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How to Write a Cover Letter That Sounds Like You (and Gets Noticed)

Elainy Mata

Do the research, start off strong, and emphasize your value.

EM Elainy Mata is a Multimedia Producer at Harvard Business Review. ElainyMata

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Sat / act prep online guides and tips, my successful harvard application (complete common app + supplement).

Other High School , College Admissions , Letters of Recommendation , Extracurriculars , College Essays

In 2005, I applied to college and got into every school I applied to, including Harvard, Princeton, Stanford, and MIT. I decided to attend Harvard.

In this guide, I'll show you the entire college application that got me into Harvard—page by page, word for word .

In my complete analysis, I'll take you through my Common Application, Harvard supplemental application, personal statements and essays, extracurricular activities, teachers' letters of recommendation, counselor recommendation, complete high school transcript, and more. I'll also give you in-depth commentary on every part of my application.

To my knowledge, a college application analysis like this has never been done before . This is the application guide I wished I had when I was in high school.

If you're applying to top schools like the Ivy Leagues, you'll see firsthand what a successful application to Harvard and Princeton looks like. You'll learn the strategies I used to build a compelling application. You'll see what items were critical in getting me admitted, and what didn't end up helping much at all.

Reading this guide from beginning to end will be well worth your time—you might completely change your college application strategy as a result.

First Things First

Here's the letter offering me admission into Harvard College under Early Action.

I was so thrilled when I got this letter. It validated many years of hard work, and I was excited to take my next step into college (...and work even harder).

I received similar successful letters from every college I applied to: Princeton, Stanford, and MIT. (After getting into Harvard early, I decided not to apply to Yale, Columbia, UChicago, UPenn, and other Ivy League-level schools, since I already knew I would rather go to Harvard.)

The application that got me admitted everywhere is the subject of this guide. You're going to see everything that the admissions officers saw.

If you're hoping to see an acceptance letter like this in your academic future, I highly recommend you read this entire article. I'll start first with an introduction to this guide and important disclaimers. Then I'll share the #1 question you need to be thinking about as you construct your application. Finally, we'll spend a lot of time going through every page of my college application, both the Common App and the Harvard Supplemental App.

Important Note: the foundational principles of my application are explored in detail in my How to Get Into Harvard guide . In this popular guide, I explain:

what top schools like the Ivy League are looking for
how to be truly distinctive among thousands of applicants
why being well-rounded is the kiss of death

If you have the time and are committed to maximizing your college application success, I recommend you read through my Harvard guide first, then come back to this one.

You might also be interested in my other two major guides:

How to Get a Perfect SAT Score / Perfect ACT Score
How to Get a 4.0 GPA

What's in This Harvard Application Guide?

From my student records, I was able to retrieve the COMPLETE original application I submitted to Harvard. Page by page, word for word, you'll see everything exactly as I presented it : extracurricular activities, awards and honors, personal statements and essays, and more.

In addition to all this detail, there are two special parts of this college application breakdown that I haven't seen anywhere else :

You'll see my FULL recommendation letters and evaluation forms. This includes recommendations from two teachers, one principal, and supplementary writers. Normally you don't get to see these letters because you waive access to them when applying. You'll see how effective strong teacher advocates will be to your college application, and why it's so important to build strong relationships with your letter writers .
You'll see the exact pen marks made by my Harvard admissions reader on my application . Members of admissions committees consider thousands of applications every year, which means they highlight the pieces of each application they find noteworthy. You'll see what the admissions officer considered important—and what she didn't.

For every piece of my application, I'll provide commentary on what made it so effective and my strategies behind creating it. You'll learn what it takes to build a compelling overall application.

Importantly, even though my application was strong, it wasn't perfect. I'll point out mistakes I made that I could have corrected to build an even stronger application.

Here's a complete table of contents for what we'll be covering. Each link goes directly to that section, although I'd recommend you read this from beginning to end on your first go.

Common Application

Personal Data

Educational data, test information.

Activities: Extracurricular, Personal, Volunteer
Short Answer
Additional Information

Academic Honors

Personal statement, teacher and counselor recommendations.

Teacher Letter #1: AP Chemistry
Teacher Letter #2: AP English Lang

School Report

Principal Recommendation

Harvard Application Supplement

Supplement Form
Writing Supplement Essay

Supplementary Recommendation #1

Supplementary recommendation #2, supplemental application materials.

Final Advice for You

I mean it—you'll see literally everything in my application.

In revealing my teenage self, some parts of my application will be pretty embarrassing (you'll see why below). But my mission through my company PrepScholar is to give the world the most helpful resources possible, so I'm publishing it.

One last thing before we dive in—I'm going to anticipate some common concerns beforehand and talk through important disclaimers so that you'll get the most out of this guide.

Important Disclaimers

My biggest caveat for you when reading this guide: thousands of students get into Harvard and Ivy League schools every year. This guide tells a story about one person and presents one archetype of a strong applicant. As you'll see, I had a huge academic focus, especially in science ( this was my Spike ). I'm also irreverent and have a strong, direct personality.

What you see in this guide is NOT what YOU need to do to get into Harvard , especially if you don't match my interests and personality at all.

As I explain in my Harvard guide , I believe I fit into one archetype of a strong applicant—the "academic superstar" (humor me for a second, I know calling myself this sounds obnoxious). There are other distinct ways to impress, like:

being world-class in a non-academic talent
achieving something difficult and noteworthy—building a meaningful organization, writing a novel
coming from tremendous adversity and performing remarkably well relative to expectations

Therefore, DON'T worry about copying my approach one-for-one . Don't worry if you're taking a different number of AP courses or have lower test scores or do different extracurriculars or write totally different personal statements. This is what schools like Stanford and Yale want to see—a diversity in the student population!

The point of this guide is to use my application as a vehicle to discuss what top colleges are looking for in strong applicants. Even though the specific details of what you'll do are different from what I did, the principles are the same. What makes a candidate truly stand out is the same, at a high level. What makes for a super strong recommendation letter is the same. The strategies on how to build a cohesive, compelling application are the same.

There's a final reason you shouldn't worry about replicating my work—the application game has probably changed quite a bit since 2005. Technology is much more pervasive, the social issues teens care about are different, the extracurricular activities that are truly noteworthy have probably gotten even more advanced. What I did might not be as impressive as it used to be. So focus on my general points, not the specifics, and think about how you can take what you learn here to achieve something even greater than I ever did.

With that major caveat aside, here are a string of smaller disclaimers.

I'm going to present my application factually and be 100% straightforward about what I achieved and what I believed was strong in my application. This is what I believe will be most helpful for you. I hope you don't misinterpret this as bragging about my accomplishments. I'm here to show you what it took for me to get into Harvard and other Ivy League schools, not to ask for your admiration. So if you read this guide and are tempted to dismiss my advice because you think I'm boasting, take a step back and focus on the big picture—how you'll improve yourself.

This guide is geared toward admissions into the top colleges in the country , often with admissions rates below 10%. A sample list of schools that fit into this: Harvard, Princeton, Yale, Stanford, Columbia, MIT, UChicago, Duke, UPenn, CalTech, Johns Hopkins, Dartmouth, Northwestern, Brown. The top 3-5 in that list are especially looking for the absolute best students in the country , since they have the pick of the litter.

Admissions for these selective schools works differently from schools with >20% rates. For less selective schools, having an overall strong, well-rounded application is sufficient for getting in. In particular, having an above average GPA and test scores goes the majority of the way toward getting you admission to those schools. The higher the admission rate, the more emphasis will be placed on your scores. The other pieces I'll present below—personal statements, extracurriculars, recommendations—will matter less.

Still, it doesn't hurt to aim for a stronger application. To state the obvious, an application strong enough to get you Columbia will get you into UCLA handily.

In my application, I've redacted pieces of my application for privacy reasons, and one supplementary recommendation letter at the request of the letter writer. Everything else is unaltered.

Throughout my application, we can see marks made by the admissions officer highlighting and circling things of note (you'll see the first example on the very first page). I don't have any other applications to compare these to, so I'm going to interpret these marks as best I can. For the most part, I assume that whatever he underlines or circles is especially important and noteworthy —points that he'll bring up later in committee discussions. It could also be that the reader got bored and just started highlighting things, but I doubt this.

Finally, I co-founded and run a company called PrepScholar . We create online SAT/ACT prep programs that adapt to you and your strengths and weaknesses . I believe we've created the best prep program available, and if you feel you need to raise your SAT/ACT score, then I encourage you to check us out . I want to emphasize that you do NOT need to buy a prep program to get a great score , and the advice in this guide has little to do with my company. But if you're aren't sure how to improve your score and agree with our unique approach to SAT/ACT prep, our program may be perfect for you.

With all this past us, let's get started.

The #1 Most Important College Application Question: What Is Your PERSONAL NARRATIVE?

If you stepped into an elevator with Yale's Dean of Admissions and you had ten seconds to describe yourself and why you're interesting, what would you say?

This is what I call your PERSONAL NARRATIVE. These are the three main points that represent who you are and what you're about . This is the story that you tell through your application, over and over again. This is how an admissions officer should understand you after just glancing through your application. This is how your admissions officer will present you to the admissions committee to advocate for why they should accept you.

The more unique and noteworthy your Personal Narrative is, the better. This is how you'll stand apart from the tens of thousands of other applicants to your top choice school. This is why I recommend so strongly that you develop a Spike to show deep interest and achievement. A compelling Spike is the core of your Personal Narrative.

Well-rounded applications do NOT form compelling Personal Narratives, because "I'm a well-rounded person who's decent at everything" is the exact same thing every other well-rounded person tries to say.

Everything in your application should support your Personal Narrative , from your course selection and extracurricular activities to your personal statements and recommendation letters. You are a movie director, and your application is your way to tell a compelling, cohesive story through supporting evidence.

Yes, this is overly simplistic and reductionist. It does not represent all your complexities and your 17 years of existence. But admissions offices don't have the time to understand this for all their applicants. Your PERSONAL NARRATIVE is what they will latch onto.

Here's what I would consider my Personal Narrative (humor me since I'm peacocking here):

1) A science obsessive with years of serious research work and ranked 6 th in a national science competition, with future goals of being a neuroscientist or physician

2) Balanced by strong academic performance in all subjects (4.0 GPA and perfect test scores, in both humanities and science) and proficiency in violin

3) An irreverent personality who doesn't take life too seriously, embraces controversy, and says what's on his mind

These three elements were the core to my application. Together they tell a relatively unique Personal Narrative that distinguishes me from many other strong applicants. You get a surprisingly clear picture of what I'm about. There's no question that my work in science was my "Spike" and was the strongest piece of my application, but my Personal Narrative included other supporting elements, especially a description of my personality.

My College Application, at a High Level

Drilling down into more details, here's an overview of my application.

This put me comfortably in the 99 th percentile in the country, but it was NOT sufficient to get me into Harvard by itself ! Because there are roughly 4 million high school students per year, the top 1 percentile still has 40,000 students. You need other ways to set yourself apart.
Your Spike will most often come from your extracurriculars and academic honors, just because it's hard to really set yourself apart with your coursework and test scores.
My letters of recommendation were very strong. Both my recommending teachers marked me as "one of the best they'd ever taught." Importantly, they corroborated my Personal Narrative, especially regarding my personality. You'll see how below.
My personal statements were, in retrospect, just satisfactory. They represented my humorous and irreverent side well, but they come across as too self-satisfied. Because of my Spike, I don't think my essays were as important to my application.

Finally, let's get started by digging into the very first pages of my Common Application.

There are a few notable points about how simple questions can actually help build a first impression around what your Personal Narrative is.

First, notice the circle around my email address. This is the first of many marks the admissions officer made on my application. The reason I think he circled this was that the email address I used is a joke pun on my name . I knew it was risky to use this vs something like [email protected], but I thought it showed my personality better (remember point #3 about having an irreverent personality in my Personal Narrative).

Don't be afraid to show who you really are, rather than your perception of what they want. What you think UChicago or Stanford wants is probably VERY wrong, because of how little information you have, both as an 18-year-old and as someone who hasn't read thousands of applications.

(It's also entirely possible that it's a formality to circle email addresses, so I don't want to read too much into it, but I think I'm right.)

Second, I knew in high school that I wanted to go into the medical sciences, either as a physician or as a scientist. I was also really into studying the brain. So I listed both in my Common App to build onto my Personal Narrative.

In the long run, both predictions turned out to be wrong. After college, I did go to Harvard Medical School for the MD/PhD program for 4 years, but I left to pursue entrepreneurship and co-founded PrepScholar . Moreover, in the time I did actually do research, I switched interests from neuroscience to bioengineering/biotech.

Colleges don't expect you to stick to career goals you stated at the age of 18. Figuring out what you want to do is the point of college! But this doesn't give you an excuse to avoid showing a preference. This early question is still a chance to build that Personal Narrative.

Thus, I recommend AGAINST "Undecided" as an area of study —it suggests a lack of flavor and is hard to build a compelling story around. From your high school work thus far, you should at least be leaning to something, even if that's likely to change in the future.

Finally, in the demographic section there is a big red A, possibly for Asian American. I'm not going to read too much into this. If you're a notable minority, this is where you'd indicate it.

Now known as: Education

This section was straightforward for me. I didn't take college courses, and I took a summer chemistry class at a nearby high school because I didn't get into the lottery at my school that year (I refer to this briefly in my 4.0 GPA guide ).

The most notable point of this section: the admissions officer circled Principal here . This is notable because our school Principal only wrote letters for fewer than 10 students each year. Counselors wrote letters for the other hundreds of students in my class, which made my application stand out just a little.

I'll talk more about this below, when I share the Principal's recommendation.

(In the current Common Application, the Education section also includes Grades, Courses, and Honors. We'll be covering each of those below).

Now known as: Testing

Back then AP scores weren't part of this section, but I'll take them from another part of my application here.

However, their standards are still very high. You really do want to be in that top 1 percentile to pass the filter. A 1400 on the SAT IS going to put you at a disadvantage because there are so many students scoring higher than you. You'll really have to dig yourself out of the hole with an amazing application.

I talk about this a lot more in my Get into Harvard guide (sorry to keep linking this, but I really do think it's an important guide for you to read).

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download them for free now:

Let's end this section with some personal notes.

Even though math and science were easy for me, I had to put in serious effort to get an 800 on the Reading section of the SAT . As much as I wish I could say it was trivial for me, it wasn't. I learned a bunch of strategies and dissected the test to get to a point where I understood the test super well and reliably earned perfect scores.

I cover the most important points in my How to Get a Perfect SAT Score guide , as well as my 800 Guides for Reading , Writing , and Math .

Between the SAT and ACT, the SAT was my primary focus, but I decided to take the ACT for fun. The tests were so similar that I scored a 36 Composite without much studying. Having two test scores is completely unnecessary —you get pretty much zero additional credit. Again, with one test score, you have already passed their filter.

Finally, class finals or state-required exams are a breeze if you get a 5 on the corresponding AP tests .

Now known as: Family (still)

This section asks for your parent information and family situation. There's not much you can do here besides report the facts.

I'm redacting a lot of stuff again for privacy reasons.

The reader made a number of marks here for occupation and education. There's likely a standard code for different types of occupations and schools.

If I were to guess, I'd say that the numbers add to form some metric of "family prestige." My dad got a Master's at a middle-tier American school, but my mom didn't go to graduate school, and these sections were marked 2 and 3, respectively. So it seems higher numbers are given for less prestigious educations by your parents. I'd expect that if both my parents went to schools like Caltech and Dartmouth, there would be even lower numbers here.

This makes me think that the less prepared your family is, the more points you get, and this might give your application an extra boost. If you were the first one in your family to go to college, for example, you'd be excused for having lower test scores and fewer AP classes. Schools really do care about your background and how you performed relative to expectations.

In the end, schools like Harvard say pretty adamantly they don't use formulas to determine admissions decisions, so I wouldn't read too much into this. But this can be shorthand to help orient an applicant's family background.

Extracurricular, Personal, and Volunteer Activities

Now known as: Activities

For most applicants, your Extracurriculars and your Academic Honors will be where you develop your Spike and where your Personal Narrative shines through. This was how my application worked.

Just below I'll describe the activities in more detail, but first I want to reflect on this list.

As instructed, my extracurriculars were listed in the order of their interest to me. The current Common App doesn't seem to ask for this, but I would still recommend it to focus your reader's attention.

The most important point I have to make about my extracurriculars: as you go down the list, there is a HUGE drop in the importance of each additional activity to the overall application. If I were to guess, I assign the following weights to how much each activity contributed to the strength of my activities section:

In other words, participating in the Research Science Institute (RSI) was far more important than all of my other extracurriculars, combined. You can see that this was the only activity my admissions reader circled.

You can see how Spike-y this is. The RSI just completely dominates all my other activities.

The reason for this is the prestige of RSI. As I noted earlier, RSI was (and likely still is) the most prestigious research program for high school students in the country, with an admission rate of less than 5% . Because the program was so prestigious and selective, getting in served as a big confirmation signal of my academic quality.

In other words, the Harvard admissions reader would likely think, "OK, if this very selective program has already validated Allen as a top student, I'm inclined to believe that Allen is a top student and should pay special attention to him."

Now, it took a lot of prior work to even get into RSI because it's so selective. I had already ranked nationally in the Chemistry Olympiad (more below), and I had done a lot of prior research work in computer science (at Jisan Research Institute—more about this later). But getting into RSI really propelled my application to another level.

Because RSI was so important and was such a big Spike, all my other extracurriculars paled in importance. The admissions officer at Princeton or MIT probably didn't care at all that I volunteered at a hospital or founded a high school club .

This is a good sign of developing a strong Spike. You want to do something so important that everything else you do pales in comparison to it. A strong Spike becomes impossible to ignore.

In contrast, if you're well-rounded, all your activities hold equal weight—which likely means none of them are really that impressive (unless you're a combination of Olympic athlete, internationally-ranked science researcher, and New York Times bestselling author, but then I'd call you unicorn because you don't exist).

Apply this concept to your own interests—what can be so impressive and such a big Spike that it completely overshadows all your other achievements?

This might be worth spending a disproportionate amount of time on. As I recommend in my Harvard guide and 4.0 GPA guide , smartly allocating your time is critical to your high school strategy.

In retrospect, one "mistake" I made was spending a lot of time on the violin. Each week I spent eight hours on practice and a lesson and four hours of orchestra rehearsals. This amounted to over 1,500 hours from freshman to junior year.

The result? I was pretty good, but definitely nowhere near world-class. Remember, there are thousands of orchestras and bands in the country, each with their own concertmasters, drum majors, and section 1 st chairs.

If I were to optimize purely for college applications, I should have spent that time on pushing my spike even further —working on more Olympiad competitions, or doing even more hardcore research.

Looking back I don't mind this much because I generally enjoyed my musical training and had a mostly fun time in orchestra (and I had a strong Spike anyway). But this problem can be a lot worse for well-rounded students who are stretched too thin.

Aside from these considerations about a Spike, I have two major caveats.

First, developing a Spike requires continuous, increasingly ambitious foundational work. It's like climbing a staircase. From the beginning of high school, each step was more and more ambitious—my first academic team, my first research experience, leading up to state and national competitions and more serious research work.

So when I suggest devoting a lot of time to developing your Spike, it's not necessarily the Spike in itself—it's also spending time on foundational work leading up to what will be your major achievement. That's why I don't see my time with academic teams or volunteering as wasted, even though in the end they didn't contribute as much to my application.

Second, it is important to do things you enjoy. I still enjoyed playing the violin and being part of an orchestra, and I really enjoyed my school's academic teams, even though we never went beyond state level. Even if some activities don't contribute as much to your application, it's still fine to spend some time on them—just don't delude yourself into thinking they're stronger than they really are and overspend time on them.

Finally, note that most of my activities were pursued over multiple years. This is a good sign of commitment—rather than hopping from activity year to year, it's better to show sustained commitment, as this is a better signal of genuine passion.

In a future article, I'll break down these activities in more detail. But this guide is already super long, so I want to focus our attention on the main points.

Short Answer: Extracurricular Activities

In today's Common Application, you have 50 characters to describe "Position/Leadership description and organization name" and 150 characters for "Please describe this activity, including what you accomplished and any recognition you received, etc."

Back then, we didn't have as much space per activity, and instead had a short answer question.

The Short Answer prompt:

Please describe which of your activities (extracurricular and personal activities or work experience) has been most meaningful and why.

I chose RSI as my most significant activity for two reasons—one based on the meaning of the work, and another on the social aspect.

It's obvious that schools like Yale and UChicago want the best students in the world that they can get their hands on. Academic honors and awards are a great, quantifiable way to show that.

Here's the complete list of Academic Honors I submitted. The Common Application now limits you to five honors only (probably because they got tired of lists like these), but chances are you capture the top 98% of your honors with the top five.

Charlie wins a Golden Ticket to Harvard.

I know this is intimidating if you don't already have a prestigious honor. But remember there are thousands of nationally-ranked people in a multitude of honor types, from science competitions to essay contests to athletics to weird talents.

And I strongly believe the #1 differentiator of high school students who achieve things is work ethic, NOT intelligence or talent. Yes, you need a baseline level of competence to get places, but people far undervalue the progress they can make if they work hard and persevere. Far too many people give up too quickly or fatigue without putting in serious effort.

If you're stuck thinking, "well I'm just an average person, and there's no way I'm going to become world-class in anything," then you've already lost before you've begun. The truth is everyone who achieves something of note puts in an incredible amount of hard work. Because this is invisible to you, it looks like talent is what distinguishes the two of you, when really it's much more often diligence.

I talk a lot more about the Growth Mindset in my How To Get a 4.0 GPA guide .

So my Chemistry Olympiad honor formed 90% of the value of this page. Just like extracurriculars, there's a quick dropoff in value of each item after that.

My research work took up the next two honors, one a presentation at an academic conference, and the other (Siemens) a research competition for high school researchers.

The rest of my honors were pretty middling:

National Merit Scholarship semifinalist pretty much equates to PSAT score, which is far less important than your SAT/ACT score. So I didn't really get any credit for this, and you won't either.
In Science Olympiad (this is a team-based competition that's not as prestigious as the academic Olympiads I just talked about), I earned a number of 1 st place state and regional medals, but we never made it to nationals.
I was mediocre at competition math because I didn't train for it, and I won some regional awards but nothing amazing. This is one place I would have spent more time, maybe in the time I'd save by not practicing violin as much. There are great resources for this type of training, like Art of Problem Solving , that I didn't know existed and could've helped me rank much higher.

At the risk of beating a dead horse, think about how many state medalists there are in the country, in the hundreds of competitions that exist . The number of state to national rankers is probably at least 20:1 (less than 50:1 because of variation in state size), so if there are 2,000 nationally ranked students, there are 40,000 state-ranked students in something !

So state honors really don't help you stand out on your Princeton application. There are just too many of them around.

On the other hand, if you can get to be nationally ranked in something, you will have an amazing Spike that distinguishes you.

Now known as: Personal Essay

Now, the dreaded personal statement. Boy, oh boy, did I fuss over this one.

"What is the perfect combination of personal, funny, heartrending, and inspirational?"

I know I was wondering this when I applied.

Having read books like 50 Successful Harvard Application Essays , I was frightened. I didn't grow up as a refugee, wrenched from my war-torn home! I didn't have a sibling with a debilitating illness! How could anything I write compare to these tales of personal strength?

The trite truth is that colleges want to know who you really are . Clearly they don't expect everyone to have had immense personal struggle. But they do want students who are:

growth-oriented
introspective
kind and good-hearted

Whatever those words mean to you in the context of your life is what you should write about.

In retrospect, in the context of MY application, the personal statement really wasn't what got me into Harvard . I do think my Spike was nearly sufficient to get me admitted to every school in the country.

I say "nearly" because, even if you're world-class, schools do want to know you're not a jerk and that you're an interesting person (which is conveyed through your personal essay and letters of recommendation).

Back then, we had a set of different prompts :

What did you think?

I'm still cringing a bit. Parts of this are very smug (see /r/iamverysmart ), and if you want to punch the writer in the face, I don't blame you. I want to as well.

We'll get to areas of improvement later, but first, let's talk about what this personal essay did well.

As I said above, I saw the theme of the snooze button as a VEHICLE to showcase a few qualities I cared about :

1) I fancied myself a Renaissance man (obnoxious, I know) and wanted to become an inventor and creator . I showed this through mentioning different interests (Rubik's cube, chemistry, Nietzsche) and iterating through a few designs for an alarm clock (electric shocks, explosions, Shakespearean sonnet recitation).

2) My personality was whimsical and irreverent. I don't take life too seriously. The theme of the essay—battling an alarm clock—shows this well, in comparison to the gravitas of the typical student essay. I also found individual lines funny, like "All right, so I had violated the divine honor of the family and the tenets of Confucius." At once I acknowledge my Chinese heritage but also make light of the situation.

3) I was open to admitting weaknesses , which I think is refreshing among people taking college applications too seriously and trying too hard to impress. The frank admission of a realistic lazy habit—pushing the Snooze button—served as a nice foil to my academic honors and shows that I can be down-to-earth.

So you see how the snooze button acts as a vehicle to carry these major points and a lot of details, tied together to the same theme .

In the same way, The Walking Dead is NOT a zombie show—the zombie environment is a VEHICLE by which to show human drama and conflict. Packaging my points together under the snooze button theme makes it a lot more interesting than just outright saying "I'm such an interesting guy."

So overall, I believe the essay accomplishes my goals and the main points of what I wanted to convey about myself.

Note that this is just one of many ways to write an essay . It worked for me, but it may be totally inappropriate for you.

Now let's look at this essay's weaknesses.

Looking at it with a more seasoned perspective, some parts of it are WAY too try-hard. I try too hard to show off my breadth of knowledge in a way that seems artificial and embellishing.

The entire introduction with the Rubik's cube seems bolted on, just to describe my long-standing desire to be a Renaissance man. Only three paragraphs down do I get to the Snooze button, and I don't refer again to the introduction until the end. With just 650 words, I could have made the essay more cohesive by keeping the same theme from beginning to end.

Some phrases really make me roll my eyes. "Always hungry for more" and "ever the inventor" sound too forced and embellishing. A key principle of effective writing is to show, not say . You don't say "I'm passionate about X," you describe what extraordinary lengths you took to achieve X.

The mention of Nietzsche is over-the-top. I mean, come on. The reader probably thought, "OK, this kid just read it in English class and now he thinks he's a philosopher." The reader would be right.

The ending: "with the extra nine minutes, maybe I'll teach myself to cook fried rice" is silly. Where in the world did fried rice come from? I meant it as a nod to my Chinese heritage, but it's too sudden to work. I could have deleted the sentence and wrapped up the essay more cleanly.

So I have mixed feelings of my essay. I think it accomplished my major goals and showed the humorous, irreverent side of my personality well. However, it also gave the impression of a kid who thought he knew more than he did, a pseudo-sophisticate bordering on obnoxious. I still think it was a net positive.

At the end of the day, I believe the safest, surefire strategy is to develop a Spike so big that the importance of the Personal Essay pales in comparison to your achievements. You want your Personal Essay to be a supplement to your application, not the only reason you get in.

There are probably some cases where a well-rounded student writes an amazing Personal Essay and gets in through the strength of that. As a Hail Mary if you're a senior and can't improve your application further, this might work. But the results are very variable—some readers may love your essay, others may just think it's OK. Without a strong application to back it up, your mileage may vary.

This is a really fun section. Usually you don't get to read your letter of recommendation because you sign the FERPA waiver. I've also reached out to my letter writers to make sure they're ok with my showing this.

Teacher recommendations are incredibly important to your application. I would say that after your coursework/test scores and activities/honors, they're the 3 rd most important component of your application .

The average teacher sees thousands of students through a career, and so he or she is very well equipped to position you relative to all other students. Furthermore, your teachers are experienced adults—their impressions of you are much more reliable than your impressions of yourself (see my Personal Essay above). They can corroborate your entire Personal Narrative as an outside observer.

The most effective recommendation letters speak both to your academic strengths and to your personality. For the second factor, the teacher needs to have interacted with you meaningfully, ideally both in and out of class. Check out our guide on what makes for effective letters of recommendation .

Starting from sophomore year, I started thinking about whom I connected better with and chose to engage with those teachers more deeply . Because it's standard for colleges to require two teachers in different subjects, I made sure to engage with English and history teachers as well as math and science.

The minimum requirement for a good letter is someone who taught a class in which you did well. I got straight A's in my coursework, so this wasn't an issue.

Beyond this, I had to look for teachers who would be strong advocates for me on both an academic and personal level . These tended to be teachers I vibed more strongly with, and typically these were teachers who demonstrably cared about teaching. This was made clear by their enthusiasm, how they treated students, and how much they went above expectations to help.

I had a lot of teachers who really just phoned it in and treated their job perfunctorily—these people are likely to write pretty blasé letters.

A final note before reading my actual teacher evaluations— you should avoid getting in the mindset where you get to know teachers JUST because you want a good recommendation letter . Your teachers have seen hundreds, if not thousands, of students pass through, and it's much easier to detect insincerity than you think.

If you honestly like learning and are an enthusiastic, responsible, engaging student, a great recommendation letter will follow naturally. The horse should lead the cart.

Read my How to Get a 4.0 GPA for tips on how to interact with teachers in a genuine way that'll make them love you.

Teacher Letter #1: AP Chemistry Teacher

I took AP Chemistry in 10 th grade and had Miss Cherryl Vorak (now Mynster). She was young, having taught for fewer than 5 years when I had her. She was my favorite teacher throughout high school for these reasons:

She was enthusiastic, very caring, and spent a lot of time helping struggling students. She exuded pride in her work and seemed to consider teaching her craft.
She had a kind personality and was universally well liked by her students, even if they weren't doing so well. She was fair in her policies (it probably helped that science is more objective than English). She was also a younger teacher, and this helped her relate to kids more closely.
She was my advocate for much of the US National Chemistry Olympiad stuff, and in this capacity I got to know her even better outside of class. She provided me a lot of training materials, helped me figure out college chemistry, and directed me to resources to learn more.

By the time of the letter writing, I had known her for two full years and engaged with her continuously, even when I wasn't taking a class with her in junior year. We'd build up a strong relationship over the course of many small interactions.

All of this flowed down to the recommendation you see here. Remember, the horse leads the cart.

First, we'll look at the teacher evaluation page. The Common Application now has 16 qualities to rate, rather than the 10 here. But they're largely the same.

You can see a very strong evaluation here, giving me the highest ratings possible for all qualities.

In today's Common Application, all of these Ratings are retained, aside from "Potential for Growth." Today's Common App also now includes Faculty Respect, Maturity, Leadership, Integrity, Reaction to Setbacks, Concern for Others, and TE Overall. You can tell that the updated Common App places a great emphasis on personality.

The most important point here: it is important to be ranked "One of the top few encountered in my career" for as many ratings as possible . If you're part of a big school, this is CRITICAL to distinguish yourself from other students. The more experienced and trustworthy the teacher, the more meaningful this is.

Again, it's a numbers game. Think about the 20,000+ high schools in the country housing 4 million+ high school students—how many people fit in the top 5% bucket?

Thus, being marked merely as Excellent (top 10%) is actually a negative rating , as far as admissions to top colleges is concerned. If you're in top 10%, and someone else with the SAME teacher recommender is being rated as "One of the top ever," it's really hard for the admissions officer to vouch for you over the other student.

You really want to make sure you're one of the best in your school class, if not one of the best the teacher has ever encountered. You'll see below how you can accomplish this.

Next, let's look at her letter.

As you read this, think— what are the interactions that would prompt the teacher to write a recommendation like this? This was a relationship built up in a period of over 2 years, with every small interaction adding to an overall larger impression.

You can see how seriously they take the letter because of all the underlining . This admissions reader underlined things that weren't even underlined in my application, like my US National Chemistry Olympiad awards. It's one thing for a student to claim things about himself—it's another to have a teacher put her reputation on the line to advocate for her student.

The letter here is very strong for a multitude of reasons. First, the length is notable —most letters are just a page long, but this is nearly two full pages , single spaced. This indicates not just her overall commitment to her students but also of her enthusiastic support for me as an applicant.

The structure is effective: first Miss Vorak talks about my academic accomplishments, then about my personal qualities and interactions, then a summary to the future. This is a perfect blend of what effective letters contain .

On the micro-level, her diction and phrasing are precise and effective . She makes my standing clear with specific statements : "youngest student…top excelling student among the two sections" and "one of twenty students in the nation." She's clear about describing why my achievements are notable and the effort I put in, like studying college-level chemistry and studying independently.

When describing my personality, she's exuberant and fleshes out a range of dimensions: "conscientious, motivated and responsible," "exhibits the qualities of a leader," "actively seeks new experiences," "charismatic," "balanced individual with a warm personality and sense of humor." You can see how she's really checking off all the qualities colleges care about.

Overall, Miss Vorak's letter perfectly supports my Personal Narrative —my love for science, my overall academic performance, and my personality. I'm flattered and grateful to have received this support. This letter was important to complement the overall academic performance and achievements shown on the rest of my application.

Teacher Letter #2: AP English Language Teacher

My second teacher Mrs. Swift was another favorite. A middle-aged, veteran English teacher, the best way I would describe her is "fiery." She was invigorating and passionate, always trying to get a rise out of students and push their thinking, especially in class discussions. Emotionally she was a reliable source of support for students.

First, the evaluation:

You can see right away that her remarks are terser. She didn't even fill out the section about "first words that come to mind to describe this student."

You might chalk this up to my not being as standout of a student in her mind, or her getting inundated with recommendation letter requests after over a decade of teaching.

In ratings, you can see that I only earned 3 of the "one of the top in my career." There are a few explanations for this. As a teacher's career lengthens, it gets increasingly hard to earn this mark. I probably also didn't stand out as much as I did to my Chemistry teacher—most of my achievement was in science (which she wasn't closely connected to), and I had talented classmates. Regardless, I did appreciate the 3 marks she gave me.

Now, the letter. Once again, as you read this letter, think: what are the hundreds of micro-interactions that would have made a teacher write a letter like this?

Overall, this letter is very strong. It's only one page long, but her points about my personality are the critical piece of this recommendation. She also writes with the flair of an English teacher:

"In other situations where students would never speak their minds, he showed no hesitation to voice questions, thoughts, and ideas."

"controversial positions often being the spark that set off the entire class"

"ability to take the quiet and shy student and actively engage"…"went out of my way to partner him with other students who needed"

"strength of conviction"…"raw, unbridled passion"…"He will argue on any topic that has touched a nerve."

These comments most support the personality aspect of my Personal Narrative—having an irreverent, bold personality and not being afraid of speaking my mind. She stops just short of making me sound obnoxious and argumentative. An experienced teacher vouching for this adds so much more weight than just my writing it about myself.

Teacher recommendations are some of the most important components of your application. Getting very strong letters take a lot of sustained, genuine interaction over time to build mutual trust and respect. If you want detailed advice on how to interact with teachers earnestly, check out my How to Get a 4.0 GPA and Better Grades guide .

Let's go to the final recommendation, from the school counselor.

Now known as: School Report

The first piece of this is reporting your academic status and how the school works overall. There's not much to say here, other than the fact that my Principal wrote my recommendation for me, which we'll get into next.

Counselor Recommendation

Now known as: Counselor Recommendation

Let's talk about my school principal writing my recommendation, rather than a school counselor.

This was definitely advantageous—remember how, way up top in Educational Data, the reader circled the "Principal." Our Principal only wrote a handful of these recommendations each year , often for people who worked closely with him, like student body presidents. So it was pretty distinctive that I got a letter from our Principal, compared to other leading applicants from my school.

This was also a blessing because our counseling department was terrible . Our school had nearly 1,000 students per grade, and only 1 counselor per grade. They were overworked and ornery, and because they were the gatekeepers of academic enrollment (like class selection and prerequisites), this led to constant frictions in getting the classes you wanted.

I can empathize with them, because having 500+ neurotic parents pushing for advantages for their own kids can get REALLY annoying really fast. But the counseling department was still the worst part of our high school administration, and I could have guessed that the letters they wrote were mediocre because they just had too many students.

So how did my Principal come to write my recommendation and not those for hundreds of other students?

I don't remember exactly how this came to be, to be honest. I didn't strategize to have him write a letter for me years in advance. I didn't even interact with him much at all until junior year, when I got on his radar because of my national rankings. Come senior year I might have talked to him about my difficulty in reaching counselors and asked that he write my recommendation. Since I was a top student he was probably happy to do this.

He was very supportive, but as you can tell from the letter to come, it was clear he didn't know me that well.

Interestingly, the prompt for the recommendation has changed. It used to start with: "Please write whatever you think is important about this student."

Now, it starts with: " Please provide comments that will help us differentiate this student from others ."

The purpose of the recommendation has shifted to the specific: colleges probably found that one counselor was serving hundreds of students, so the letters started getting mushy and indistinguishable from each other.

Here's the letter:

This letter is probably the weakest overall of all my letters. It reads more like a verbal resume than a personal account of how he understands me.

Unlike my two teacher recommendations, he doesn't comment on the nature of our interactions or about my personality (because he truly didn't understand them well). He also misreported by SAT score as 1530 instead of 1600 (I did score a 1530 in an early test, but my 1600 was ready by January 2004, so I don't know what source he was using).

Notably, the letter writer didn't underline anything.

I still appreciate that he wrote my letter, and it was probably more effective than a generic counselor letter. But this didn't add much to my application.

At this point, we've covered my entire Common Application. This is the same application I sent to every school I applied to, including Harvard, Princeton, and Stanford. Thanks for reading this far—I hope you've gotten a lot out of this already.

If you keep reading to the end, I'll have advice for both younger students and current applicants to build the strongest application possible.

Next, we'll go over the Harvard Supplemental Application, which of course is unique to Harvard.

For most top colleges like Princeton, Yale, Stanford, Columbia, and so on, you will need to complete a supplemental application to provide more info than what's listed on the Common Application.

Harvard was and is the same. The good news is that it's an extra chance for you to share more about yourself and keep pushing your Personal Narrative.

There are four major components here:

The application form
Writing supplement essay
Supplementary recommendations
Supplemental application materials

I'll take you through the application section by section.

Harvard Supplement Form

First, the straightforward info and questions.

This section is pretty straightforward and is similar to what you'd see on a Columbia application.

I planned to live in a Harvard residence, as most students do.

Just as in my Common App, I noted that I was most likely to study biological sciences, choose Medicine as my vocation, and participate in orchestra, writing, and research as my extracurriculars. Nothing surprising here—it's all part of my Personal Narrative.

Interestingly, at the time I was "absolutely certain" about my vocational goals, which clearly took a detour once I left medical school to pursue entrepreneurship to create PrepScholar...

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I had the space to list some additional honors, where I listed some musical honors that didn't make the cut in my Common App.

Here are the next two pages of the Harvard supplemental form.

The most interesting note here is that the admissions officer wrote a question mark above "Music tape or CD." Clearly this was inconsistent with my Personal Narrative —if violin was such an important part of my story, why didn't I want to include it?

The reason was that I was actually pretty mediocre at violin and was nowhere near national-ranked. Again, remember how many concertmasters in the thousands of orchestras there are in the world—I wasn't good enough to even be in the top 3 chairs in my school orchestra (violin was very competitive).

I wanted to focus attention on my most important materials, which for my Personal Narrative meant my research work. You'll see these supplementary materials later.

Additional Essays

Now known as: Writing Supplement

For the most part, the Harvard supplemental essay prompt has stayed the same. You can write about a topic of your choice or about any of the suggestions. There are now two more prompts that weren't previously there: "What you would want your future college roommate to know about you" and "How you hope to use your college education."

Even though this is optional, I highly recommend you write something here. Again, you have so few chances in the overall application to convey your personal voice—an extra 500 words gives you a huge opportunity. I would guess that the majority of admitted Harvard students submit a Writing Supplement.

After a lot of brainstorming, I settled on the idea that I wanted to balance my application by writing about the major non-academic piece of my Personal Narrative—my music training . Also, I don't think I explicitly recognized this at the time, but I wanted to distance myself from the Asian-American stereotype—driven entirely by parent pressure, doing most things perfunctorily and without interest. I wanted to show I'd broken out of that mold.

Here's my essay:

Reading it now, I actually think this was a pretty bad essay, and I cringe to high heaven. But once again, let's focus on the positive first.

I used my violin teacher as a vehicle for talking about what the violin meant to me. (You can tell I love the concept of the vehicle in essays.) He represented passion for the violin—I represented my academic priorities. Our personal conflict was really the conflict between what we represented.

By the end of the essay, I'd articulated the value of musical training to me—it was cathartic and a way to balance my hard academic pursuits.

Halfway in the essay, I also explicitly acknowledged the Asian stereotype of parents who drove their kids, and said my parents were no different. The reader underlined this sentence. By pointing this out and showing how my interest took on a life of its own, I wanted to distance myself from that stereotype.

So overall I think my aims were accomplished.

Despite all that, this essay was WAY overdramatic and overwrought . Some especially terrible lines:

"I was playing for that cathartic moment when I could feel Tchaikovsky himself looking over my shoulder."

"I was wandering through the fog in search of a lighthouse, finally setting foot on a dock pervaded by white light."

OK, please. Who really honestly feels this way? This is clumsy, contrived writing. It signals insincerity, actually, which is bad.

To be fair, all of this is grounded in truth. I did have a strict violin teacher who did get pretty upset when I showed lack of improvement. I did appreciate music as a diversion to round out my academic focus. I did practice hard each day, and I did have a pretty gross callus on my pinky.

But I would have done far better by making it more sincere and less overworked.

As an applicant, you're tempted to try so hard to impress your reader. You want to show that you're Worthy of Consideration. But really the best approach is to be honest.

I think this essay was probably neutral to my application, not a strong net positive or net negative.

Supplementary Recommendations

Harvard lets you submit letters from up to two Other Recommenders. The Princeton application, Penn application, and others are usually the same.

Unlike the other optional components (the Additional Information in the Common App, and the Supplementary Essay), I would actually consider these letters optional. The reader gets most of the recommendation value from your teacher recommendations—these are really supplementary.

A worthwhile Other Recommender:

has supervised an activity or honor that is noteworthy
has interacted with you extensively and can speak to your personality
is likely to support you as one of the best students they've interacted with

If your Other Recommenders don't fulfill one or more of these categories, do NOT ask for supplementary letters. They'll dilute your application without adding substantively to it.

To beat a dead horse, the primary component of my Personal Narrative was my science and research work. So naturally I chose supervisors for my two major research experiences to write supplemental letters.

First was the Director of Research Science Institute (the selective summer research program at MIT). The second was from the head of Jisan Research Institute, where I did Computer Science research.

This letter validates my participation in RSI and incorporates the feedback from my research mentor, David Simon. At the time, the RSI students were the most talented students I had met, so I'm also flattered by some of the things the letter writer said, like "Allen stood out early on as a strong performer in academic settings."

I didn't get to know the letter writer super well, so he commented mainly on my academic qualifications and comments from my mentor.

My mentor, who was at one of the major Harvard-affiliated hospitals, said some very nice things about my research ability, like:

"is performing in many ways at the level of a graduate student"

"impressed with Allen's ability to read even advanced scientific publications and synthesize his understanding"

Once again, it's much more convincing for a seasoned expert to vouch for your abilities than for you to claim your own abilities.

My first research experience was done at Jisan Research Institute, a small private computer science lab run by a Caltech PhD. The research staff were mainly high school students like me and a few grad students/postdocs.

My research supervisor, Sanza Kazadi, wrote the letter. He's requested that I not publish the letter, so I'll only speak about his main points.

In the letter, he focused on the quality of my work and leadership. He said that I had a strong focus in my work, and my research moved along more reliably than that of other students. I was independent in my work in swarm engineering, he says, putting together a simulation of the swarm and publishing a paper in conference proceedings. He talked about my work in leading a research group and placing a high degree of trust in me.

Overall, a strong recommendation, and you get the gist of his letter without reading it.

One notable point—both supplemental letters had no marks on them. I really think this means they place less emphasis on the supplementary recommendations, compared to the teacher recommendations.

Finally, finally, we get to the very last piece of my application.

Let me beat the dead horse even deader. Because research was such a core part of my Personal Narrative, I decided to include abstracts of both of my papers. The main point was to summarize the body of work I'd done and communicate the major results.

As Harvard says, "These materials are entirely optional; please only submit them if you have unusual talents."

This is why I chose not to submit a tape of my music: I don't think my musical skill was unusually good.

And frankly, I don't think my research work was that spectacular. Unlike some of my very accomplished classmates, I hadn't ranked nationally in prestigious competitions like ISEF and Siemens. I hadn't published my work in prominent journals.

Regardless, I thought these additions would be net positive, if only marginally so.

I made sure to note where the papers had been published or were entering competitions, just to ground the work in some achievement.

Recommendation Letters: Hopefully you should have developed strong, genuine relationships with teachers you care about. The letters should flow naturally from here, and you will only need to do gentle prodding to make sure they meet deadlines.

Keep Reading

At PrepScholar, we've published the best guides available anywhere to help you succeed in high school and college admissions.

Here's a sampling of our most popular articles:

How to Get a Perfect SAT Score / Perfect ACT Score —Learn the strategies I used to get a perfect 1600 on the SAT, and a perfect 36 on the ACT.

SAT 800 Series: Reading | Math | Writing —Learn important strategies to excel in each section of the SAT.

ACT 36 Series: English | Math | Reading | Science —Learn how to get a perfect 36 on each section of the ACT.

How to Get Into Harvard and the Ivy League —The foundational guide where I discuss the philosophy behind what colleges are looking for, how to develop a Spike, and why being well-rounded is the path to rejection.

How to Get a 4.0 GPA and Better Grades —Are you struggling with getting strong grades in challenging coursework? I step you through all the major concepts you need to excel in school, from high-level mindset to individual class strategies.

As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform , or the Shortform blog .

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If you choose to provide translated versions of your academic credentials or letters of recommendation, please note that you should not translate the documents yourself. You do not need, however, to hire a professional translator. We are happy to receive letters translated by an English teacher, for example. All translations should include the name of the translator and his/her relationship to you. A copy of the original (untranslated) document should always accompany the translated version.

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By submitting an application, you consent to Harvard’s processing Sensitive Personal Data about you in order to evaluate your application for admission and your eligibility for financial aid, if applicable. For more information, please read about consent regarding sensitive personal data and Harvard’s use of that data in the admissions process .

Consent regarding sensitive personal data

During the application process, you and others, such as recommenders, may provide Harvard College with certain kinds of personal data about you that some laws regard as sensitive and deserving of special protection (“Sensitive Personal Data”). For example, in Europe, Sensitive Personal Data can include personal data revealing racial or ethnic origin, political opinions, religious or philosophical beliefs, or trade union membership; genetic or biometric data; data concerning health; data concerning a natural person’s sex life or sexual orientation; and personal data relating to criminal convictions and offences. You can find further information about how Harvard College uses personal data of individuals in Europe in the admissions process . By submitting an application, you consent to Harvard’s processing Sensitive Personal Data about you in order to evaluate your application for admission and your eligibility for financial aid, if applicable. Sensitive Personal Data about you also may be processed for other purposes permitted by applicable law.

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Here you'll find a detailed explanation of each requirement of the application, including teacher recommendations, test scores, and school reports.

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Recommendation Letters

Recommendation letters are a critical element of every application. They validate the claims you've made as an applicant, providing specific examples and details of your academic accomplishments, personal endeavors, and character. Selection committees rely on them to impartially evaluate your performance and potential to be successful in the opportunity you are pursuing. Good letter-writers are those who know you well enough to provide these assessments with enthusiasm and authenticity.

Academic letters are typically written by faculty, lecturers, or faculty research advisors who have overseen your work in courses, research settings, or other academic contexts. These letters generally address how you performed, your potential for future success in the field, and any other attributes that make you qualified for the particular award. Post-doctoral associates/fellows and graduate students may also have insight into your performance if they've worked with you in a course or project. However, depending on the fellowship or research opportunity, they do not usually make suitable academic letter-writers. It is important that you check the criteria of the award and/or check-in with administrators who manage the award to see whether letters from non-faculty members would be appropriate for that opportunity.

Some students, especially those in their early college years, have not yet had the opportunity to directly interact with faculty – perhaps you have had more direct interaction with Teaching Fellows ("TFs"). In these cases, you might consider asking the faculty course leader or head of a research group to work together with your TF to generate a co-signed letter. Keep in mind, though, that coordinating co-signed letters takes more time than usual, so plan ahead. Peers (other college students or recent alumni in student organizations), on the other hand, are not suitable letter writers. If you're applying for a non-academic opportunity, or one that is specifically interested in learning about the applicant's personal attributes (character, leadership potential, commitment to service, etc.), then you might consider asking for a letter of recommendation from a College staff member or organization supervisor, coach, faculty who may be familiar with your work outside of the classroom, work supervisor, or Resident Dean or other House staff.

Letters from high school teachers or your high school years: Soliciting letters from high school teachers is not usually acceptable for fellowship and research opportunities at the college level. However, there are some exceptions to this rule. If you've engaged in research as a high school student and are applying to a competitive research fellowship that funds independent study (e.g. Herchel Smith Harvard Summer Science Fellowship ) as a first-year student, it may be acceptable to provide a letter from that experience, but only if the writer can provide strong evidence that you are qualified to pursue an independent research project.

Navigating Recommendations

Letters of recommendation are a critical part of academic and professional development. If you need a letter from a faculty member, research advisor, or other Harvard community member, do not be afraid to ask if they'd be willing to provide you a strong recommendation letter (even if the deadline is still years away, for instance, a medical school/graduate school application).

Help them help you.

Ask for recommendation letters in advance of the deadline—at least 3-4 weeks' notice is typical. Usually, letters of recommendation are due at the same time as your own materials! Please take note of this.
Remind the recommender how they know you, if they have not heard from you in a while. If being in their course was significant to your development or trajectory, let them know! You might also consider re-sending a copy of a paper or project you wrote for their class, to remind them of your good work.
Give your recommenders specific instructions – this includes how, where, and when to submit the recommendation letter and any guidance from the selection committee on specific topics recommenders should be addressing. If you'd like the recommender to highlight events, skills, or experiences that speak to your qualifications for the opportunity, tell them so. Invite their questions about your materials and the application process, and check-in with them frequently as the deadline approaches.
Don’t be afraid to ask for multiple letters. Recommenders who have agreed to support your application for one opportunity may also be willing to recommend you for another. If you are considering asking for multiple letters, you'll need to provide specific information about each opportunity, so that your recommender knows how to tailor their letter to best complement your application. (Remember, give plenty of notice—just because they have written for you before doesn't mean they can write a new letter overnight!) Check in frequently to see if they have any questions or concerns or need more information from you.

Give thanks and provide updates.

Regardless of the outcome of your application, be sure that you let your recommenders know you appreciate the effort and time they put toward the recommendation and update them on the outcome of your joint efforts. Even after the experience is long over, do your best to check-in with those recommenders; keeping them engaged with your trajectory is the best way to keep them engaged as your advocate and mentor.

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Welcome!

Applications to degree programs for the 2024-2025 academic year are now closed.

Click here to Access the Applicant Portal

We’re delighted that you are interested in pursuing academic studies at the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Whether you intend to study toward a master’s or PhD degree, join a visiting students program, or participate in one of our outreach programs, we are looking forward to reviewing your application. For information about tuition and fees, see the Cost of Attendance section.

Harvard does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, age, national origin, political beliefs, veteran status, or disability unrelated to job or course of study requirements, and we actively seek applicants from historically underrepresented communities. We hope you’ll consider applying.

Immigration status does not factor into decisions about admissions and financial aid. For more information, see Undocumented at Harvard .

Information for:

Exchange Scholars

Get Started

Step 1: choose a program. .

You have several options for study at Harvard Griffin GSAS.

Degree Programs

The school offers master’s and PhD degrees in programs based in the arts and humanities, social sciences, natural sciences, and engineering and applied sciences. Many programs also allow a student to conduct more focused research by choosing an area of study. Review the programs on offer to decide which program best meets your academic goals.

Are you a Harvard student looking for information on the AB/AM and AB/SM programs? Visit the Harvard AB/AM and AB/SM programs page.

Non-Degree Programs

The Visiting Students Program offers you the opportunity to take classes and conduct research with faculty.

Outreach Programs

If you are looking for a short-term research experience, consider a paid summer internship  organized by Harvard Griffin GSAS, Harvard departments, and Harvard-affiliated teaching hospitals. The School also offers the  Research Scholar Initiative , a post-baccalaureate program that enables college graduates to take part in a long-term research experience.

Step 2: Make a note of the application deadline and review admissions policies.

Application deadlines vary by program and are noted on the relevant program page . You should also review our admissions policies .

Step 3: Determine whether you need to take standardized tests and register early.

Degree programs may require Graduate Record Examination (GRE) general test or subject test scores. Applicants who are non-native English speakers may be required to demonstrate English proficiency by submitting scores from an English Language test (TOEFL or IELTS). Review the admissions policy on English proficiency for more information.

Step 4: Complete your application by the deadline.

The degree program application becomes available in September. You should review Completing Your Application before starting your application. All components of the application to a degree program are due by 5:00 p.m., Eastern Time, on the deadline date.

Applications for the Visiting Students Program are accepted twice a year.

For application information about our Outreach Programs , visit your program page of interest.

Who should I contact if I have a question about a specific program?

If you still have questions after carefully reviewing your degree program of interest, reach out to the contact noted on the program’s page.

Can I enroll in courses instead of applying to a degree program?

If you are interested in taking courses for academic credit outside of a formal degree program, you may apply for Visiting Student status by the appropriate deadline. Please visit the website or contact [email protected] to learn more.

Harvard Integrated Life Sciences (HILS) Applicants

While prospective degree program applicants are encouraged to carefully choose the HILS program that best fits their academic goals, interested applicants may apply to up to three programs and pay only one application fee. If you elect to apply to three programs, only two may be programs in the Department of Medical Sciences (these programs are biomedical informatics, biological and biomedical sciences, immunology, neuroscience, speech and hearing bioscience and technology, and virology). The fee waiver for additional applications is ONLY available for those applying to multiple programs in the HILS federation. For more information, please consult the HILS page . See Completing Your Application for information about fee waivers related to financial hardship.

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Application deadlines for Fall 2024 have passed. If you have submitted an application during this cycle, you can access your status portal here .

The application for Fall 2025 will be available in September 2024.

When our applications go live in September of each year, please open an application to view the most up-to-date, program-specific admissions instructions. The list below is a summary of the components.

For more information, please review Navigating the Application . It is a compilation of questions applicants have asked, and we hope it becomes your go-to resource as you begin the application process.

Deadlines for Fall 2024

Submission time is 11:59pm eastern time., before applying.

Review the academic program descriptions and prerequisites , with particular attention to the previous degree required in order to apply.
You may apply a maximum of three times to the same GSD degree program. If an applicant has been denied admission for the third time, further applications to the same program will not be considered.
If you’d like to apply to more than one program at the same time (but only wish to enroll in one), you will need to submit a separate application and supporting materials for each program. Please indicate your first choice on the application.
If you’re looking to concurrently pursue two masters degrees offered by the GSD, you will need to submit a separate application fee and form for each program and must be admitted into each degree program independently.
If you’re looking to simultaneously pursue degrees offered by the GSD and another Harvard University graduate school, you must apply and be admitted into each school independently.
If you’re a prospective Ph.D. student , you must apply through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences .
Please note that if you are currently enrolled at another graduate school, the GSD does not accept transfer credits for work completed at another institution.

Application Guidelines

Gather Your Transcripts You are required to upload transcripts from all colleges and universities from which you have earned credit or will or have received a degree. Make sure the scanned version is legible and oriented properly. Uploaded transcripts should include your name, school name, degree name, major, degree date if awarded, and a semester-by-semester course breakdown with corresponding grades. Screenshots of course websites or student self-service sites are not acceptable. Appropriate transcripts are very important for the application review process. Transcripts not in English must be accompanied by a certified English translation. Applicants are only required to request official transcripts to be sent directly from their previous institution to the GSD if they are admitted and decide to enroll at the Harvard Graduate School of Design. Do not request that official transcripts be sent to the GSD prior to receiving an admissions decision; we do not retain any transcripts received prior to decision release. All previous degrees must be conferred by August 10 in order to enroll in the fall.

Optional: If you have taken the GRE and would like to submit scores in support of your application, you are welcome to do so. If you have not taken the GRE and have not submitted scores, the weight of other components of your application will be spread out across your materials during the review process. Your application will not be disadvantaged if you choose not to submit GRE scores.

Not required or accepted: GRE scores are not required. If submitted, GRE test scores will not be considered when applications are reviewed.

If you are applying to more than one degree program and choose to submit scores for the ‘optional’ programs, submitted scores will not be considered for the ‘not required or accepted’ programs.

Have your TOEFL Scores Sent to the GSD International Students Only International students, except those from countries where English is the native language, must submit scores from the TOEFL internet-based test (TOEFL iBT). When requesting that scores be sent to Harvard University, applicants should use the institution code for the Graduate School of Design (3455); a department code is not needed. However, if you are required to enter a department code, choose the department that best aligns with the program you are applying to. Note that we will receive the scores regardless of the department code you submitted. Applicants required to take the TOEFL should schedule their test in time to receive at least their unofficial scores prior to submitting their application. Overall and individual section scores should be reported on the application form.Official TOEFL scores are due by the application deadline for your program. Scores are usually delivered to the GSD 8-10 business days after your test date. To account for weekends and winter holidays, we recommend taking the test no later than December 21, 2023.In cases where you are applying to two or more programs with different deadlines (ex. MArch II and MDes), your official TOEFL score is due by the earlier application deadline. Scores received after the deadline will be added to your application, but we cannot guarantee that the admissions committee will see late materials during the review process.TOEFL scores are valid for two years from the date of the test, and we are not able to accept test scores for expired tests.Please note that we do not accept the IELTS. Read our TOEFL FAQ in Navigating the Application for more details. (Please note we do not accept MyBest TOEFL score reports.)
Edit your Resume Upload a resume that includes: employment; education; extracurricular collegiate and community activities (note whether an office held was elected or appointed); honors, awards, professional registration, professional societies, publications; avocations, hobbies, travel; if you served in the military, indicate rank on entry and rank on separation.
Write Your Essay All applicants must submit responses to both the general GSD community essay and program-specific essays. The essay prompts differ depending on the program to which you are applying. For essay prompts for the current application cycle, please refer to the instructions provided within the application .

Compile your Prerequisite Information

MAUD/MLAUD Two to three years of experience in professional practice is strongly recommended. You will be asked to provide information about your work experience on the resume tab in the application.

MRE The MRE program prefers that its applicants have two or more years of experience in real estate or related fields (related fields include, for example, planning and design professions). On the resume tab in the application, you will be asked to list the dates of your real estate or related experience, the name of the organization for which you worked, your title, and the name and email address of a supervisor who could confirm your employment if needed. Note that you should list only those positions that are either directly related to or adjacent to real estate. The relevant positions should also be listed in your resume alongside any other work experience.

MArch I /AP and MLA I /AP The MArch I /AP and MLA I/AP degree programs require several prerequisite courses, which are detailed in the text and chart below.

MArch I/AP and MLA I/AP prerequisite courses must be taken at the college level, for credit, and be completed with a grade of B- or higher. In the application, you will be asked to indicate how you have fulfilled, are in the process of fulfilling, or will fulfill the prerequisites. You will need to upload a course description, syllabus, and transcript for each course. While it is not a requirement that you complete all prerequisite courses before applying, it is recommended that you complete or are in the process of completing as many as possible at the time of your application.

If admitted, applicants will be notified as to whether the courses they submitted have satisfied the prerequisite requirements. If an admitted applicant has not fulfilled a prerequisite, they will be required to do so before enrolling at the GSD.

Although we provide examples of pre-approved courses below, we accept a wide range of courses, including courses taken at your undergraduate institution, online at an accredited institution, and at community colleges. Note that Coursera and similar programs do not fulfill these requirements because they cannot be taken for credit. Please see our Prerequisite FAQs in the Navigating the Application page for answers to commonly asked questions about the prerequisite requirements.

Pay the Application Fee There is a $90, non-refundable fee for each application submitted. In order for your application(s) to be reviewed, the fee(s) should be paid, by credit card only, immediately after submitting your application. Try again with a different credit card should the system reject your card.If the application fee presents a financial hardship, please see our Navigating the Application for information about the fee waiver request process. Please note that you will need to start an application in order to access the fee waiver request form.
Apply for Financial Aid Prospective students interested in receiving aid should complete the Financial Aid application. Read more information about paying for your program.

After You Submit

Once submitted, changes, additions, or any other edits cannot be made to the application and/or portfolio. Application materials, including the portfolio, become the property of the GSD and cannot be returned or forwarded to any other party.

All decisions are released within the first week of March. You will receive an email indicating that there is an update on your Applicant Status Page . We do not give out decisions over the phone. If you have not received notification by April 1, please contact the Admissions Office at [email protected] .

Please note that the GSD does not grant deferrals. If you are admitted but unable to attend, you would need to reapply.

Nondiscrimination Policy

In accordance with Harvard University policy, the GSD does not discriminate against any person on the basis of race, color, sex, sexual orientation, religion, age, national or ethnic origin, political beliefs, veteran status or handicap in admission to, access to, treatment in, or employment in its programs and activities. Every effort will be made to ensure fairness and consistency in the school’s relations with its students, faculty, and staff.

Annual Security and Fire Safety Report Availability

The University is required by federal law (The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, 20 U.S.C. 1092(f), known as the “Clery Act”) to publish an Annual Security Report and an Annual Fire Safety Report.

The Harvard University Police Department publishes the Annual Security Report, entitled “Harvard University Police Department Annual Security Report,” which includes information about the HUPD, how to report a crime, HUPD’s crime prevention programs, substance abuse, sensitive crimes, emergency notifications, and other important information about security and HUPD services on campus. It also contains three years of statistics on reported campus or campus-related crimes. A hard copy of the “Harvard University Police Department Annual Security Report” may be obtained by contacting the Harvard University Police Department at 1033 Massachusetts Avenue, 6th floor, Cambridge, MA 02138, (617) 495-9225.

The Harvard University Environmental Health and Safety Department publishes the Annual Fire Safety Report, which includes fire safety policies, evacuation procedures, and fire statistics. A hard copy of the “Annual Fire Safety Report” may be obtained by contacting Environmental Health and Safety Department at 46 Blackstone Street, Cambridge, MA 02139, (617) 496-7168.

The Annual Security Report is available at www.hupd.harvard.edu/annual-security-report .

The Annual Fire Safety Report is available at www.ehs.harvard.edu/programs/higher-education-opportunity-act-heoa .

Microcertificates

at Harvard Extension School

Take Your Career to the Next Level

Looking to boost your current career, impress a potential employer, or explore a new field of interest? Microcertificates can lower the cost and time barriers to earning a credential — and potentially kickstart a longer academic journey.

By earning a microcredential, you demonstrate proficiency in academic knowledge and in real-world applications, adding immense value to your experience and professional acumen.

Microcertificate Benefits

Accelerated. Earn a Harvard credential in 2 courses.

Stackable. Apply courses toward a graduate certificate — or degree.

Actionable. Gain a new skill set for real-world impact.

2023–24 Microcertificates

This year’s microcertificate offerings offer advanced learning in a range of topics in sustainability, business management, and technology. Each set of curated course offerings seeks to help students deepen their existing knowledge and provide momentum for future growth.

No application is required for our microcertificates — you simply register for your first course.

Business Management Microcertificates

Our business management microcertificates provide the opportunity to build specialized knowledge in financial technology, project management, and workplace wellbeing.

Project Management Methodologies View More

Learn techniques, methodologies, and frameworks to lead a complex project management process from beginning to end. You’ll gain fluency in applying Agile, waterfall, and Scrum methodologies and frameworks to a team-based setting.

Wellbeing at Work (Not offered during the 2024-2025 year) View More

Motivated and engaged employees are more likely to contribute to a positive workplace culture and increase overall effectiveness. In the Wellbeing at Work Microcertificate, you’ll learn how managers can promote balance, engagement, and positivity across professional settings.

Sustainability Microcertificates

Sustainability is all about the long term. Our selection of microcertificates each serve to address a different facet of sustainability, leveraging essential concepts, tools, and skills needed to apply to real-life problems.

Circular Economics View More

Gain insight into the viability of circular economics as a solution to the issues created by natural resource depletion. In this microcertificate, you learn how to incorporate circular systems with increased resiliency for both environmental health and business profits.

Life Cycle Assessment View More

Explore the increasingly important role that life cycle assessment plays in sustainable production and manufacturing. You’ll learn how to evaluate data, make key decisions, and gain proficiency using LCA analysis and software.

Regenerative Agriculture (Not offered during the 2024-2025 year) View More

Learn about a more sustainable approach to farming and grazing animals that improves soil health, combats climate change, and improves the nutritional quality of food. In this microcertificate, you’ll explore soil science and ecology and consider how to transform supply chains.

Sustainable Finance View More

Delve into how environmental, social, and governance (ESG) factors are increasingly impacting financial decisions and gain the knowledge of key sustainability concepts and the skill to integrate them into financial decision-making.

Technology Microcertificates

Technology is an undeniably integral part of our world. Specialized skills in database management, application development, and data modeling are just a few of the valuable skills that can set you apart in today’s highly competitive job market. Our technology microcertificates offer the opportunity to deepen your knowledge and strengthen your skill sets.

Database Management View More

Interested in advancing or launching a career as a database developer, administrator, analyst, or architect? In this microcertificate, you learn to design, develop, and manage modern database systems, including relational and NoSQL databases.

Web Application Development View More

As the demand for web developers continues to grow, you can gain the foundational skills required to create and maintain modern web applications, programming, and complex web applications.

Data Modeling and Ethics View More

Explore the ethics, governance, and laws relevant to data science and artificial intelligence, including privacy, fairness, accountability, and transparency. This microcertificate is designed to provide you with the foundational knowledge and skills required to build ethical and effective data models.

What is a microcertificate?

A microcertificate offers a set of short, competency-based courses designed to help you build and demonstrate mastery in a given area. At Harvard Extension School, microcertificates offer a path to a credential that is shorter (only 2 courses), affordable, and highly focused on a skill set. Our microcertificates also stack toward related graduate certificates and graduate degrees .

Cost of a Microcertificate

At HES, our tuition is $3,220 a course. The whole microcertificate amounts to $6,440.

Who should enroll in a microcertificate?

Microcertificates are designed for career accelerators who are interested in building a focused skill set in an accelerated timeframe.

Microcertificates are a great way to enhance your professional learning and development. Industries across the board are ever-changing and increasingly competitive. If you are looking to fill a skill gap and build confidence in your current field — or even explore a new one — microcertificates are a good fit.

Completing a Microcertificate

The microcertificate curriculum consists of a small set of 2 to 5 tightly curated courses, from which you select 2. To earn the certificate, you complete the 2 courses at the graduate level, with a grade of B or higher, within 1 year. This short timeline will support momentum and reinforce the learning between the 2 related courses.

Who teaches courses for the microcertificates at Harvard?

The courses featured in the microcertificates are taught by Harvard Extension School instructors who teach across Harvard and peer institutions and work as expert practitioners in their fields.

Visit our faculty page to meet some of them.

How will a microcertificate help me improve my career or company?

The completion of a microcertificate shows proficiency in specific industry competencies and awards academic credit at the same time. In a semester or 2, you can upskill or reskill to demonstrate initiative and develop new skills in your place of business. You also have the opportunity to explore new industries without a full career change — or jumpstart a longer academic journey.

Who do I contact with questions?

We are here to help. Send us an email at [email protected] .

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

University letters of recommendation: an essential guide

Letters of recommendation can make or break a student’s university application, so it’s important that we get them right

Phillip Wenturine

More on this topic

Man, writing letter, surrounded by images of envelopes

Teacher letters of recommendation

In a teacher’s recommendation letter, students are brought to life beyond their grades, showcasing their holistic potential.

Teachers seize the chance to praise consistent academic excellence, to spotlight specific projects or skills, and to contextualise grade fluctuations resulting from personal circumstances.

These letters illustrate growth, revealing students’ readiness for university life. The emphasis is on articulating acquired skills and potential – a narrative far more impactful than grades alone. While an A-grade student may excel in tests, a B-grade student might exhibit invaluable traits, such as grit and resilience, best articulated through personalised advocacy.

Recommendation letter timelines

To support students and teachers, it’s important to highlight the importance of the teacher recommendation letter early on to teachers and students alike. Let students know as early as grades 10 and 11 (Years 11 and 12) that it’s important to build relationships with teachers well in advance of senior year. The best letters come from those teachers who have an excellent rapport with the student in question.

Ask students in the spring of junior year (Year 12) to select those teachers they would like recommendation letters from. The recommendation should ideally come from a core-subject teacher (maths, science, social studies, English) rather than an elective teacher, unless the elective is a field in which they intend to pursue a career.

To support the teachers, we work with students to compile what we call a brag sheet. Students answer a series of questions about themselves, in order to give the teacher the best context for writing the letter.

We tell teachers that if the student does not provide this brag sheet, or if they feel that the student has not performed well enough in their class to deserve a letter, they are allowed to respectfully decline the request to write the letter.

We also remind teachers that they do not need to agree to write any more than 20 letters. It is unfair if students all ask one teacher – who may then end up writing 60 letters – for a recommendation letter, while other teachers only have to write a few.. With that in mind, we also remind students of the importance of being organised and requesting the letter from their preferred teacher early on.

Writing the letters

Here are some examples of the questions we ask students on their brag sheets, which then give teachers a starting point for their letters:

What do you hope this letter will show about you that your GPA doesn’t?
What was a challenge that you faced in this class, and what actions did you take to overcome it?
Describe how this class influenced you, either through academic content or teacher interaction.
Give between one and three examples of times when you have exceeded expectations with your communication skills, and also some areas where you can reflect that you may need growth.
What majors or careers interest you?

To support the teachers further, we host a writing workshop in the spring of each year to give them examples of strong and weak letters (all confidential). We coach them in "show, don't tell" when it comes to writing about students’ strengths, as well as giving them concrete examples of how best to advocate for students and highlight their strengths.

We review what each different country’s universities desire from these letters, as some universities – such as the US – appreciate a holistic view of the student (for example, highlighting student athletes or detailing extracurriculars). By contrast, the UK is very academic-focused and prefers to read about the student’s abilities when working on class projects, research and outside endeavours in the field of study.

Counsellor recommendation letters

Some universities – mostly in the US – also allow a counsellor letter of recommendation. This letter goes beyond academic ability in the classroom and speaks more to students’ characteristics, personality, outside involvement and external factors helpful for an admission committee to review in the context of other application documents.

The counsellor’s role is to fill in the missing pieces of an application: we help identify and tell a student’s story, covering any hardships, exceptional leadership abilities, impressive commitment to community and so on.

Now more than ever, admission committees are telling us that they trust the counsellor and teacher letters to help give them the full picture of a student, and to help them judge whether or not they will be the best fit for their incoming class and able to thrive on their campus.

We send our students what we call a junior questionnaire, in order to collect the information necessary to write these letters successfully.

Some examples of the questions on the junior questionnaire:

What languages do you speak, and to what level of fluency?
Please provide some details about your family and highlight any diversity and/or adversity that you have experienced.
Have there been any major circumstances that have impacted on your personal or academic life?
What are three adjectives you would use to describe yourself? Think deeply about this one.
How have you used your time outside of school, and can you elaborate on any particular projects, clubs, work experience, internships, or volunteer work that speaks to consistency in an activity, leadership experience or a particular commitment to have an impact on your community?

External letters

Sometimes students may wish to have an outside recommendation letter from a coach – for example, if they are a student athlete.

Overall, references should be academic-focused, but some universities that accept more than one letter are willing to receive one from an outside observer, too. In these cases, the person should be someone who oversees the student as the coach of a sport or the supervisor of an internship or work-experience programme.

The external referee should give this letter to the counsellor to send off on their behalf, as all recommendation letters must confidential and never shared with the student.

Harvard Law School Writing Fellow Application

The new Harvard Law School Writing Center is taking applications for upper-level JD Harvard Law School Writing Fellows.

Writing Fellows, working with the director of the HLS Writing Center, will support JD students writing analytical research papers, participate in programming to develop their writing expertise, and ultimately build valuable skills central to the study and practice of law. Writing Fellows will receive the standard rate of pay for Research Assistants and Teaching Fellows.

To apply, please submit a letter of interest, resume, and transcript to Sarah Freeman-AlEmam [ [email protected] ] by July 1, 2024 . Select applicants will be interviewed and asked to conduct a short mock editing assignment in July as part of the selection process.

Should you have any questions about the Writing Fellow program, please contact Catherine Claypoole, Dean for Academic and Faculty Affairs, or Professor Liz Kamali.

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Update on Encampment in Harvard Yard

Dear Members of the Harvard Community, Earlier this morning, the protesters agreed to end the encampment in Harvard Yard. Now that the area is being cleared and in line with the conversation I had with students last week, I will facilitate a meeting with the chair of the Corporation Committee on Shareholder Responsibility and other University officials to address questions about the endowment. And, in keeping with my commitment to ongoing and reasoned dialogue, the dean of the Faculty of Arts and Sciences and I will meet with students to hear their perspectives on academic matters related to longstanding conflicts in the Middle East. At Harvard, our Schools have responsibility for our involuntary leave and disciplinary processes. With the disruption to the educational environment caused by the encampment now abated, I will ask that the Schools promptly initiate applicable reinstatement proceedings for all individuals who have been placed on involuntary leaves of absence. I will also ask disciplinary boards within each School to evaluate expeditiously, according to their existing practices and precedents, the cases of those who participated in the encampment.

I acknowledge the profound grief that many in our community feel over the tragic effects of the ongoing war. There will continue to be deep disagreements and strongly felt emotions as we experience pain and distress over events in the wider world. Now more than ever, it is crucial to do what we do at our best, creating conditions for true dialogue, modeling ways to build understanding, empathy, and trust, and pursuing constructive change anchored in the rights and responsibilities we share.

Sincerely, Alan M. Garber

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Nearly 500 Harvard Faculty, Staff Blast Sanctions Against Pro-Palestine Protesters in Open Letter

Nearly 500 faculty and staff condemned the Harvard College Administrative Board's decision to discipline students involved in the pro-Palestine Harvard Yard encampment in a Monday letter.

Nearly 500 Harvard faculty and staff members signed an open letter Monday condemning the “unprecedented, disproportionate, and arbitrary” level of sanctions against pro-Palestine demonstrators who camped in Harvard Yard.

The letter — addressed to interim Harvard President Alan M. Garber ’76, Faculty of Arts and Sciences Dean Hopi E. Hoekstra, and College Dean Rakesh Khurana — was signed by more than 350 faculty members and 135 staff members spanning the University.

The signatories urged Harvard leadership to reverse the Harvard College Administrative Board’s decision to bar 14 seniors from graduating during this week’s Commencement ceremonies. They argued that the sanctions went against the “widespread understanding that the university would facilitate prompt graduation.”

The penalties have drawn widespread anger among faculty and students. At a Monday degree meeting, the FAS voted to add the names of the 13 seniors who were slated to receive their diplomas Thursday back to the list of recommended degree candidates.

The faculty and staff members who signed the letter wrote that they are “alarmed that Harvard undergraduate students who engaged in peaceful protest are being sanctioned in an unprecedented, disproportionate, and arbitrary manner.”

In total, the Ad Board suspended five undergraduates and placed at least 20 others on probation for their involvement in the encampment. The Ad Board’s decisions barred 15 seniors from graduating until next year at the earliest — including 13 who were on track to walk at Commencement this spring.

University spokesperson Jason A. Newton declined to comment, but referred The Crimson to an email from Garber to Harvard Out of Occupied Palestine organizers detailing the terms of his agreement with protesters, who promised to peacefully end the encampment.

In the email, Garber promised that the University would encourage Harvard’s disciplinary bodies to “encourage the administrative boards or other disciplinary bodies within the schools to address cases expeditiously under existing precedent and practice (including taking into account where relevant the voluntary decision to leave the encampment), for all students, including those students eligible thereafter to graduate so that they may do so.”

The email did not explicitly promise leniency for students facing Ad Board proceedings.

Spokespeople for the FAS and the College did not immediately respond to requests for comment.

Notable signatories of Monday’s letter include English professor Tracy K. Smith ’92, Harvard Law School professor Laurence H. Tribe, and History professor Vincent Brown. Six members of Harvard’s presidential task force on combating anti-Muslim and anti-Arab bias signed the letter, including its three co-chairs — professors Ali S. Asani ’77, Wafaie W. Fawzi, and Asim I. Khwaja.

A document linked in the letter — titled “Details of Current Disciplinary Actions: for Concerned Faculty” — laid out a list of procedural criticisms.

The document describes the Ad Board penalties as “internally inconsistent” across Harvard’s schools, pointing to four — the Harvard Graduate School of Design, Harvard Divinity School, Harvard Graduate School of Education, and Harvard Law School — whose disciplinary boards chose not to penalize encampment participants with any sanctions harsher than a warning.

It alleged that the affected undergraduates had been “led to believe the process had been expedited specifically to allow them to graduate,” and suggested that external pressure — such as the ongoing investigation by the House Committee on Education and the Workforce — led to “procedural improvisations” to allow for harsher sanctions.

Those improvisations, the signatories argued, “threaten to undermine faculty governance and the integrity of our university.”

The signatories argued that the sanctions are a breach of trust between students and faculty and the administration.

“The primary outcome of these highly irregular Administrative Board proceedings will be to unduly harm these students’ future employment and current livelihood and to create further division on campus at a time when we should come together to honor our graduates,” the letter’s authors wrote.

—Staff writer Tilly R. Robinson can be reached at [email protected] . Follow her on X @tillyrobin .

—Staff writer Neil H. Shah can be reached at [email protected] . Follow him on X @neilhshah15 .

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Commencement | 5.22.2024

Harvard Corporation Rules Thirteen Students Cannot Graduate

Faculty of arts and sciences may 20 vote on protestors’ status does not confer “good standing.”.

On Monday, during the Faculty of Arts and Sciences’ meeting on students’ eligibility to receive their degrees, members voted that 13 students found by the College’s Administrative Board to have violated University policies during their pro-Palestinian encampment in Harvard Yard should be included on the list of those eligible [ Corrected 4:58 p.m. : a previous version of this story incorrectly said the faculty voted that those students were in “good standing”]. That meant that the faculty voted the students should receive their degrees at the 373 rd Commencement tomorrow—an action, overruling the Administrative Board, that transferred the final decision to the Harvard Corporation. The President and Fellows (the Corporation) are ultimately responsible for conferring degrees.

The Administrative Board ruling spurred new protests by the students’ supporters, including a weekend march to interim president Alan M. Garber’s home, and furious, dueling editorials and op-eds in the Crimson . Advocates of the students cite prior protest encampments, in which the University did not impose similar discipline; their critics cite the violation of Harvard rules on protests, and reports of harassing or intimidating behavior toward others during the encampment.

In a statement released this afternoon, the Corporation said that since the students are not in good standing, they therefore will not receive their degrees at Commencement. That may further fuel possible attempts during the morning exercises to protest both the Israel-Gaza war itself and the University’s response to the encampment and other campus actions. The Corporation’s statement follows:

In accordance with the University statutes, the President and Fellows of Harvard College are responsible for conferring degrees on students who have fulfilled degree requirements and are in good standing.

Degree candidates are recommended to the President and Fellows, collectively known as the Harvard Corporation, by the faculties at Harvard’s schools. On Monday, faculty members who attended a Faculty of Arts and Sciences meeting amended the list of candidates provided by the FAS Registrar, who certifies that students have met the requirements and are in good standing. The faculty amendment added to the list of recommended Harvard College degree recipients thirteen students who are not in good standing.

Each of these students has been found by the College’s Administrative Board — the body established by the FAS faculty to investigate and adjudicate disciplinary matters—to have violated the University’s policies by their conduct during their participation in the recent encampment in Harvard Yard. We respect each faculty’s responsibility to determine appropriate discipline for its students. Monday’s faculty vote did not, however, revisit these disciplinary rulings, did not purport to engage in the individualized assessment of each case that would ordinarily be required to do so, and, most importantly, did not claim to restore the students to good standing.

Today, we have voted to confer 7,782 degrees to students in good standing. Because the students included as the result of Monday’s amendment are not in good standing, we cannot responsibly vote to award them degrees at this time. In coming to this determination, we note that the express provisions of the Harvard College Student Handbook state that students who are not in good standing are not eligible for degrees. We also considered the inequity of exempting a particular group of students who are not in good standing from established rules, while other seniors with similar status for matters unrelated to Monday’s faculty amendment would be unable to graduate.

We understand that the inability to graduate is consequential for students and their families. We fully support the Faculty of Arts and Sciences’ stated intention to provide expedited review, at this time, of eligible requests for reconsideration or appeal. We will consider conferral of degrees promptly if, following the completion of all FAS processes, a student becomes eligible to receive a degree.

We care deeply about every member of our community—students, faculty, staff, researchers, and alumni—and we have chosen a path forward that accords with our responsibilities and reaffirms a process for our students to receive prompt and fair review.

—The President and Fellows of Harvard College

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On Monday, during the Faculty of Arts and Sciences' meeting on students' eligibility to receive their degrees, members voted that 13 students found by the College's Administrative Board to have violated University policies during their pro-Palestinian encampment in Harvard Yard should be included on the list of those eligible [Corrected 4:58 p.m.: a previous version of this story ...