return to campus, or no later than the first week of classes. The meeting ensures that effective planning takes place and resources for student support can be put into place. Students should call the Office of Academic Life at 410-857-2279 to schedule a conference. If students receive financial aid, they are required to contact the Financial Aid Office at 410-857-2233 to determine the status of their aid package.

Academic Dismissal Appeal Process 

If a student believes that extenuating circumstances were the cause of the academic dismissal, the College’s decision may be appealed through a process facilitated by the office of Academic Life.  The process for the appeal includes submitting a personal statement, plan of action, additional documentation, and an evaluation for a faculty member at McDaniel College.

Students are required to secure an advisor’s or a professor’s support in the form of an email or letter that details students’ prospects for academic success. If students receive financial aid, they are required to contact the Financial Aid Office at 410-857-2233 to determine the status of their aid package.

Graduation and Commencement

Graduation occurs at the end of each semester for students who have completed all requirements for their degree as outlined under Requirements for the Bachelor of Arts Degree   . Students who anticipate graduation must complete an Application for Graduation during their final semester.

McDaniel College holds one commencement ceremony in the spring of each year. Spring graduates who attend the ceremony will receive their diplomas on stage.

Students who graduate in the summer or fall semesters have the option to attend the ceremony in the following spring. Degrees are conferred on August 15th for summer semester, December 31st for fall semester, and on the day of Commencement for the spring semester..

Diplomas are mailed to all August and December graduates as well as spring graduates who do not attend the ceremony. Diplomas and transcripts will not be released for students with active holds (remaining balances, incomplete exit interviews, etc.).

Petition to Walk at Commencement

Students who have completed their Capstone work and who have one required course remaining to be eligible for graduation, or, are within four credits of the 128 overall credits required, may petition to walk in the Commencement ceremony. To be eligible to petition to walk, a student must have met the minimum cumulative GPA of 2.0 as well as the minimum GPA of 2.0 for at least one of their respective major(s).

The Petition to Walk form is available in the McDaniel portal and is due no later than May 1st for consideration. It requires students to submit a plan for completing the missing requirement over the summer semester either through an existing McDaniel College summer registration or a transfer credit preapproval. Petitions must be approved by an Associate Dean of Student Academic Life and reviewed by the Office of the Registrar.

Students who are approved to walk in the commencement ceremony must complete their degree with a passing grade in a McDaniel College course during the summer term or provide an official transcript showing a passing grade of “C-” or better for a course from an outside institution. The degree will be awarded on the appropriate date for the semester in which the final requirement is completed. The student will not be eligible to participate a second ceremony the following spring.

Students who do not complete their missing requirement in the summer following the commencement ceremony will be placed on “Hold for Continuance” (HC). If the missing requirement is not completed the subsequent term, the student will be administratively withdrawn from the institution unless a leave of absence is approved.

Program requirements for students returning four or more years after the anticipated completion date noted on their Petition to Walk will be evaluated by an academic dean and/or department chair for the declared major to determine if additional credits are required or appropriate course substitutions may be made.

 In addition to Phi Beta Kappa, there are numerous other honorary societies on campus. Three societies oriented toward general accomplishment are Omicron Delta Kappa, a national society recognizing leadership qualities, Alpha Lambda Delta, a national honor society recognizing academic excellence in the first year of college, and the Trumpeters, a local society honoring senior students dedicated to service. National and international honor societies which recognize academic accomplishment in specific fields are Beta Beta Beta (Biology), Gamma Sigma Epsilon (Chemistry), Lambda Pi Eta (Communication), Omicron Delta Epsilon (Economics), Kappa Delta Pi (Education), Phi Alpha Theta (History), Lambda Iota Tau (Literature), Phi Sigma Iota (Foreign Languages), Kappa Mu Epsilon (Mathematics), Omicron Psi (Nontraditional Students), Phi Sigma Tau (Philosophy), Sigma Pi Sigma (Physics), Phi Sigma Alpha (Political Science), Psi Chi (Psychology), Pi Gamma Mu (Social Sciences), Phi Alpha (Social Work), and Alpha Psi Omega (Theatre Arts).

The College grants three types of honor citations at graduation, College Scholar, Departmental Honors and General Honors, and the Dean’s List at the close of each semester.

• General Honors: Summa Cum Laude, Magna Cum Laude, and Cum Laude. These honors are recorded on the diplomas and on the student’s permanent records. A cumulative grade point average of 3.90-4.00 is necessary for Summa Cum Laude, 3.70-3.89 for Magna Cum Laude, and 3.50-3.69 for Cum Laude.

Only grades earned at McDaniel College and affiliated programs are calculated in the grade point average. In addition, a student must complete 64 credit hours at McDaniel College in order to qualify for general honors. Credits earned in approved study abroad programs, AP, IB and CLEP will be counted toward the 64-semester hour total.

• Have a grade point average of 3.50 in all courses taken in the major.
• Satisfy any departmental requirements, such as engaging in seminars or in self-directed study, submitting an essay or passing with distinction a comprehensive examination in the major field.
• Be recommended by the department.
• Highest honors, requiring a semester term grade point average of 3.90 or higher;
• High honors, requiring a semester term grade point average of 3.70-3.89;
• Honors, requiring a semester term grade point average of 3.50-3.69.
• McDaniel Honors Program: Students who complete the requirements of the McDaniel Honors Program are recognized as College Scholars on their official transcripts.

Internships

McDaniel College conducts an active program of student internships through cooperative programs with government, business, industry, institutions, and individuals. Internships are generally arranged directly through the academic departments or programs of the College, and each internship must be sponsored by a member of the faculty. In general, 37 hours of work during the course of the semester/term equals one credit. An internship that exceeds four credits must have department chair approval. To enroll in an internship, students complete the Internship Registration form available in the Registrar’s Office. Internship Registration forms must be submitted no later than the last day of the semester/term in which the internship takes place.  Credit will not be awarded for internships completed in prior semesters. No more than twelve credit hours of internships may be counted toward the 128 credit hours required for graduation, and no more than two credits of classroom internship within a single department may count toward graduation. Internships are graded Pass/Dx/Fail only. Many study abroad programs also provide internship opportunities in a range of areas and settings.

If a student wishes to leave the College temporarily or permanently, a student can choose two different options.

Students in good standing who wish to leave the College temporarily for personal or medical reasons may request an official Leave of Absence (LOA). An LOA is temporary and can be requested for up to two consecutive semesters. In exceptional circumstances, a third semester of an LOA may be approved.

To request an LOA, prior to the final two weeks of classes and finals week, students must meet with their academic dean. Students will complete an LOA request form, which is reviewed by the Associate Vice President of Student Success.  For a medical LOA request, students must submit documentation from a medical provider to the college’s Wellness Center within fourteen (14) calendar days. If a student fails to submit the medical documentation on time, the LOA request shifts from medical to personal. The medical documentation required for a Medical Leave of Absence must be completed by the student’s treating physician, licensed mental health provider, or other licensed healthcare professional. The provider must be an impartial professional who does not have an immediate familial relationship with the student. The documentation must include 1) diagnosis or condition; 2) how this condition is resulting in functional impairments that prevent the individual from meeting the expectations of a student; and 3) clear recommendation for medical leave of absence from college.

Students will receive final decisions about LOA requests via email and a letter to their home address on record.

Students who wish to permanently withdraw from the College must meet with their academic dean and complete the withdrawal request form prior to the final two weeks of classes and finals week.

If the request for an LOA or permanent withdrawal from the College is submitted prior to the last two weeks for classes and finals week, the student will receive grades of ‘W.’

During the last two weeks of the semester and finals week, students may request an LOA for the following semester(s) or to permanently withdraw from the College at the conclusion of the semester; however, they are encouraged to work with professors to complete currently enrolled coursework to the best of their ability. During this period, requests for an LOA or permanent withdrawal from the college will not be reviewed until after the submission of final grades from the current semester. In cases of an LOA, students may wish to consult with their professors about the option of an incomplete grade.

When requesting an LOA or permanent withdrawal, students must contact Financial Aid, Residence Life, and the Bursar’s Office to review and discuss procedures in those areas.

Administrative Withdrawals

The College will administratively withdraw 1) students in active status who have not registered for classes before the first day of classes and who have not contacted the College about extenuating circumstances and/or intention to register by the end of the first week of classes, and 2) students whose Leave of Absence has expired and who have not contacted the College to confirm their return before August 15 (if anticipated to return for the Fall semester) or January 15 (if anticipated to return for the Spring semester).

Students who have formerly attended McDaniel College, officially withdrawn (not a leave of absence), and subsequently wish to return have a separate application process from new students and a separate application form, which may be obtained from the Office of Admissions. Transcripts must be submitted from any colleges attended since leaving McDaniel. A $50 application fee is required. Housing policies and residential requirements apply as they do for current students. Once a student is re-admitted to the College and commits to returning, it is then possible to talk to an advisor and discuss the course registration timetable for the next semester.

Regarding Online and Hybrid Classes

A. Definitions of Class Formats

Face-to-Face. Between 80%-100% of class sessions meet in-person in a physical classroom. Some course material, assignments, activities, and tests may be hosted online. 

Hybrid. Between 50% and 80% of class sessions meet in-person in a classroom, with the remaining class sessions meeting online.  Online sessions are usually asynchronous but may be synchronous in some cases using Teams or Zoom.  Dates and times of required synchronous sessions will be published before registration. 

Online Asynchronous. 100% of course content, activities, and assessments, as well as class discussions and interactions (student-student and student-faculty) are completed online. No synchronous meetings are required. Students will not be required to come to campus at any time to participate in the course. 

Online Webinar. While 100% of course content, activities, and assessments, as well as class discussions and interactions (student-student and student-faculty) are completed online, some synchronous online meetings may be scheduled using Teams or Zoom. In such cases, these dates and times will be published before registration.  Attendance at synchronous sessions may or may not be a requirement of the course. 

B. Online Learning Platform

All online and hybrid classes use Blackboard, McDaniel’s Learning Management System (LMS). Blackboard allows the instructor to deliver course content and assignments, enable communication, receive assignments, facilitate interactions (student-student, student-faculty, student-content), offer feedback, and perform assessment.  

The most common features and tools used in Blackboard include: 

• Announcements, for regular communication. 
• Syllabus and Read Me First, for conveying core course information, including learning objectives, grading requirements, time expectations, course tools, matters of accessibility and other housekeeping matters.  
• A Course Guide, for providing a storyboard of the class on one page that includes a class schedule along with objectives, resources, activities, assessments, and due dates.  
• Modules, links to areas that present course content aligned with learning outcomes, resources, activities, and assessments. 
• Assignments, for posting and submitting student work. 
• Discussion Board, for asynchronous conversation, group work, and collaborative activities.  
• Journal, that allows and encourages students to reflect on their learning. 
• Wiki, that provides a platform for students to collaborate asynchronously on group projects.  
• VoiceThread, a tool embedded in Blackboard that allows faculty the ability to create media rich, interactive, asynchronous lessons, as well as providing opportunities for students to interact with the course content, instructor, and one another using audio and/or video. 
• Tests and Quizzes, for administering exams, tests, quizzes, and surveys.  
• Gradebook, for managing and posting student grades. 

C. Student Guidelines for Online Classes

Taking an online course has many advantages.  Benefits include flexibility with schedule to assure timely degree progress, the ability to communicate with classmates and the instructor from the convenience of your own home or workplace, and enhanced access to course content and class conversation.  

However, an online course is not for everyone. For instance, if you need the discipline of meeting regularly in-person and you enjoy the in-person interaction with other students and your instructor, you are more likely to prefer a regular classroom or hybrid course format.  

Students should keep the following points in mind before enrolling in an online course:

• Online courses are not easier than traditional face-to-face courses. Just because students are not going to class regularly does not mean that they will be doing less work. Students can expect online courses to have the same rigor and expectations as face-to-face courses. 
• Online courses require the same time investment as face-to-face courses. Online courses may be more convenient, but they have been designed to take the same amount of time as a student would spend if they were taking a traditional class. 
• Online courses require strong time management skills. While students will not have set class times, they will still need to meet course deadlines for reading course materials, participating in discussions, and handing in assignments. 
• Online courses demand engagement. Most online courses employ active learning strategies (where students actively participate in the learning process, as opposed to passively taking in course content). Online courses are no place to hide. In online courses, students will be expected to discuss course concepts, interact with the professors and other students, and, to a considerable extent, take charge of their own learning. A high level of participation is usually a significant part of the final grade.  
• Online courses require students to be tech savvy. To excel in online courses, students need to be comfortable using a computer and navigating the Internet. Students will need to be able to use a web browser, email, Microsoft Office Suite and understand how to save, send, share, and open files in several types of software.

D. Student Guidelines for Hybrid Classes

For students who have mastered basic time management and active learning skills, hybrid courses offer numerous rewards, including having a more flexible schedule and the opportunity to re-read (or re-watch) course material whenever and as often as they want.  

Hybrid courses can be an excellent option for students juggling family responsibilities, jobs with odd hours, or students who have scheduling conflicts with other classes and/or sports commitments.  

However, hybrid courses are not right for everyone. For instance, if active learning is still difficult, and/or students need the discipline of meeting regularly in-person to stay focused in class, students are more likely to prefer an entirely in-person classroom.  

Students should keep the following points in mind before enrolling in a hybrid course: 

• Hybrid courses require students to be prepared. Since hybrid classes typically present most course content online instead of via in-class lectures, class meeting times are usually devoted to collaborative activities, conversations, or even doing “homework” in class with the instructor providing feedback. Students should not expect to just show up for an in-person class session. Students must come to class prepared.  
• Hybrid courses are not easier than traditional face-to-face courses. Just because students are attending fewer in-person classes does not mean that students will be doing less work. Students can expect hybrid courses to have the same rigor and expectations as face-to-face and online courses. 
• Hybrid courses require the same time investment as campus-based courses. Hybrid courses may be more convenient, but they have been designed to take the same amount of time stduents would spend if taking a traditional class. 
• Hybrid courses require strong time management skills. While required in-person class meetings will occur fewer times than in traditional classes, students will still need to meet deadlines for reading course materials, participating in discussions, and handing in assignments.  
• Hybrid courses require students to be tech savvy. To excel in hybrid courses, students need to be comfortable using a computer and navigating the Internet. Students will need to be able to use a web browser, email, Microsoft Office Suite and understand how to save, send, share, and open files in several types of software.

E. Student Integrity and Privacy

• Students are issued a unique username and password for access to Blackboard, McDaniel’s LMS. 
• Faculty may use other means or technologies to authenticate the work of online students (e.g., special software, locked-down browsers, and web cameras). 
• McDaniel policies and practices with student data are compliant with the European Union General Data Protection Regulations (GDPR) and the Family Educational Rights and Privacy Act (FERPA).  
• Students in all courses and programs, regardless of delivery format, must adhere to McDaniel’s Honor Code.

F. Technical Support at McDaniel

• The McDaniel Help Desk provides students with technical support (phone, email, virtual) for educational technology hardware and software required in online and hybrid classes.  
• Replies to students should occur within a reasonable timeframe, preferably within 24 hours if not sooner.

G. Accessibility and 508 Compliance

• We make every effort to ensure that all online and hybrid classes at McDaniel are fully accessible and 508 compliant.  
• All Blackboard classes have Ally embedded in them. Ally is a program that (a) automatically checks course materials against WCAG 2.1 accessibility standards and (b) provides students with accessible alternative formats such as audio and electronic braille. 

H. McDaniel Core Policies for Online/Hybrid Classes

• Online and Hybrid courses are a part of the student’s regular course load and are counted the same as on-campus courses. 
• Students are at the center of each decision in teaching, design, and course management. 
• Faculty who teach online/hybrid at McDaniel are required to take a four-week online class, BPO 100: Best Practices in Online and Hybrid Instruction.  
• All online/hybrid classes are written by McDaniel faculty and designed in consultation with the Instructional Design & Technology Department.  
• The McDaniel course development process includes: Working collaboratively as a team to develop each online/hybrid class; Designing courses according to the principles of Backward Design, aligning learning objectives with readings, activities, and authentic assessments; Encouraging student-centered instructional design and teaching practices that foster active learning and draw on recent discoveries in cognitive psychology and other disciplines for effective teaching and learning; Privileging the Community of Inquiry framework, ensuring social presence, cognitive presence, and teaching presence in each online/hybrid class.  
• Courses are accessible (508 compliant), engaging, interactive, and meet known best practices in instructional design and teaching methods. 
• All Interregional Guidelines for the Evaluation of Distance Education established by the Council of Regional Accrediting Commissions (C-RAC) are followed. 
• Integrity, honesty, and respect are paramount in all aspects of McDaniel’s online/hybrid operations. 

Registration at Other Colleges

Students interested in enrolling in courses at other institutions must complete a Transfer Credit Request form available on the Registrar’s Office portal page and must be submitted with required signature(s) to the Registrar’s Office. Each student is responsible for having an official transcript sent from the other institution for posting to their permanent record. Please note transfer credits do not affect the student’s grade point average at McDaniel College. Up to 96 credit hours in transfer from four-year institutions and up to 64 credit hours from two-year institutions will be accepted.

Educational records are those records, files, documents, and other material directly related to a student and maintained by McDaniel College or any of its agents. The College assumes an implicit and justifiable trust as custodian of these records. Access to and release of student records are determined by College policy, which complies with Public Law 93-380 (the Family Educational Rights and Privacy Act of 1974 (FERPA), often referred to as the Buckley Amendment). The College Policy on Release of Information About Students and of the U.S. Department of Education regulations implementing Public Law 93-380 are available here . Students receive notification of the rights accorded them under the above documents at the beginning of each academic year. A more complete description of these policies appears in the Student Handbook.

Transcript records are permanently held by the Registrar’s Office. Documentation pertaining to the registration for each semester is held only for a period of one year. If any questions should arise regarding documentation of enrollment more than one year beyond registration for a course, it will be the student’s responsibility to produce proper documentation to support any claim for a change to their record.

Student Concerns About a Class or Instructor

A student who has issues or concerns about a class in which they are enrolled is encouraged (1) to discuss them directly with the faculty instructor, whether after class or during office hours. If this is impossible because the issue is the instructor or if the student finds the response of the instructor unsatisfactory, the student should (2) meet with the department chair. If after this meeting the concerns are not resolved, the student should (3) go to the Office of Academic Life to schedule a meeting with the appropriate dean. Students are also encouraged to seek the advice of their faculty advisor.

Education candidates, including majors and minors, have options regarding when to complete the one-semester student teaching experience. For all options, students are responsible for the additional student teaching fee ($750.00).

OPTION #1 (applies to both majors and minors):

Students may complete their student teaching in the 8th semester of their undergraduate studies. In this case, credits will be billed at the undergraduate rate during the student teaching semester and students will remain eligible for Institutional, Federal, State, and Private aid. Students will graduate in May with a major or minor in Education listed on the transcript; the Approved Program Stamp for Teaching Certification will be placed on their transcript at this time as well.

OPTION #2 (applies to both majors and minors):

Students may complete student teaching in the 9th semester as undergraduate, degree seeking students. Credits will be billed at a rate equivalent to the graduate rate during the 9th semester; Institutional financial aid is not available for credits billed at the graduate rate; however, students may apply for Federal, State, and Private aid. Students will graduate in December, following the 9th semester, with the major or minor in Education listed on the transcript. At this point, the Approved Program Stamp for Teaching Certification will be placed on the transcript. Students may petition to walk in the May commencement ceremony following the 8th semester, but will not be awarded their degrees or have the Approved Program Stamp for Teaching Certification placed on the transcript until the 9th semester has been completed.

OPTION #3 (applies to minors only):

Students may complete student teaching in the 9th semester as post-baccalaureate, non-degree seeking students. In this case, students will graduate in May without a minor in education listed on their transcripts (note that the minor will not be added to the transcript at a later date). Credits will be billed at the graduate rate during the 9th semester. Institutional, Federal, and State aid (as well as the majority of Private scholarships) is not available for non-degree seeking students; students may wish to seek private loans. The Approved Program Stamp for Teaching Certification will be placed on the transcript following completion student teaching.

VA Students

Students using Post 9/11 GI Bill ® Benefits (Chapter 33) and Vocational Rehabilitation and Education Benefits (Chapter 31) at McDaniel College will be allowed to attend McDaniel College for up to 90 days from the date the beneficiary provides a certificate of eligibility, or valid VAF 28-1905. A McDaniel College Request for Benefits Form must accompany the certificate of eligibility or Valid VAF 28-1905 and should be submitted to the Veterans A.  McDaniel College will not impose a penalty, or require as student to borrow additional funds to cover tuition and fees due to late payments from VA. 

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at the official U.S. government Web site at  https://www.benefits.va.gov/gibill .

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The Evolving Danger of the New Bird Flu

An unusual outbreak of the disease has spread to dairy herds in multiple u.s. states..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “The New York Times,” I’m Sabrina Tavernise, and this is “The Daily.”

[MUSIC PLAYING]

The outbreak of bird flu that is tearing through the nation’s poultry farms is the worst in US history. But scientists say it’s now starting to spread into places and species it’s never been before.

Today, my colleague, Emily Anthes, explains.

It’s Monday, April 22.

Emily, welcome back to the show.

Thanks for having me. Happy to be here.

So, Emily, we’ve been talking here on “The Daily” about prices of things and how they’ve gotten so high, mostly in the context of inflation episodes. And one of the items that keeps coming up is eggs. Egg prices were through the roof last year, and we learned it was related to this. Avian flu has been surging in the United States. You’ve been covering this. Tell us what’s happening.

Yes, so I have been covering this virus for the last few years. And the bird flu is absolutely tearing through poultry flocks, and that is affecting egg prices. That’s a concern for everyone, for me and for my family. But when it comes to scientists, egg prices are pretty low on their list of concerns. Because they see this bird flu virus behaving differently than previous versions have. And they’re getting nervous, in particular, about the fact that this virus is reaching places and species where it’s never been before.

OK, so bird flu, though, isn’t new. I mean I remember hearing about cases in Asia in the ‘90s. Remind us how it began.

Bird flu refers to a bunch of different viruses that are adapted to spread best in birds. Wild water birds, in particular, are known for carrying these viruses. And flu viruses are famous for also being shapeshifters. So they’re constantly swapping genes around and evolving into new strains. And as you mentioned back in the ‘90s, a new version of bird flu, a virus known as H5N1, emerged in Asia. And it has been spreading on and off around the world since then, causing periodic outbreaks.

And how are these outbreaks caused?

So wild birds are the reservoir for the virus, which means they carry it in their bodies with them around the world as they fly and travel and migrate. And most of the time, these wild birds, like ducks and geese, don’t even get very sick from this virus. But they shed it. So as they’re traveling over a poultry farm maybe, if they happen to go to the bathroom in a pond that the chickens on the farm are using or eat some of the feed that chickens on the farm are eating, they can leave the virus behind.

And the virus can get into chickens. In some cases, it causes mild illness. It’s what’s known as low pathogenic avian influenza. But sometimes the virus mutates and evolves, and it can become extremely contagious and extremely fatal in poultry.

OK, so the virus comes through wild birds, but gets into farms like this, as you’re describing. How have farms traditionally handled outbreaks, when they do happen?

Well, because this threat isn’t new, there is a pretty well-established playbook for containing outbreaks. It’s sometimes known as stamping out. And brutally, what it means is killing the birds. So the virus is so deadly in this highly pathogenic form that it’s sort of destined to kill all the birds on a farm anyway once it gets in. So the response has traditionally been to proactively depopulate or cull all the birds, so it doesn’t have a chance to spread.

So that’s pretty costly for farmers.

It is. Although the US has a program where it will reimburse farmers for their losses. And the way these reimbursements work is they will reimburse farmers only for the birds that are proactively culled, and not for those who die naturally from the virus. And the thinking behind that is it’s a way to incentivize farmers to report outbreaks early.

So, OK, lots of chickens are killed in a way to manage these outbreaks. So we know how to deal with them. But what about now? Tell me about this new strain.

So this new version of the virus, it emerged in 2020.

After the deadly outbreak of the novel coronavirus, authorities have now confirmed an outbreak of the H5N1 strain of influenza, a kind of bird flu.

And pretty quickly it became clear that a couple things set it apart.

A bald eagle found dead at Carvins Cove has tested positive for the highly contagious bird flu.

This virus, for whatever reason, seemed very good at infecting all sorts of wild birds that we don’t normally associate with bird flu.

[BIRD CRYING]

He was kind of stepping, and then falling over, and using its wing to right itself.

Things like eagles and condors and pelicans.

We just lost a parliament of owls in Minneapolis.

Yeah, a couple of high profile nests.

And also in the past, wild birds have not traditionally gotten very sick from this virus. And this version of the virus not only spread widely through the wild bird population, but it proved to be devastating.

The washing up along the East Coast of the country from Scotland down to Suffolk.

We were hearing about mass die-offs of seabirds in Europe by the hundreds and the thousands.

And the bodies of the dead dot the island wherever you look.

Wow. OK. So then as we know, this strain, like previous ones, makes its way from wild animals to farmed animals, namely to chickens. But it’s even more deadly.

Absolutely. And in fact, it has already caused the worst bird flu outbreak in US history. So more than 90 million birds in the US have died as a result of this virus.

90 million birds.

Yes, and I should be clear that represents two things. So some of those birds are birds who naturally got infected and died from the virus. But the vast majority of them are birds that were proactively culled. What it adds up to is, is 90 million farmed birds in the US have died since this virus emerged. And it’s not just a chicken problem. Another thing that has been weird about this virus is it has jumped into other kinds of farms. It is the first time we’ve seen a bird flu virus jump into US livestock.

And it’s now been reported on a number of dairy farms across eight US states. And that’s just something that’s totally unprecedented.

So it’s showing up at Dairy farms now. You’re saying that bird flu has now spread to cows. How did that happen?

So we don’t know exactly how cows were first infected, but most scientists’ best guess is that maybe an infected wild bird that was migrating shed the virus into some cattle feed or a pasture or a pond, and cattle picked it up. The good news is they don’t seem to get nearly as sick as chickens do. They are generally making full recoveries on their own in a couple of weeks.

OK, so no mass culling of cows?

No, that doesn’t seem to be necessary at this point. But the bad news is that it’s starting to look like we’re seeing this virus spread from cow to cow. We don’t know exactly how that’s happening yet. But anytime you see cow-to-cow or mammal-to-mammal transmission, that’s a big concern.

And why is that exactly?

Well, there are a bunch of reasons. First, it could allow the outbreak to get much bigger, much faster, which might increase the risk to the food supply. And we might also expect it to increase the risk to farm workers, people who might be in contact with these sick cows.

Right now, the likelihood that a farmer who gets this virus passes it on is pretty low. But any time you see mammal-to-mammal transmission, it increases the chance that the virus will adapt and possibly, maybe one day get good at spreading between humans. To be clear, that’s not something that there’s any evidence happening in cows right now. But the fact that there’s any cow-to-cow transmission happening at all is enough to have scientists a bit concerned.

And then if we think more expansively beyond what’s happening on farms, there’s another big danger lurking out there. And that’s what happens when this virus gets into wild animals, vast populations that we can’t control.

We’ll be right back.

So, Emily, you said that another threat was the threat of flu in wild animal populations. Clearly, of course, it’s already in wild birds. Where else has it gone?

Well, the reason it’s become such a threat is because of how widespread it’s become in wild birds. So they keep reintroducing it to wild animal populations pretty much anywhere they go. So we’ve seen the virus repeatedly pop up in all sorts of animals that you might figure would eat a wild bird, so foxes, bobcats, bears. We actually saw it in a polar bear, raccoons. So a lot of carnivores and scavengers.

The thinking is that these animals might stumble across a sick or dead bird, eat it, and contract the virus that way. But we’re also seeing it show up in some more surprising places, too. We’ve seen the virus in a bottle-nosed dolphin, of all places.

And most devastatingly, we’ve seen enormous outbreaks in other sorts of marine mammals, especially sea lions and seals.

So elephant seals, in particular in South America, were just devastated by this virus last fall. My colleague Apoorva Mandavilli and I were talking to some scientists in South America who described to us what they called a scene from hell, of walking out onto a beach in Argentina that is normally crowded with chaotic, living, breathing, breeding, elephant seals — and the beach just being covered by carcass, after carcass, after carcass.

Mostly carcasses of young newborn pups. The virus seemed to have a mortality rate of 95 percent in these elephant seal pups, and they estimated that it might have killed more than 17,000 of the pups that were born last year. So almost the entire new generation of this colony. These are scientists that have studied these seals for decades. And they said they’ve never seen anything like it before.

And why is it so far reaching, Emily? I mean, what explains these mass die-offs?

There are probably a few explanations. One is just how much virus is out there in the environment being shed by wild birds into water and onto beaches. These are also places that viruses like this haven’t been before. So it’s reaching elephant seals and sea lions in South America that have no prior immunity.

There’s also the fact that these particular species, these sea lions and seals, tend to breed in these huge colonies all crowded together on beaches. And so what that means is if a virus makes its way into the colony, it’s very conducive conditions for it to spread. And scientists think that that’s actually what’s happening now. That it’s not just that all these seals are picking up the virus from individual birds, but that they’re actually passing it to each other.

So basically, this virus is spreading to places it’s never been before, kind of virgin snow territory, where animals just don’t have the immunity against it. And once it gets into a population packed on a beach, say, of elephant seals, it’s just like a knife through butter.

Absolutely. And an even more extreme example of that is what we’re starting to see happen in Antarctica, where there’s never been a bird flu outbreak before until last fall, for the first time, this virus reached the Antarctic mainland. And we are now seeing the virus move through colonies of not only seabirds and seals, but penguin colonies, which have not been exposed to these viruses before.

And it’s too soon to say what the toll will be. But penguins also, of course, are known for breeding in these large colonies.

Probably. don’t have many immune defenses against this virus, and of course, are facing all these other environmental threats. And so there’s a lot of fear that you add on the stress of a bird flu virus, and it could just be a tipping point for penguins.

Emily, at this point, I’m kind of wondering why more people aren’t talking about this. I mean, I didn’t know any of this before having this conversation with you, and it feels pretty worrying.

Well, a lot of experts and scientists are talking about this with rising alarm and in terms that are quite stark. They’re talking about the virus spreading through wild animal populations so quickly and so ferociously that they’re calling it an ecological disaster.

But that’s a disaster that sometimes seems distant from us, both geographically, we’re talking about things that are happening maybe at the tip of Argentina or in Antarctica. And also from our concerns of our everyday lives, what’s happening in Penguins might not seem like it has a lot to do with the price of a carton of eggs at the grocery store. But I think that we should be paying a lot of attention to how this virus is moving through animal populations, how quickly it’s moving through animal populations, and the opportunities that it is giving the virus to evolve into something that poses a much bigger threat to human health.

So the way it’s spreading in wild animals, even in remote places like Antarctica, that’s important to watch, at least in part because there’s a real danger to people here.

So we know that the virus can infect humans, and that generally it’s not very good at spreading between humans. But the concern all along has been that if this virus has more opportunities to spread between mammals, it will get better at spreading between them. And that seems to be what is happening in seals and sea lions. Scientists are already seeing evidence that the virus is adapting as it passes from marine mammal to marine mammal. And that could turn it into a virus that’s also better at spreading between people.

And if somebody walks out onto a beach and touches a dead sea lion, if their dog starts playing with a sea lion carcass, you could imagine that this virus could make its way out of marine mammals and into the human population. And if it’s this mammalian adapted version of the virus that makes its way out, that could be a bigger threat to human health.

So the sheer number of hosts that this disease has, the more opportunity it has to mutate, and the more chance it has to mutate in a way that would actually be dangerous for people.

Yes, and in particular, the more mammalian hosts. So that gives the virus many more opportunities to become a specialist in mammals instead of a specialist in birds, which is what it is right now.

Right. I like that, a specialist in mammals. So what can we do to contain this virus?

Well, scientists are exploring new options. There’s been a lot of discussion about whether we should start vaccinating chickens in the US. The government, USDA labs, have been testing some poultry vaccines. It’s probably scientifically feasible. There are challenges there, both in terms of logistics — just how would you go about vaccinating billions of chickens every year. There are also trade questions. Traditionally, a lot of countries have not been willing to accept poultry products from countries that vaccinate their poultry.

And there’s concern about whether the virus might spread undetected in flocks that are vaccinated. So as we saw with COVID, the vaccine can sometimes stop you from getting sick, but it doesn’t necessarily stop infection. And so countries are worried they might unknowingly import products that are harboring the virus.

And what about among wild animals? I mean, how do you even begin to get your head around that?

Yeah, I mean, thinking about vaccinating wild animals maybe makes vaccinating all the chickens in the US look easy. There has been some discussion of limited vaccination campaigns, but that’s not feasible on a global scale. So unfortunately, the bottom line is there isn’t a good way to stop spread in wild animals. We can try to protect some vulnerable populations, but we’re not going to stop the circulation of this virus.

So, Emily, we started this conversation with a kind of curiosity that “The Daily” had about the price of eggs. And then you explained the bird flu to us. And then somehow we ended up learning about an ecological disaster that’s unfolding all around us, and potentially the source of the next human pandemic. That is pretty scary.

It is scary, and it’s easy to get overwhelmed by it. And I feel like I should take a step back and say none of this is inevitable. None of this is necessarily happening tomorrow. But this is why scientists are concerned and why they think it’s really important to keep a very close eye on what’s happening both on farms and off farms, as this virus spreads through all sorts of animal populations.

One thing that comes up again and again and again in my interviews with people who have been studying bird flu for decades, is how this virus never stops surprising them. And sometimes those are bad surprises, like these elephant seal die-offs, the incursions into dairy cattle. But there are some encouraging signs that have emerged recently. We’re starting to see some early evidence that some of the bird populations that survived early brushes with this virus might be developing some immunity. So that’s something that maybe could help slow the spread of this virus in animal populations.

We just don’t entirely know how this is going to play out. Flu is a very difficult, wily foe. And so that’s one reason scientists are trying to keep such a close, attentive eye on what’s happening.

Emily, thank you.

Thanks for having me.

Here’s what else you should know today.

On this vote, the yeas are 366 and the nays are 58. The bill is passed.

On Saturday, in four back-to-back votes, the House voted resoundingly to approve a long-stalled package of aid to Ukraine, Israel and other American allies, delivering a major victory to President Biden, who made aid to Ukraine one of his top priorities.

On this vote, the yeas are 385, and the no’s are 34 with one answering present. The bill is passed without objection.

The House passed the component parts of the $95 billion package, which included a bill that could result in a nationwide ban of TikTok.

On this vote, the yeas are 311 and the nays are 112. The bill is passed.

Oh, one voting present. I missed it, but thank you.

In a remarkable breach of custom, Democrats stepped in to supply the crucial votes to push the legislation past hard-line Republican opposition and bring it to the floor.

The House will be in order.

The Senate is expected to pass the legislation as early as Tuesday.

Today’s episode was produced by Rikki Novetsky, Nina Feldman, Eric Krupke, and Alex Stern. It was edited by Lisa Chow and Patricia Willens; contains original music by Marion Lozano, Dan Powell, Rowan Niemisto, and Sophia Lanman; and was engineered by Chris Wood. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Andrew Jacobs.

That’s it for “The Daily.” I’m Sabrina Tavernise. See you tomorrow.

• April 26, 2024   •   21:50 Harvey Weinstein Conviction Thrown Out
• April 25, 2024   •   40:33 The Crackdown on Student Protesters
• April 24, 2024   •   32:18 Is $60 Billion Enough to Save Ukraine?
• April 23, 2024   •   30:30 A Salacious Conspiracy or Just 34 Pieces of Paper?
• April 22, 2024   •   24:30 The Evolving Danger of the New Bird Flu
• April 19, 2024   •   30:42 The Supreme Court Takes Up Homelessness
• April 18, 2024   •   30:07 The Opening Days of Trump’s First Criminal Trial
• April 17, 2024   •   24:52 Are ‘Forever Chemicals’ a Forever Problem?
• April 16, 2024   •   29:29 A.I.’s Original Sin
• April 15, 2024   •   24:07 Iran’s Unprecedented Attack on Israel
• April 14, 2024   •   46:17 The Sunday Read: ‘What I Saw Working at The National Enquirer During Donald Trump’s Rise’
• April 12, 2024   •   34:23 How One Family Lost $900,000 in a Timeshare Scam

Hosted by Sabrina Tavernise

Produced by Rikki Novetsky ,  Nina Feldman ,  Eric Krupke and Alex Stern

Edited by Lisa Chow and Patricia Willens

Original music by Marion Lozano ,  Dan Powell ,  Rowan Niemisto and Sophia Lanman

Engineered by Chris Wood

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The outbreak of bird flu currently tearing through the nation’s poultry is the worst in U.S. history. Scientists say it is now spreading beyond farms into places and species it has never been before.

Emily Anthes, a science reporter for The Times, explains.

On today’s episode

Emily Anthes , a science reporter for The New York Times.

Background reading

Scientists have faulted the federal response to bird flu outbreaks on dairy farms .

Here’s what to know about the outbreak.

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We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

Special thanks to Andrew Jacobs .

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

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