Ivy Transfer Acceptee stats/essays for future applicants

Transfer Students
1

<p>well its been a long ride, but this is my last thread - ill respond to anything posted on it, but after that im done. im posting my stats (as complete as possible), my essays, and my acceptance/rejection info. im not doing this for attention, its to help out those who are considering applying to ivy and tier 1 schools, so they have a little more to go on than i did. any other acceptees want to jump the thread and post their stats/essays please feel free.</p>

<p>Accepted: Yale, UPenn, Brown
Waitlisted: Harvard, Columbia, Duke
Rejected: Cornell CAS, Georgetown SFS</p>

<p>GPA: 4.0 when accepted, 3.95 now, in CC honors program
SAT: 1530
SAT II's: 690 (Bio), 730 (history)</p>

<p>College EC's/volunteering: SGA VP, Fresh. Senator; Town Republican Committeeperson; Phi Theta Kappa president; speech honor society president, VP; Student Ambassadors</p>

<p>College Awards/Honors: SUNY Chancelors Award (statewide); All-State Academic 2nd Team; Beacon Conference winner (regional); outstanding student service award (2x, school); Deans List</p>

<h2>HS GPA: 3.75; ec's, etc on same level as those in college. </h2>

<p>PERSONAL STATEMENT:
“You have a goal, the same one you’ve always had: forward.” My father’s words echoed in my mind as an almost surprising revelation from a truly wise man. The past two years had been full of changes; changes in my life, in my plan for the future, indeed, changes in my very self. Still, the words rang true, because through the adjustments, through the trials and through the tests of will, I had indeed remained focused on that one overriding, inexorable goal – forward.
It began in high school. I was the archetypal All-American Boy; quarterback for the football team, award winning Model Congress member and student leader, top academic performer, and, as the topping to this sundae, future West Point cadet. It was my role, and I gladly played the part, but in truth it was more than that. I sincerely wanted to be that person, the one everyone looked to as a rock, a shining model of self-control and selflessness. Thus, I gladly took my acceptance to “The Point,” and headed off to Cadet Basic Training, otherwise known as Beast Barracks. I knew this would be a life transforming period, but the changes that came about were by no means the ones I would have expected on that June morning in 2003.
Nevertheless, West Point was not what I expected. The atmosphere was less like military training and more like a fraternity initiation, and being told, for example, that I was a disgrace to the uniform of my country for not swallowing my food in under five chews was a bit more than I could handle. I made the difficult decision after a few long weeks that the path through West Point I had chosen was not for me, and went home with a strange combination of knowledge I had made the right decision, of embarrassment for a course I felt had let down dozens of people, and of apprehension over what my next step would be. My parents encouraged me to attend a four-year state college with rolling admissions, but I was loathe to thrust myself haphazardly into another new situation, knowing that it might not be what I wanted. It was then that I recalled the Mentor/Talented Student Program at SUNY Rockland Community College and its excellent track record, and decided to pay them a visit.
I met with Dr. BLANK, an English professor and the coordinator of the program, in August of 2003. I was quite impressed with what the program had to offer and, having little other solid options, I enrolled at RCC as a Liberal Arts & Science major, in what at the time I considered to be a severe fall from grace. As the days and weeks went by, however, I began to realize what diamonds in the rough the M/TS program and RCC were. Involved, personable, and intelligent, numerous professors and administrators, such as my speech instructor, JANE SMITH, college president Dr. DOE, and my mentor, Dr. BLANK, helped to create a number of academic, student involvement, and service opportunities that I quickly took advantage of. I also made numerous friends in these activities, all of whom, along with the aforementioned RCC faculty and staff, contributed toward making RCC and these endeavors always enjoyable and academically, emotionally, and socially rewarding.</p>

<h2> My life has changed quite a lot since high school. The pressure of new life paths and facing friends, family, and peers as the man I am now, as opposed to the man I planned on being, has forged in me a stronger sense of self-worth and appreciation of those around me. The effort taken in pulling myself up from the pit of my first weeks at West Point has been considerable imbuing in me the truest type of self confidence one can have. And through it all, the constant drive to go forward that my father so perfectly encapsulated and prefigured has remained and, in truth, increased, so that I am now able to look at today and know that though it was fulfilling, tomorrow will be more so, and the next day better still, because I will always strive to make it so, for my community, for my family, and for myself.</h2>

<p>WHY ________ ESSAY (im using the yale one, but they pretty much followed a similar format where applicable. if anyone wants an example for a specific school just post a request)</p>

<pre><code>There are a number of reasons, both practical and less tangible, behind my decision to apply for transfer to Yale. First, it almost goes without saying that, though I have greatly enjoyed my time in the Mentor/Talented Student program at SUNY Rockland Community College, I have both a strong desire to continue my education beyond my associates in Liberal Arts & Science, as well as a need. This motivation stems from my hope to enter civil law and possibly go on to elected office.
But why is it that I consider Yale to be the most important among the schools I am applying to? In truth, nearly any four year institution could meet the bare minimum need of “continuing my education.” Yale, however, clearly has innumerable advantages over any other school I have considered applying to. In terms of location and social life, Yale, being situated in the historically rich city of New Haven, with its beautiful parks and vistas, and only a short train ride from New York City, with both cities presenting literally hundreds of cultural and social activities to pursue, fits my desires in those sectors perfectly.

Further, the residential college system at Yale, in my view and according to a couple of students whom I have spoken to in the past, helps to foster a close bond among students, something I greatly desire at my transfer institution. In addition, from multiple visits to Yale during high school for Model Congress competitions, I have found that the general atmosphere of the school, the outgoing nature of the students, and the beauty of the facilities all make Yale a college that I would thoroughly enjoy my time at.
Still, it is in terms of academics and intellectual enrichment that Yale has completely won me over. Yale’s tremendous class offerings, along with the shopping period to sample the classes, are a major plus, as are the accomplishments and qualifications of the faculty. Where else can one on a regular basis take courses and lectures taught by Rhodes Scholars, former Presidential advisors, and world famous authors? And where else can a college student walk in the same halls traversed by such notables as Taft, Clinton, Whitney, Bush, Morse, Calhoun, and so many others? Add this to the respected Political Science department, and it seems clear; there is truly no better college than Yale for me. I, wanting to experience the maximum amount of academic enrichment and at the same time to lead a fulfilling college life, believe that I have found an excellent fit in both respects at this institution.
</code></pre>

<p>Again, i hope this thread can help future applicants, and i welcome any questions/discussion/additional advice from other acceptees (or those who werent accepted to the schools they applied to for that matter), so as to provide as much info as possible.</p>

2

<p>I haven't applied anywhere yet, so I have nothing to add to this thread. But I just wanted to thank you for being so considerate of others :)</p>

3

<p>Thanks northrams. You just saved yourself a thousand AIM messages;)</p>

4

<p>I will post mine later, I'm at work now and don't have the time... I'm writing to thank you for the great post and bid you farewell and good luck at Yale. Congratulations on your success, you deserve it. Once again, thank you and good luck.</p>

<p>-Eddie-</p>

<p>I'll post my stats/essays/etc. later on in the day.</p>

5

<p>I am a student thinking about transferring to Brown, Cornell, UMich, UPenn, or perhaps Stanford for Fall 2006 as a Junior. Whenever I have inquiries regarding essays and other transfer admisson topics, I would appreciate it if you guys let me know.</p>

6

<p>BTW, my first transfer choice is Brown. I have an aunt who earned a Ph.D and my mother earned a postdoc. there. How will this be an advantage for my transfer admission?</p>

<p>How important are recommendations from professors compared to your personal statement?</p>

7

<p>Question is: How in da heck did you get rejected from Cornell?</p>

8

<p>thanks everyone for the congrats. </p>

<p>cool0215: i dont know what the weight is proportionally. however, i sent three recs (same to all my schools)- one very good one from my speech professor/advisor for speech honor society, one excellent one that was personalized for each school from my english professor/advisor, and one excellent one from my college president, also personalized for each school. i only got one from the president because i got to know him well through my involvement on campus. id say that both are very important parts of your application, and the quality of the letters may in part be dependent upon how involved you are. if youd like me to post my brown essay let me know. i also dont know about how much legacy helps, but the aunt part wont come up on the application.</p>

<p>dtmfreak: i think it was in part because i withdrew my application to cornell out of high school and during freshman year of college. then again, it might just prove that admissions is truly random.</p>

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<p>Here is my information, hope it helps...</p>

<p>Accepted: Cornell, Dartmouth, Penn, Stanford
Waitlisted: N/A
Rejected: N/A</p>

<p>GPA: 4.0 when accepted, 3.9x now, at the University of Florida
SAT: 1430
SAT II's: 740 (Math IIC), 690 (Writing), 650 (Chem)</p>

<p>College EC's: Not too many; Several clubs and community service projects. I relied mostly on HS awards and EC's.</p>

<p>College Awards: Dean's list, Florida Academic Scholar, President's Honor Roll.</p>

<p>HS GPA - 3.6/4.0 uw, 5.23 w; top 1% of graduating class; EC's lots of involvement in Jr. Engineering Tech Society (State Awards), lots of involvement in Mu Alpha Theta (National Awards), started a Community Service project that is still operating, etc.</p>

<hr>

<p>WHY _____ ESSAY (I'm posting Dartmouth's, which is very similar to Penn's; Stanford's was much shorter due to restrictions on characters and Cornell's I'll post below).</p>

<p>“Edward (Last Name)” said the woman in a thick Hispanic accent. I slowly paced toward the stage, just as the many before me, and accepted the diploma. I walked across the stage, shaking hands with the many strangers whose names adorned my diploma and continued towards the hefty man with the camera. “Smile” said the man; I obliged. I marched towards my seat and joined 1100 of my closest peers. This was it; I had graduated. I was to enter the world of academia.
A University education presents a world of opportunities and challenges. This was my philosophy on higher education as my fall term approached. Excited about the prospect of postsecondary education, I formulated a list of characteristics I expected to find in my new home. First, there would be an enormous amount of resources for undergraduates, pertaining to both research and job opportunities. Second, the classes would be difficult and challenging, but students would be rewarded with a wealth of information on the subject. Finally, the students would share my passion for learning and my desire to delve beyond the surface of subjects. I expected to find people with whom I could relate. Much to my surprise, these assumptions were completely wrong; the expectations were not met.</p>

<p>“Hello, I would like to sign up to be a research assistant in the particle physics lab this coming semester. Can I take a look at the current projects and the openings available?” I asked the middle-aged woman behind the counter.
“Sure” she responded in a piercing voice as she handed me a book with the current projects.
I began to look through the catalog and immediately found a project that I was interested in. “Are there any openings for this one?” I asked.
“Yes, Dr. Eugene does have an opening for an undergraduate student” she answered.
“What would I be doing?” I asked, excited by the prospect of research in nuclear physics. I imagined a position that allowed for experimental activism and the theoretical design of the measuring device.
“You would be analyzing data and highlighting points of interest,” she answered as she fumbled through a stack of papers.
“Oh” I said, “Do you mind if look through the rest of the projects?”
“No dear, go right ahead” she answered.
I began to look through the catalog once more. One after another, the situation repeated itself, leaving me hopeless and frustrated. I left the office disheartened; I decided then that I would not spend the next four years of my life at the University of Florida.</p>

<p>The opportunities presented by the University of Florida, although great in numbers, were uninteresting and unavailable to undergraduate students. The internship and co-op opportunities were divided amongst the enormous student body. This problem became evident at spring showcase, a career fair held by the University of Florida to provide students with job opportunities. There were over two hundred companies recruiting on campus and yet when I arrived to gather information about prospective employees, not one booth had a line of less than twenty people, it seemed as if the entire student body of 50000 were queuing. I stood in line for about an hour in between my classes and awaited my opportunity to converse with the General Electric representative before my chance finally arrived. The representative, overwhelmed with the amount of students, quickly went through a generic list of facts, allowed for two questions and shook my hand; it was over. Disgusted by the lack of attention and rushed by my next class, I left the showcase disappointed.
In addition to the lack of research and job opportunities for undergraduates, the University of Florida also failed to meet my expectations in other areas. The student body was highly unmotivated and uninspiring. Knowledge was not the priority of the students, instead there was a diploma. The classes were taught by Teaching Assistants, who were usually as unavailable to the students as the professors whose name donned the syllabus. Finally, the material covered in the courses was not challenging, and the professor’s were satisfied with teaching the bare minimum.
My experiences at the University of Florida have caused me to reevaluate my choice of schools; I am in the wrong institution. The personal relationship between a student and a professor, one of mentor and apprentice, and something that I cherish, is not attainable at my current school. These reasons have prompted me to pursue transfer admissions to Dartmouth College, a school that retains the intimacy of a Liberal Arts College, while providing students with the opportunities of a large research university.
Dartmouth College, in great contrast with the University of Florida, has a motivated and intelligent student body. As one of the premier universities in the world, Dartmouth attracts the most talented students and professors, fostering a community of intellectuals. This atmosphere matches the ideals that I imagined as I walked across the stage that day in June, and is what I long for in a university. Furthermore, Dartmouth College promotes close relationships between students and faculty, providing undergraduates the opportunities to join research projects and be active members of the team. Moreover, Dartmouth alumnae, notorious for their love of Dartmouth and their camaraderie with fellow graduates, present valuable connections in the job market and prove to be a valuable resource in the ever-changing world.
In addition to the community and opportunities, Dartmouth College’s Engineering Physics major matches my interests perfectly. Engineering Physics, a major not offered at the University of Florida, combines the theoretical and practical aspects of advanced science and provides a broad undergraduate education. This comprehensive curriculum allows for versatility in the job market, as shown by the career paths of previous graduates. The major combines my passion for Physics and Engineering while allowing me to prepare for Business School and employment.
The D-Plan schedule is another reason why Dartmouth is my school of choice. The schedule allows for a great deal of flexibility, allowing transfer students to graduate on time, and pursue many areas of interest. This flexibility is evident in the study abroad program, as more undergraduates study abroad in Dartmouth than in any other Ivy League School. Also, the D-Plan encourages closeness amongst fellow students through sophomore summer. Sophomore summer, a mandatory term, provides transfer students the ability to permeate Dartmouth’s society and become acquainted with their peers.
After researching Dartmouth College and speaking to several former students, I am convinced that Dartmouth accepts quality people, not just quality applicants. The overwhelming focus on undergraduate students and great people creates an atmosphere like no other. For these reasons, I would be honored to join the Dartmouth community.</p>

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<hr>

<p>TELL US WHAT YOU’D LIKE TO MAJOR IN AT CORNELL. HOW HAS ACADEMIC OR WORK EXPERIENCE INFLUENCED YOUR DECISION? HOW WOULD TRANSFERRING TO CORNELL FURTHER YOUR ACADEMIC INTERESTS?</p>

<p>Science has been a passion of mine since childhood. Growing up, the dialogue between my parents and I consisted primarily of the words “I don’t know Edward.” Craving knowledge, I sought refuge in the texts of others as I often found myself in the “Grown-Up Section” of the library. I could not learn enough, every question lead to another and I soon realized that oftentimes my searches led me to the same location: the field of science. It was then, at the ripe age of 10, that I decided I would be one of the men in the books I grew so fond of. These desires have become more focused throughout the years, and the questions have become more complex, but the underlying principle remains: the quest for knowledge and understanding.</p>

<p>It was the Physics course I took in my junior year of high school that really captivated me and fortified my interest in the sciences. I found myself wanting to know more, wanting to answer the questions. My physics teacher provided me with a constant flow of physics literature, allowing me to expand the breadth of my knowledge beyond the confines of his class. With his recommendation, I would enroll in AP Physics with Calculus the following year. Within the first days of class, I learned new ways to apply the theory I learned in Calculus to phenomena of the real world, using integrals to solve for the impulse of a collision and the equation of a sky diver’s trajectory.</p>

<p>At the University of Florida, I have continued to pursue answers. As one of the few freshmen in my Modern Physics class I have become enthralled by the postulates of relativity and the fundamentals of quantum mechanics and have continued my search for knowledge. Although the University of Florida is a fine institution, I feel as though I have reached a plateau in my studies, the student body is uninspiring and the lack of communication between professors and students is discouraging. I have decided that I need to expand beyond the confines of a large public school and go to a university where I can develop as a scholar and reach my true potential. I am confident that Cornell University is that university, a place where people from all walks of life are joined by one goal: the pursuit of knowledge.</p>

<p>The Engineering Physics major at Cornell’s College of Engineering, one not offered at the University of Florida, is renowned for its comprehensiveness and quality. The program inspires its students to tackle both the theoretical and the practical, allowing for a superior undergraduate education and preparing its students for a gamut of opportunities. The low student-to-faculty ratio allows for students to develop intimate relationships with their professors and insures that my experiences at Cornell will be much different from those at the University of Florida. Through conversations with current students, I have come to realize that Cornell University not only admits great applicants, but great people. I have become enthralled by the camaraderie amongst students within the department and long to be a part of the Engineering Physics community at Cornell University.</p>

<p>The child is still in me, but I am now on the brink of leaving the comfort of textbooks and embarking on a journey into the unknown. With the knowledge gained from the work of others, I am now ready to create knowledge for future generations of “answer-seekers.” It is for this reason that I am confident the Engineering Physics program at Cornell University is the place I want to spend the rest of my undergraduate career.</p>

<hr>

<p>DISCUSS AN IDEA THAT YOU FIND INTELLECTUALLY STIMULATING (STANFORD)</p>

<p>“There is no universal clock or correct length” said the man in the front of the room. Sitting in on a Modern Physics lecture as a high school student was unheard of at my school, but my Physics teacher had recommended it in order to quiet my questions. The professor continued to discuss the consequences of Einstein’s theory, focusing on the shortcomings of previous methods of transformation. He discussed the principles of length contraction and time dilation, deriving the transformations and explaining their importance. He explained that an object in a moving frame that was one meter in length would be measured to be shorter in a rest frame, and that a person in a moving frame would measure a shorter time than someone at rest. The ideas were incredible, they went against everything I was being taught in high school; I felt such satisfaction. I looked around and saw people who were five to six years my seniors and realized that I was one of the few people sitting in on the lecture without a high school diploma; the realization evoked a sense of pride and urgency; I had to learn more. Since that day, my passion for Physics has been revitalized. I have spent hours reading texts and doing problems. I now explore all of my classes beyond the scope of the class in hopes of stumbling upon another Einstein and becoming a better person.</p>

<hr>

<p>That's about it... I hope they're helpful and good luck to everyone in their future transfer endeavors. I will be around if you need any help or want to chat. PM me if you have any questions.</p>

<p>-Eddie-</p>

11

<p>northrams, can i ask where you decided on going? are you staying on the waitlists at those schools? the only reason i ask is because i am on the waitlists also......</p>

<p>edit: also: congratulations, those are some amazing schools</p>

12

<p>and northrams
may i know whether you applied to those schools for freshman acceptance before?</p>

13

<p>Accepted: Brown
Rejected: Harvard, Columbia</p>

<p>SAT: 1440 (650 m, 790 v)
SAT IIs: 710, 670, 590
GPA (college): 4.0 first semester, 3.8 second semester (with overloaded courseload) at Emory
GPA (high school): 4.0
Recommendations: Two professors mentioned in their recs that I was the only freshman in the class and excelled; one was a Brown alumni
Essay: as much of an expression of myself as possible (weird essay)
ECs (college): Staff member for community service organization at Emory (Volunteer Emory), tour guide, and literary magazine
ECs (high school): a lot of nonessential clubs</p>

14

<p>"i also dont know about how much legacy helps, but the aunt part wont come up on the application."</p>

<p>What do you mean that aunt part won't come up on the app.?
They only ask about legacies from families but not relatives?</p>

15

<p>Usually it only involves your parents and siblings, sometimes grandparents. And more often than not, professional degrees don't count, plus post-doc isn't really considered a degree. Why don't you check out the application and see what they say.</p>

16

<p>Even if they do ask about relatives, cousins, aunts, uncles and so forth do not count as legacies.</p>

17

<p>Does Brown check thoroughly whether your family member(s) had really attended their university?</p>

18

<p>Since certain types of legacies do provide a noticeable advantage for the applicant, I cannot imagine them not checking it.</p>

19

<p>Now back to Cornell transfer:</p>

<p>When applying for CAS, I heard the admit rate is about 17%. How are the rates different between Fall and Spring terms?(I am sure there's more space in the Spring)</p>

20

<p>Wow, this is really nice of you guys to post this info, especially the essays. Thanks.</p>