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3 Great Cornell Essay Examples

Cornell is one of the top schools in the nation, and a member of the esteemed Ivy League. With an extremely low general acceptance rate, admissions is highly-selective, though keep in mind that acceptance rates vary by schools within the university.

Cornell requires a single supplement for all applicants, but the prompt will vary based on the college you’re applying to. In this post, we’ll be going over two prompts for the College of Arts and Sciences and one prompt for the SC Johnson College of Business (which includes the infamous Hotel School!). We’ll outline what admissions officers are looking for, and we’ll analyze a sample essay written by a real applicant!

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized.  

Read our Cornell University essay breakdown to get a comprehensive overview of this year’s supplemental prompts. 

Essay Example #1

Prompt: Students in Arts and Sciences embrace the opportunity to delve into multifaceted academic interests, embodying in 21st-century terms Ezra Cornell’s “any person…any study” founding vision. Tell us about the areas of study you are excited to explore, and specifically why you wish to pursue them in our College. (650 words)

“Give me liberty or give me death!” When I first read this quote, I got shivers. As a fourth-grader, I remember thinking: “How could one love liberty so much that they would give up their own life?” To me, American revolutionaries were too passionate about paying taxes and I shrugged off their fervor for liberty. But five years later, I found myself asking the same question.

During my freshman year of high school, I became completely engrossed in learning about the Atlantic Revolutions. From studying the Storming of the Bastille to Haitain independence, I noticed that people sacrificed everything for freedom. It was soon that I learned about Enlightenment philosophers and the role they played in spurring revolutions by inspiring others to challenge social and political norms. I was amazed that philosophy had the power to mobilize entire populations and positively reform nations. But as I reflected on the circumstances of social inequality and political corruption that led to these revolutions, I realized that philosophy is not just a powerful practice of the past; it is just as relevant today.

The United States is a country of contradictions. We boast values of equality and justice, yet our prison, immigration, and education systems are rife with inequity and corruption. I seek a philosophy education to lend me an understanding of existing power structures and how to create a more equitable society. There is no better place to further my educational career than at the Sage School of Philosophy, the birthplace of the first philosophical review in our country. Cornell’s long-standing commitment to approaching philosophy in a holistic manner is evident in its wide range of courses offered. Specifically, I am drawn to the Discussion of Justice course that focuses on current political controversies such as immigration and racial inequality, both issues I care deeply about. After witnessing the cycle of poverty that plagues my community, I see that our society is facing a moral dilemma. This course will enable me to question the values held collectively by our society and recognize the impact such values have on minority groups.

With a greater understanding of morality and social inequality, I hope to pursue a career in civil law rights, helping underrepresented groups in our country receive the justice they deserve. It would be a privilege to begin my career in law by learning the Philosophy of Law from Professor Julia Markovitz. Professor Markovitz’s expertise in moral reasoning will push me to consider the ethical problems that lawyers face and how to fairly represent those in need. I am energized by this course’s goal to not only learn the law, but also challenge it. Building a fairer future relies on changing current institutions based on the government’s moral obligation to its people. I am eager to study philosophy through a career-oriented lens that enables me to apply my learned knowledge to the field of law.

Among the many political issues our country is facing, I am motivated to learn more about global migration. Just miles from my home in South Texas, the humanitarian crisis at the southern border has shown me the complexity of migration. This year, my experiences volunteering with Loaves and Fishes, an organization that shelters and aids undocumented immigrants, have given me insight into the poverty and violence that many are trying to escape from. To those arriving from the southern border, migration is not a choice; it is a matter of survival. On a larger scale, with rising global temperatures creating climate change refugees and international wars rendering thousands of people homeless, I crave a more extensive understanding of the factors that prompt migration. I plan to pursue a minor in Migration Studies in order to learn how populations can be sustained and thrive in a constantly moving world. Taking classes at the Mario Einaudi Center for International Studies will allow me to interact with students and faculty from other colleges on campus. I believe there are a myriad of factors that drive international migration; thus, working with students from all disciplines will expose me to a diversity in research that can shape future immigration policies. As a daughter of immigrants, I am moved by Cornell’s dedication to supporting education on migration, namely through launching ‘Migrations’ as the theme for Cornell’s first Global Grand Challenge. By researching, teaching, and engaging with communities to tackle the challenges of migration, I am excited to be part of a generation of activists that assist and empower migrants.

Today, the passion American revolutionaries had for change is no longer perplexing to me. I, too, am ready to enact change in our country and society. With Cornell’s College of Arts and Sciences’ broad curriculum that encourages me to explore my many interests, I am confident that I will have the resources to improve our world in a truly revolutionary way.

What the Essay Did Well

This essay effectively accomplished the most important part of a “ Why This Major? ” essay: walking us through the past, present, and future of their interests. The essay starts by explaining how an interest in history spurred this student to care about philosophy and social justice, then they describe how they hope to further their academic passions at Cornell, and then the student tells us how they will make an impact after graduation.

Beyond the structure, this essay does a nice job of integrating the student’s multi-dimensional passions into the college’s offerings. From the beginning where they describe their research on revolutions to concrete examples of current social inequalities, they present their interests in a very real manner that makes it clear exactly what they care about. Because of this elaboration, the reader can clearly see how the student’s passion for philosophy, immigration, and social justice easily fit into Cornell’s curriculum.

The connection between their interests and Cornell was strengthened by the context this student provided about themselves. For example, when they mention the Discussion of Justice class, the student explains that they have witnessed the effects of poverty first-hand and need this class to better understand and address those issues one day. 

Providing detailed, personal context for school-specific opportunities, as this essay does, highlights your genuine interest and connection to the topics you are talking about. The true strength of this essay lies in the ability to connect the Cornell major to this student, with ample background information, at every stage of their academic career.

What Could Be Improved

While this essay starts strong with an anecdote that places the reader in the middle of the action, the rest of the essay falls a bit short on the action and excitement. The essay is a well-written account of this student’s passions, where they originated from, and where they hope to take them, but we are also looking for an energizing story that keeps us reading.

One easy way to bring more energy to the essay is to simply have shorter paragraphs. Long blocks of text are overwhelming and easier to get lost in, but shorter, more direct paragraphs help move the reader effortlessly from one paragraph to the next. Finding natural breaks in a paragraph is an easy way to make the essay flow more smoothly and maintain the reader’s engagement.

Another way to liven up the essay would be to interject more of the student’s personal thoughts and quotes. In the first paragraph, the student provides a quote to show the reader their inner monologue, which is an excellent way to show us what you think or feel rather than telling us. If more thoughts were interjected throughout the essay, we could get a better sense of how this student feels about certain topics, as well as see their personal voice shine through.

Essay Example #2

Throughout middle school and high school, I continuously took advanced science and technology classes. It wasn’t until four years ago when my eyes caught a glance of a flier posted next to my biology classroom: “Academy of Biotechnology! Meeting in room 307 today for freshmen interested in biotechnology,” that I realized my two favorite classes were intertwined in a field of their own: biotechnology. 

I’ve been in Room 307 every Thursday this year listening to guest speakers talk about various topics from sleep to drug development, exploring new advances in biotech, and planning the annual career fair.

Last summer, my internship at Holy Cross furthered my interest in biotechnology. When I was introduced to the da Vinci Xi surgical system – a robot that utilizes high-tech guided targeting and auxiliary technology to achieve less blood loss and a faster recovery time for patients, I was amazed at the employment of technology and its power to renovate the medical field. Cornell’s world-leading academics in its College of Arts and Science, particularly the interdisciplinary Biology and Society major, makes it a dream place for me to pursue my passion in both health and biotechnology. I’m specifically interested in the course on Ethical Issues in Health and Medicine, and the seminar course on Controversies in Science, Technology, and Medicine. These capstone courses under top professors will enable me to acquire knowledge about the breadth of biology within the dimensions of modern medical and ethical issues. 

I love that biotechnology encompasses a public health side as well as a microbiology side. Wanting to further explore the molecular side of biotechnology, I sought out the opportunity to work as a research intern at Montgomery College. I have been modeling protein and protein dockings of a cyanobacterium Synechococcus species through computational biology. I’m also drawn to Cornell’s Biological Sciences major with a concentration in Molecular and Cell Biology, where I can further explore my interest in biotechnology. Cornell’s wide range of courses in this major reflects its commitment to supporting its students with novel opportunities. Particularly, I am drawn to the Orientation Lectures in Molecular Biology & Genetics course. I’m eager to learn about the variety of research that Cornell’s experienced faculty is conducting. 

It would be an honor to learn from and work with Cornell’s researchers at one of the world’s greatest research institutions, through the myriad of opportunities the college provides. I’m especially interested in the research of Dr. Cohen and his team in the creation of micrometer-scale robots for following biochemical signals and encapsulating a soft tissue analog for new future treatments of disease. 

Outside of the classroom, I hope to combine my passions for public health and advocacy by engaging in the American Red Cross student organization, and perhaps the Cornell Sun. I also excitedly anticipate running Club Cross Country through Cornell’s astounding gorges and gardens. I look forward to contributing to the various student organizations at Cornell with my interests and background. 

Cornell’s unique freedom of course selection offers an uncommon opportunity for career exploration. I’m confident Cornell’s College of Arts and Science’s opportunities, courses, cutting-edge research and researchers, and community will make it my perfect next Room 307: an opening to practically endless exploration and growth that cannot be found elsewhere.

A positive aspect of this essay is how it neatly parallels the student’s interdisciplinary interests in science and technology to the interdisciplinary aspect of the major and the College of Arts and Sciences. The reader gains a full appreciation for the diverse interests this student has and exactly how they align with a Cornell education.

Providing context about the biotechnology club, their internship at Holy Cross, and their experience as a research assistant at Montgomery College are all great ways to show the reader how this student has already expressed intellectual curiosity in this field in the past. Although you don’t need to go into too much detail about things that will be included on your extracurricular profile, it’s always a good idea to tie in your experiences whenever possible.

Additionally, this essay successfully employs an echo back to the opening in the conclusion. The essay starts by introducing illustrious Room 307 as the birthplace of this student’s joint passion in science and technology, so circling back to that room in the conclusion helps bring the essay to a satisfying full-circle moment. It was also clever to use Room 307 as a metaphor for exploring their interest, and thereby comparing Cornell to the next Room 307.

This essay exceeds in covering a breadth of opportunities at Cornell that excite them, but it could use some work on the depth of each opportunity. What do we mean by this? The student mentions nine different aspects of Cornell that excite them, but they provide little meaningful elaboration on why they want to get involved with these particular choices, how they relate to their interests, or what they hope to gain from these experiences.

For instance, instead of just telling the reader they are interested in Dr. Cohen’s research, the essay should delve into what about micro-scale robots following biochemical signals excites them so much. Have they or a loved one been affected by a disease these robots could cure? Did they read an article about this technique a few years back and have been dreaming about implementing it up close? 

Asking these questions to probe deeper than the surface layer of “ I like this topic ” helps bring the essay (and you as an applicant) to life. If the student chose to cut back on the number of offerings they included and instead focused on the depth and context for each one, it would make the essay much stronger.

One more thing this essay does that we’d caution against is the empty flattery of the school. Cornell admissions officers know that it’s one of the greatest research institutions and there are many opportunities for supporting students, so it’s unnecessary for the student to repeat that in their essay. What they don’t know about is you . Try to steer clear of mentioning the college’s accolades and rankings, and maintain attention on you and how you fit in.

Essay Example #3

Prompt: What kind of a business student are you? Using your personal, academic, or volunteer/work experiences, describe the topics or issues that you care about and why they are important to you. Your response should convey how your interests align with the school to which you are applying within the Cornell SC Johnson College of Business (the Charles H. Dyson School of Applied Economics and Management or the Cornell Peter and Stephanie Nolan School of Hotel Administration). (650 words)

I rounded third base; dust flew in a whirling cloud of dirt behind me. On my wrist I sported a stained pink wristband with the name of my grandmother, who had recently finished her last chemo treatment. I slid into home plate, narrowly escaping the daunting reach of the catcher. As I got up, I looked around at the field of players, all donning a similar wristband with the name of someone close to them that had battled cancer. I turned to the bleachers and smiled as a sea of pink cheered me on. While cancer can be a dismal matter, it was a merging force that brought a community together for that charity game. Seeing what a unifying tragedy cancer can be, I knew I wanted to help.

At the Dyson School within the Cornell SC Johnson School of Business I aim to gain a strong foundation in business, with a concentration in marketing, to conduct meaningful research as an undergraduate. Taking part in the CALS Honors Research program, I aspire to research marketing strategies for increasing cancer screening rates. Having numerous family members that have battled with cancer has shown me the burdensome effect it can have not only on the individual, but on the family. Through my project, I hope to minimize those effects, as catching the disease early on is vital to a patient’s recovery. With the unique opportunity provided by the program, I know that I will have that chance.

After graduation, I want to continue with a career in marketing for the betterment of society. For me, the importance of marketing is not about convincing consumers to buy the latest product to boost sales, it is about encouraging consumers to make decisions that will benefit themselves and their community. With a focus in healthcare, I will have the ability to positively influence people’s precautionary screening measures, keeping them safe and healthy. Similarly, I aim to apply the same principle in other fields during my career and my time at Cornell.

One of those fields is green energy. Protecting the planet is a sentiment that is also very important to me, and with its beautiful, vast landscape and focus on environmental conservation, Cornell is the perfect place for me to advance that mission. With the state of today’s climate, the need to act swiftly is paramount, and citizen participation is key. As a marketer, I would strive to convince consumers to make the switch to green energy. In the digital age, marketing relies heavily on the internet, and I am excited to take Digital Marketing with Professor Tomaso Bondi to develop my skills in that area.

With Cornell already performing groundbreaking research in sustainable energy, I want to get involved with the initiative from a marketing perspective. An opportunity that intrigues me is the student project Cornell Electric Vehicles. Although it is an engineering project team, I would love to get involved as a student from Dyson working on marketing the effectiveness of the vehicles designed by the team. Switching to electric cars is an efficient way to reduce our carbon footprint and sharing the successes achieved by the team would be a great way to showcase the capabilities of electric vehicles.

As a student looking to make a positive impact on his global community through research and marketing, I know that Cornell can provide me with the opportunities to achieve my goals. Whether it be persuading an unknowing cancer victim to receive a screening or a consumer looking for a new car to switch to green energy, I will make a change through marketing. By gaining a strong understanding of the foundations of business and marketing, I will strive to ensure that everyone after that charity game will be able to return home and hug their loved one and have a healthy and thriving planet to call home.

This student exemplified the prompt by showing us exactly what kind of business student they are. They are a student passionate about having a social and environmental impact through marketing. The fact that the reader can walk away with such a clear impression of who this student is and what they hope to accomplish with a Cornell business degree is a result of the concise and dynamic flow of this essay.

Every new idea they introduced—whether it was pursuing the honors research program or joining the Cornell Electric Vehicle project team—was supported by contextual reasoning and personal connections. Tying everything back to their past or their goals for the future really brought the student front and center and made it very easy for the reader to feel like they know this student.

In addition to connecting everything to the student, the essay also managed to connect interdisciplinary topics that you might not immediately think of when you hear business to marketing. Not being afraid to delve into healthcare and sustainability in an essay for a business school brings a personal and unique perspective to a prompt that admissions officers are sure to appreciate.

Another source of this essay’s strength is how each paragraph is concise and focused. There is a very intentional use of space that makes it extremely easy for the reader to follow along with each new idea and take away the main points from each paragraph. 

Although this essay is quite strong as it is, one weakness was the abrupt switch from cancer and healthcare to sustainability. It’s great that this student has multifaceted interests and that they were able to touch on both, but given that the anecdote at the beginning was solely focused on cancer, it felt somewhat jarring to switch to green energy halfway through the essay.

One way this discontinuity could be addressed is to find a different anecdote to begin the essay, ideally one that combines cancer and sustainability if at all possible. Or, the student could keep the cancer anecdote and add a second one that connects to their interest in green energy more. However, it’s important to not let the anecdote overwhelm the essay and take up too much space, so keeping it concise and providing just enough to spark interest is key.

This essay only includes three Cornell-specific opportunities, and while this allows for more personal connections to be made to each offering, the student’s interest and research on the college could be demonstrated with one or two more details. It might be nice if they found a club that related to marketing and healthcare on campus and a class that relates to business and green energy to show how they plan to address both of their passions in and out of the classroom.

Where to Get Your Cornell Essays Edited

Do you want feedback on your Cornell essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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Help with Cornell Transfer Essay

Question: I am applying for a junior level transfer to Cornell University. There is a particular essay question required by it: "Tell us what you'd like to major in at Cornell and why or how your past academic and work experience influenced your decision, and how transferring to Cornell would further your academic interests". How should I answer it? Should I write about the negative experiences I had in my current university or would that not be seen in a good light. As regards Cornell helping me in my academic interests, should I write about the curriculum of Cornell and its advantages?

Be as specific as possible when you explain why Cornell would be a good academic fit for you. For most students, this isn't an easy question to answer without offering a rather generic response. But, if you merely say, "Cornell has a strong psychology program (or anthropology, English, engineering ... .etc.)" you could really be writing about hundreds of other institutions, too. That sort of essay won’t make you stand out in a crowd or provide compelling evidence that you are well suited for Cornell. So hone in on classes, programs, or other opportunities that are unique to Cornell or that, at the very least, you won't find pretty much everywhere. Explain why these are right for you. Tie them to reading, research, paid or volunteer, work, travel or internships that you have already done and enjoyed, explaining why the Cornell classes provide a logical next step in your education.

And when it comes to pointing out why you want to transfer, put a positive spin on your negativity. Sure, that may sound like an oxymoron, but here’s an example of what I mean:

Instead of saying, “My current college isn’t very competitive and the class discussions are a real snooze,” try instead, “I’ve realized from my time at my current college that I am ready to face a more challenging academic environment. I'm the guy with the constantly raised hand in the classroom who can't wait to continue the discussion over lattes in the snack bar. I long to be in a community where other students share this passion."

Cornell admission officials really do pay attention to these essays and use them to help determine if the applicant has carefully researched Cornell and is applying for the right reasons. So do try to personalize the essay and make sure it connects Cornell to YOU. If you merely say, “Cornell’s Human Ecology program integrates academics, research and outreach into a distinct education ...,” you won’t be telling admission folks anything about you or anything they don’t already know. Instead, you’ll sound like you’re just parroting prose from the Web site … and, in fact, you will be! ;-)

(posted 12/29/2012)

Sally Rubenstone

Sally Rubenstone knows the competitive and often convoluted college admission process inside out: From the first time the topic of college comes up at the dinner table until the last duffel bag is unloaded on a dorm room floor. She is the co-author of Panicked Parents' Guide to College Admissions; The Transfer Student's Guide to Changing Colleges and The International Student's Guide to Going to College in America. Sally has appeared on NBC's Today program and has been quoted in countless publications, including The New York Times, The Washington Post, USA Weekend, USA Today, U.S. News & World Report, Newsweek, People and Seventeen. Sally has viewed the admissions world from many angles: As a Smith College admission counselor for 15 years, an independent college counselor serving students from a wide range of backgrounds and the author of College Confidential's "Ask the Dean" column. She also taught language arts, social studies, study skills and test preparation in 10 schools, including American international schools in London, Paris, Geneva, Athens and Tel Aviv. As senior advisor to College Confidential since 2002, Sally has helped hundreds of students and parents navigate the college admissions maze. In 2008, she co-founded College Karma, a private college consulting firm, with her College Confidential colleague Dave Berry, and she continues to serve as a College Confidential advisor. Sally and her husband, Chris Petrides, became first-time parents in 1997 at the ripe-old age of 45. So Sally was nearly an official senior citizen when her son Jack began the college selection process, and when she was finally able to practice what she had preached for more than three decades.

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Cornell University Internal Transfer

Search cornell admissions, start the process.

Learn about important dates, requirements, and the application itself. If you are still exploring your options, make sure to review the Navigating Internal Transfer page for helpful insight on how to approach this process.

Ready to Apply?

Submit your application

Internal Transfer Application Timeline

What to know before you apply.

Review the following important information about the internal transfer process:

• You can only apply to one college or school per term.
• You must remain in your home college or school for two semesters before you can enroll in a new college or school.
• You should remain in good academic standing with your current college or school and be in contact with your home college advisor throughout the process.
• Your grades from your current term  are important, and your decision will be made at the end of the term when your final grades are available.
• The essay prompts are specific to the college or school that you are applying to.
• Internal transfer applicants are reviewed during a selection process, and spaces may be limited. There is no guarantee of admission even if you meet all the admissions requirements.
• Internal transfer decisions are final. There is no appeal process.
• If you are admitted through the internal transfer process, it is assumed that you will proceed with the transfer unless you proactively decline the offer. You can decline by notifying the admissions office of the college or school you were admitted into by the date indicated on your offer letter.
• While it is possible to apply for internal transfer more than once (to the same college or school or a different college or school than your initial application), this is not encouraged. Please be in touch with that college or school before submitting a new internal transfer application.

Review Requirements by College and/or School

The college of agriculture and life sciences, the college of architecture, art, and planning, the college of arts & sciences.

• The Cornell Jeb E. Brooks School of Public Policy

The College of Engineering

The college of human ecology.

• The School of Industrial and Labor Relations
• Charles H. Dyson School of Applied Economics & Management
• Cornell Peter and Stephanie Nolan School of Hotel Administration

Submit Your Application

Once you've explored your possible pathways, considered all of the impacts of internal transfer, and reviewed the appropriate requirements, you're ready to submit your application. Apply for Internal Transfer

View Your Decision

You will receive your decision via your Cornell email once it is available.

College and School Essay Prompts

The College of Agriculture and Life Sciences (CALS) community is committed to tackling the complex challenges of our times through purpose-driven science. Please describe how your interests and goals (both academic and professional), as well as any related experiences, have led you to apply for internal transfer to the major you have selected within CALS. How will joining this major and CALS enable you to pursue the opportunities and experiences you are seeking at Cornell?

In one essay, please discuss:

• How your interest in a given major and college has developed, and how you have explored it.
• Explain clearly and in a well-thought-out manner how your intended major and college could provide you with the tools and instruction you desire to achieve at Cornell, and why other options (double major, minors, etc.) are not useful.
• Describe the professional goals/interests you are considering. How will your target college help you to attain your goals?
• If you do not satisfy all the requirements for transfer to your intended college, state the reasons for this, and how you intend to fulfill those requirements.
• You can also talk about the activities that you have been involved in at Cornell and the community (work/volunteer experiences, clubs, research) and how they have shaped you.
• Is there anything else your target college should know about you (e.g. personal/family situations, independent study…) that you consider could further clarify your interest?

In one essay, please discuss: 

The Jeb E. Brooks School of Public Policy

In your application please discuss how your past academic and/or work experience has influenced your choice of major and how transferring to Cornell Brooks would further your academic interests.

• Your interest in a Human Ecology major, how it developed, and how you have tested it.
• Possible professional goals/interests you are considering, and how Human Ecology will help you attain those goals. 
• Your extracurricular, work and volunteer/service experiences, research, and other involvement at Cornell and in the greater communities. This can be submitted as a résumé, but you are also welcome to more deeply describe involvements that are CHE-related.
• Any other pertinent factors regarding your candidacy.

School of Industrial and Labor Relations

Using your personal, academic, or volunteer/work experiences, describe the topics or issues that you care about and why they are important to you. Your response should show us that your interests align with the ILR School.

The Cornell SC Johnson College of Business

Discover CALS

See how our current work and research is bringing new thinking and new solutions to some of today's biggest challenges.

• Agriculture
• Applied Economics
• Climate Change
• Communication
• Environment
• Global Development
• Health + Nutrition

Transfer Option Frequently Asked Questions

Transfer option logistics.

You must respond to the Transfer Option offer by using the Transfer Option Response Form. The TO Response Form must be submitted by the expressed deadline. No deposit is required.

Saying "yes" to the Transfer Option is not binding and you can decide not to pursue the Transfer Option at any time by communicating with the CALS Admissions Office ( cals_admissions [at] cornell.edu (cals_admissions[at]cornell[dot]edu) ).

The Transfer Option and Waitlist are separate decisions made by the Selection Committee.  All decisions are final and there is no appeal process. 

A Transfer Option Candidate may request a major change.  Please provide a one page statement explaining why you would like to change your major in CALS and please share your future goals related to this major.   Candidates requesting a change of major during the academic year should also include an unofficial transcript and a copy of your spring course schedule, if available.   

Major change requests should be sent to cals_admissions [at] cornell.edu (cals_admissions[at]cornell[dot]edu)  by December 1.

You cannot request a change of major to Applied Economics and Management, Biological Engineering, Environmental Engineering, Global and Public Health Sciences, or Information Science. The Selection Committee reserves the right to deny any change of major request.

Your Transfer Option is only valid for fall of the following year.  If you are planning on taking a gap year, you would need forgo the TO and apply to Cornell as a traditional external transfer applicant.  During the review process, the Selection Committee would see that you were awarded a TO previously and give your application every consideration.

The transfer option is only valid for the College of Agriculture and Life Sciences (CALS).  If you are interested in transferring to another college at Cornell you should apply as an external transfer applicant.

Please keep in mind that as a CALS student you will have the opportunity to either double major or minor in CALS or minor in any of the other 6 colleges at Cornell.  You can view a list of all of the minors available to Cornell students here .

While there are no specific GPA requirements or course requirements for you final semester of HS, we encourage you to work hard and get the best possible grades.  A successful end of your senior year will only make your transition to college (and later to Cornell) easier.  We will request a final transcript (showing your final senior grades) at the time of application however, the Selection Committee will put the most weight on your college transcripts and if you have met the TO requirements.

You will need to complete the Transfer Option application (no fee) and submit it along with a final official high school transcript, an official college transcript, a mid-term grade report (for your spring semester courses) and a college report to be considered for admission.

A new requirement for the Transfer Option application is a short essay. The essay is an opportunity for you to express your continued interest in CALS and your major, and for us to learn more about you and your new perspective after a year at another institution.  Your essay should highlight experiences during your first year of college (internships, research, coursework, etc).   While there is no official word limit, please plan not to exceed 500 words.  You'll upload your essay as a PDF on the TO application.

Yes, you will need to resubmit your application for financial aid at the time of application.  Please use the financial aid calculator to receive an estimated financial aid package or visit finaid.cornell.edu.

Whether you enter as a freshman or transfer, all students who are interested in studying abroad are encouraged to do so.  We have amazing programs through Cornell Abroad but also through CALS Exchange, which is a program specifically for CALS Students. 

• Learn more about the various international opportunities CALS offers

Your First-Year Institution

Cornell does not have a preference for which school you attend next year.  You may attend any 2- or 4-year accredited institution, preferably in the U.S.  It is extremely important that you choose a school where

• You can see yourself being happy for the remainder of your college career.
• You will be able to complete the course requirements for your transfer option.

We have found that students who attend institutions outside the US often have a difficult time fulfilling course requirements because the content may vary greatly from what is offered at US institutions.  Please attend an institution in the US or your country of residence.  You will have an opportunity to study abroad upon arrival at Cornell.

Attending a school that is on the quarter system is OK.  CALS semester system awards transfer credit for quarter system credits by calculating .67 credits per credit of study at an institution on the quarter system. A 5-credit quarter system course is equivalent to a 3 credit semester course. If your major requires 2 semesters of a course (ex: Biology), plan on taking two 5-credit quarters of Biology. 

Pass/Fail grading or written evaluations will not satisfy the Transfer Option requirements - you will be required to submit grades to the CALS Admissions committee in order to demonstrate your academic performance in the courses you are taking.  Pass/Fail grades will not count for credit; to be considered a transfer student you must complete 12 or more college credits (post-high school graduation).

Meeting Course Requirements

Your major has a list of required coursework that you will need to complete in order to transfer.  Find your major on the "Course Requirements by Major" tab on the Transfer Option home page , click the "Transfer" tab, and follow the Sophomore requirements. 

AP/IB credit may be used to fulfill required coursework for transfer. Please use the AP/IB Chart and the CALS Transfer Credit Policy to see which scores will count for credit. The following restrictions apply:  

• AP/IB credit can only be used to fulfill ONE of writing requirements; the other must be taken during your freshman year.
• AP Literature may not be used to fulfill the writing requirement for Communication.
• AP Biology credit cannot be used to fulfill the requirement for the Biological Sciences, Biology and Society, Environmental and Sustainability Sciences, or Food Science majors.
• AP Chemistry may not be used to fulfill the requirement for Food Science.
• Information Science will not accept AP Statistics.

Please report any scores that you plan on using towards requirements on your TO application and have any new scores (since your freshman application) be sent to Cornell next spring.

NOTE: Requirements for a specific course will not automatically be fulfilled if your first-year institution accepts AP/IB credit for that course. Please refer to the AP/IB Chart to see our score requirements. If you do not receive the minimum score for Cornell or if you are applying to a major that does not accept AP/IB credit for specific courses, you will need to take the class your freshman year.

Cornell University does not accept credit for courses sponsored by colleges or universities but taught in the high school to high school students, even if the college provides a transcript of such work. CALS does not accept credit from College Now, SUPA, University in High School, NOLS and other comparable programs. CALS does not accept credit for programs offered to students for completion of high school degree in a college setting such as, but not limited to, Bard, TAMS, etc.

Students that have not completed the Transfer Option requirements will still be evaluated as a Transfer Option applicant. While our most successful applicants have completed all requirements, our admissions process is holistic, which means we consider all parts of an application. During our review, we consider whether candidates have the academic backgrounds (rigor, coursework and grades) to be successful at Cornell CALS; whether the personal attributes and extracurricular experiences shared demonstrate a solid connection with the CALS approach and mission; and that thoughtful fit is expressed for the candidate’s desired major, within Cornell CALS.

No.  You must receive a grade in the course for it to count towards transfer requirements and to transfer for credit to Cornell. In the eyes of Cornell, a P/F course is like not taking the course at all. If your institution has a policy that all grades are taken P/F, you must ask to have your grades uncovered to receive credit.

Transfer Applicants

We are delighted you are considering transferring to Cornell Engineering. Since you are interested in our program, most likely you have completed at least one year of foundational math, science, computer programming and engineering college coursework at an engineering, engineering science or pre-engineering program. At Cornell Engineering, you can build upon that foundation in your selected engineering major. Students who have attended colleges, universities, and community colleges are welcome to apply to transfer into Cornell Engineering. We also welcome applications from international students.

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What You Need to Know

• You should apply as an external transfer student if you have graduated from high school and have earned over 12 credits at another college or university since your high school graduation. Current Cornell students who wish to transfer internally within the University should read through the information for internal transfers .
• The financial aid and transfer application deadlines are both March 15.
• We accept external transfer applications for fall entry only.
• We require a completed transfer course description form as part of the application. Forms are specific to your desired major. This document should be submitted after you have officially submitted your application.
• Taking the SAT or ACT is not required. If you have previously taken the SAT or ACT, it is recommended that you have an official score report sent to Cornell by the testing agency. It is not necessary to take the SAT or ACT if you have not previously done so.
• If you are an international transfer applicant for whom English is not the first language, you must submit a TOEFL or IELTS score.
• Still have questions after reviewing this site? Please contact us at [email protected] .

How to Apply

We accept the Common Application  (CA) including its College Report and Mid-Term Report. Remember to tell us about your coursework by submitting the course description form for your major in addition to your other application materials.

• Virtual Visit: Cornell Engineering
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Transfer Application Tips

Thoughtfully prepare for and approach the application process..

The College of Human Ecology (CHE) Undergraduate Admissions Staff offers the following Transfer Application Tips to help you thoughtfully approach the application process and present an application that reflects you as a person, an academic, and a community citizen.

New for 2024: Fiber Science applicants are required to complete a Fiber Science Index. More information will be posted this summer. 

Be sure to also review our  Transfer Admission Information and Special Requirements .

Understanding your interests, considering your academic strengths, and being well-informed about your options are critical as you make decisions regarding your transfer. This is especially true for the College of Human Ecology.

• Make this your own exploration of Cornell University, even if you have family, friends, or others in your community who attended or are familiar with Cornell University.
• Carefully review the College of Human Ecology's major-specific fact sheets  and  required preparatory coursework for transfers  when preparing to apply as a transfer. 
• Test your pre-professional interests through volunteer and work experiences. Consider what you enjoyed/valued about those experiences and how you might grow through further exploration and academic pursuits.
• Watch our recorded  College of Human Ecology information sessions . Contacting faculty and academic departments is discouraged unless you are interested in our design-based majors.

Your undergraduate transcript(s) reflects your academic rigor, preparation, persistence, and growth. Our most competitive candidates earn very strong grades in a parallel curriculum that includes our required coursework.

Completing the required foundational coursework prepares students to thrive in their transition to Cornell University and to graduate on time, and is critical in determining an applicant’s competitiveness. Admission, however, is not guaranteed even if the courses have been completed.

• Pursue the required preparatory coursework . An applicant’s competitiveness in our admissions process is largely based on the completion of our coursework requirements.
• Demonstrate strong performance in the required and recommended coursework. A GPA of 3.5 or above, with “As” and “B+s” in required preparatory coursework, increases an applicant’s competitiveness.
• Know that Cornell University and the College of Human Ecology adhere to our own policies regarding placement out of requirements due to Advanced Placement or other related credits. Advanced standing at another institution does not guarantee that Cornell will accept that credit. The  Advanced Placement Equivalencies  information outlines how AP credit may be used. A maximum of 15 pre-college credits from APs or other sources may be applied.

Your essays are the best way to convey your goals, experiences, motivations, what you consider important, and how those pieces impact your desire to attend the College of Human Ecology. A thoughtful and college-specific approach to the essays and application makes for a more compelling candidacy. The College of Human Ecology Admissions Staff is interested in applicants who can articulate a connection to the college mission and programs.

• Carefully read and respond directly to the College of Human Ecology supplemental admissions essay prompt. 
• Address how the College of Human Ecology is uniquely positioned to help you examine your interests, support your goals, and create purpose. Knowing what motivates your interest in and connection to the college and your chosen major helps us better understand your candidacy.
• Reflect on the experiences – academic, research, extracurricular, work, and volunteer – in which you have participated and that make CHE a compelling and meaningful choice. This can inform how you approach and write the supplemental essay. 

Design supplements  are  required  for Design & Environmental Analysis , Fashion Design and Management (Fashion Design and Fashion Design Management options), and Fiber Science  applicants, in addition to submitting the Common Application. These materials must be submitted by the  Common Application deadline  for critical evaluation by department faculty. Applications to those majors without the required supplement will not be reviewed.

• Carefully review the  design supplement instructions  for the major/option of interest, as these supplements are unique to the programs and require written and creative work. 
• Submit the design supplement, in addition to the Common Application, by  the deadline  that corresponds to your application timeline. 
• Those who are reapplying to these majors need to submit a new and updated design supplement as the supplement instructions have changed. 
• Draw on your creativity in all components of the design supplement. Refer to the FAQs associated with the specific design supplement you are completing for more information.  
• Appropriately credit images/photos/creative work if you use those owned by someone else. 

The Admissions Committee is interested in how you use your time in your school and greater communities, what engages, informs and tests your academic interests, and what you learned from those pursuits and how they are connected to the College of Human Ecology.

• Thoughtfully prioritize the extracurricular activities, work experiences, intern/externships, volunteer work, etc. you include. Your deepest and most relevant extras are of most interest to the Admissions Committee. Multiple page lists of activities/résumés are not helpful. 
• Reflect on what you learned about communities, institutions, people, and organizations as a result of your activities. Consider how those reflections might inform your approach to the supplemental essay. 
• Research experiences  can be presented as an entry on the Common Application listing or on a résumé. Should you want to include more information you can submit a short (100 word) overview of your research topic with a focus on the most significant aspect of it as a learning experience, why it matters, and/or how you were supported in this work. Research abstracts are not helpful. 

Letters of recommendation help the Admissions Committee understand your maturity, self-motivation, initiative, character, and role in the classroom and community. 

• Carefully consider who to ask and how that letter may support your candidacy. We prefer that faculty at your undergraduate institution write on your behalf. 
• Ask a science or math professor to submit a letter on your behalf if you apply to one of our natural science-based majors.
• Limit submissions to the number of letters required in the application instructions. 
• Use your best manners to request a letter of recommendation and to thank the letter writer afterwards.
• Inform us if you have impending deadlines by which you hope to have an admissions decision. Transfer decisions are made on a rolling basis. Delays in midterm grades or other information will delay a decision. We sometimes need final grades for the current semester's classes.
• Our faculty and academic departments are focused on teaching, advising, and conducting research as they work with our current students. Please do not contact our faculty/academic departments during the college search or admissions process.
• The “Additional Information” section of the Common Application is best used to contextualize your academic record, address a circumstance that might have impacted your performance, or clarify a specific aspect of your application. Please do not use it to include a second personal essay. 
• Email the CHE Admissions Office  with questions about academic programs, the admissions process, career development, and student life.
• Submit Financial Aid application forms early.
• Visit Cornell University's FAQs for more information.

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March 12, 2024

Cornell University Internal Transfer Process & Essay Prompts

Previously Published on November 28, 2019:

Some students who earn admission to Cornell University and subsequently enroll in one of its seven undergraduate colleges realize in time that while Cornell  is  for them, the undergraduate college within Cornell is  not  for them. And while Cornell’s administration has historically made a big fuss about how difficult it is to transfer within colleges at Cornell, if a student approaches the process correctly, rest assured,  it can be done . In fact, over the years, we at Ivy Coach have helped many students transfer undergraduate colleges within Cornell. So, what exactly does the process of internally transferring at Cornell entail?

How to Transfer Within Colleges at Cornell University

Cornell’s internal transfer process varies by college.

As Winny Sun reported a few years back for  The Cornell Daily Sun  in a piece about Cornell’s internal transfer process , “The process for transferring to each college can vary considerably. While all students looking to transfer must fill out the same internal transfer application, which asks applicants for a 600-word essay on why their ’academic or career goals have led’ them to ’pursue an internal transfer,’ some colleges have more requirements than others.”

Sun went on, “For instance, while the College of Arts and Sciences requires that potential transfers have at least a 2.7 G.P.A., AEM notes that most of its successful applicants have ’at least a 3.3,’ in addition to also asking for a resume and supplemental transfer application. Acceptance rates for internal transfer vary by college and program and depend on the unique applicant pool each semester, explained Florencia Ardon, program manager and advisor at the Office of Internal Transfer and Concurrent Degrees.”

Internal Transfer Essay Requirements by College

Below is a breakdown of the internal transfer essay requirements by college within Cornell for the 2024 academic year:

The Correct Approach to Cornell’s Internal Transfer Process Leads to Success

Students should focus their Cornell internal transfer applications  not  on why their current undergraduate college isn’t right for them but instead on why their academic and career ambitions inspire them to wish to attend the undergraduate college to which they hope to earn admission as internal transfers. After all, admissions officers evaluating the applications of internal transfers understand that students’ interests and dreams can change since they applied to Cornell out of high school.

And while the internal transfer process isn’t easy, keep in mind that Cornell would much prefer students transfer internally within the school than transfer to another university entirely, as external transfers hurt the Ivy League school’s rankings. So, as difficult as the administration may make it seem to internally transfer, know that if one approaches the process correctly by meeting with the right advisors, earning strong grades, submitting a wow essay, and getting involved in the right Cornell extracurriculars, it’s absolutely in the cards.

Ivy Coach’s Assistance with Cornell Internal Transfer

Internal transfer applications , the requirements for which vary by college within Cornell , became available on March 1, 2024. The application deadline for all internal transfer applications is May 1, 2024, with final decisions released in mid-June 2024.

If you’re interested in optimizing your case for internal transfer at Cornell, fill out Ivy Coach ’s complimentary consultation form , and we’ll be in touch to outline our internal transfer service.

You are permitted to use www.ivycoach.com (including the content of the Blog) for your personal, non-commercial use only. You must not copy, download, print, or otherwise distribute the content on our site without the prior written consent of Ivy Coach, Inc.

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Internal Transfer Applicants

Current Cornell students may apply for internal transfer admission to the applied economics and management (AEM) major in Dyson. Before applying to the Dyson School, all students are advised to confer with their advisor in their current college to determine eligibility and path to applying. Please pay careful attention to the information provided here as you consider applying. Dyson enrolls transfer students in the fall semester only and the application is due by midnight ET at the end of day on May 1st. 

Cornell internal transfer applicants should have a very strong academic record in their current program and should be prepared to communicate thoughtfully and in some detail about their interests and reasons for preferring to study in Dyson. Internal transfer admission into Dyson is extremely competitive and therefore not all applicants who meet the criteria below are accepted. For information/Q&A session registration or office hour zoom links, please refer to the “Virtual Support” section near the bottom of the page .

Eligibility

Rising second year and rising third year (i.e., those who apply in their first or second year) currently attending Cornell University are eligible to apply as internal transfer applicants. Preference is given to current first year applicants. Current juniors and seniors are not eligible for internal transfer to Dyson. Students who transferred to Cornell from another university or college are also not eligible for internal transfer to Dyson.

First-year students exploring the possibility of transferring to Dyson should familiarize themselves with AEM prerequisites to ensure that courses taken during the first year will meet Dyson requirements.

Admission Requirements

The Internal Transfer Application can be found here .

Internal transfer applicants must meet (or complete during the semester in which they apply) the following requirements to be considered for admission:

• Minimum Cornell GPA of 3.0
• Full-time (12-credit-minimum) standing each semester, with few, if any, S/U graded courses
• Good standing in current college
• Successful completion of ECON 1110
• PAM 2100 or 2101
• ILRST 2100 (cross-listed as STSCI 2100 )
• HADM 2010 (open for current Cornell Peter and Stephanie Nolan School of Hotel Administration students only)

* Students are encouraged take the statistics class housed within their current college or major.

Please note that Dyson will not accept AP or IB credit for the required courses above. Students must take these courses at Cornell or at the college level for college credit prior to enrolling in Dyson.

Current curriculum requirements are subject to change and internal transfers will be held to the major requirements for the year in which they matriculate to Dyson.

We acknowledge that some colleges require a meeting with an advisor in the college to which you are applying for internal transfer, however, this is NOT  required for internal transfer to the Dyson School. Additionally, please note that we do not review resumes or application materials prior to their official submission.

Course Recommendations

Your internal transfer application is strengthened if you take at least one quantitative course each semester. Possible courses include the following:

• AEM 2770 : Excursions in Computational Sustainability
• AEM 3100 : Business Statistics
• AEM 4110 : Introduction to Econometrics
• AEM 4120 : Computational Methods for Management and Economics
• ECON 3110  (cross-listed as  ILRST 3110 ): Probability Models and Inference for the Social Sciences
• ECON 3130 : Statistics and Probability
• ECON 3140 : Econometrics

Courses available to first-year students that may fulfill AEM requirements and can inform your decision to transfer to Dyson include the following:

• AEM 2015 : The Business Case for Diversity and Inclusion
• AEM 2300  (cross-listed as  ECON 2300 ): International Trade and Finance
• AEM 2350 : Introduction to the Economics of Development
• ECON 1120 : Introductory Macroeconomics

Do not feel you must choose courses from this list; it is provided for your information only.

Note: Management, marketing, accounting, and finance courses offered as part of the university minor in business do not fulfill Dyson major requirements and therefore should not be taken by students applying to transfer. 

In addition to coursework, your internal application to Dyson will be evaluated on qualitative factors such as work experience, volunteer activities, leadership positions, internships, and your ability to explain in detail why the AEM major is a good fit for you.

Essay Guidance

Please be advised that your essay has a maximum word count of 650. It could address any of the following as well as/or any additional subjects that help you explain why you would like to internally transfer to the Dyson School:

• How your interest in a given major and college has developed, and how you have explored it
• Explain clearly and in a well-thought out manner how your intended major and college could provide you with the tools and instruction you desire to achieve at Cornell, and why other options (double major, minors, etc.) are not useful.
• Describe the professional goals/interests you are considering. How will your target college help you to attain your goals?
• If you do not satisfy all the requirements for transfer to your intended college, state the reasons for this, and how you intend to fulfill those requirements.
• You can also talk about the activities that you have been involved in at Cornell and the community (work/volunteer experiences, clubs, research) and how they have shaped you.
• Is there anything else your target college should know about you (e.g. personal/family situations, independent study…) that you consider could further clarify your interest?

Virtual Support

The Office of Admissions hosts information sessions and/or office hours for prospective internal transfer students every semester.

The internal transfer information sessions and meetings for the Spring 2024 semester are as follows:

Info Session– Tuesday, February 13th from 5-6pm ET Advance registration required: Register

Office Hours– Wednesday, March 27th from 5-6pm ET Advance registration required:  Register

Tuesday, April 16th from 5-6pm ET Advance registration required:  Register

Thursday, April 25th from 5-6pm ET Advance registration required:  Register *Please note that office hours are conducted in Zoom breakout rooms with counseling staff and students will wait in the main waiting room to be seen by a counselor. We ask that you come with questions prepared and be aware that our office does not review application materials such as resumes and essays prior to application submission.

If you have questions, please contact the Office of Admissions at [email protected]

Application Process and Timeline

Dyson enrolls transfer students in the fall semester only. Internal transfer applications are accepted during the prior spring semester. The application deadline is midnight ET at the end of the day on May 1st. Applicants can expect to receive their admissions decision on or before June 19th.

If you have questions, please contact the Office of Admissions at [email protected].

Office of Undergraduate and Master’s Programs Admissions

SC Johnson College of Business 289 Statler Hall Phone: 607.254.4228 [email protected]

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Cornell to reinstate standardized test requirements for fall 2026

By james dean, cornell chronicle.

Cornell will reinstitute standardized testing requirements for students seeking undergraduate admission for fall 2026 enrollment, based on evidence from a multiyear study conducted by the university’s Task Force on Standardized Testing in Admissions.

Cornell will remain test-optional for students applying in the upcoming admissions cycle for enrollment in fall 2025, although these applicants are encouraged to submit SAT and/or ACT scores to the Cornell colleges and schools that are currently test-optional.

To provide students with time to prepare and take standardized tests, Cornell will remain test-optional for those applying to enroll for fall 2025 to the College of Arts and Sciences, Cornell Engineering, the College of Human Ecology, the Cornell Jeb E. Brooks School of Public Policy and the School of Industrial and Labor Relations. However, while the submission of SAT and/or ACT scores is optional, it is recommended. For students applying to enroll in fall 2025, the College of Agriculture and Life Sciences, the College of Architecture, Art and Planning, and the Cornell SC Johnson College of Business will remain score-free.

Effective for those applying to enroll for fall 2026 or beyond, applicants to all eight Cornell undergraduate colleges and schools will be required to submit standardized test scores.

In 2020, partly due to the COVID-19 pandemic, test scores became optional at five of Cornell’s undergraduate colleges and schools (A&S, Cornell Engineering, Human Ecology, the Brooks School and the ILR School) and were not considered by three others (Cornell CALS, AAP and the SC Johnson College). Analyzing admissions since 2020, the task force found that when reviewed in context with other application materials, such as GPA, academic rigor, extracurricular engagement, essays and letters of recommendation, test scores help to create a more complete picture of an individual applicant.

Though standardized test scores are imperfect measures of a student’s aptitude and potential, the data suggests that when taken in context, these scores provide valuable insights into a student’s potential for academic success while at Cornell, and thereby help to ensure that admitted students are likely to thrive academically. After accounting for other predictors, including high school GPA, student demographics and high school characteristics, those who were admitted with test scores tended to have somewhat stronger GPAs and were more likely to remain in good academic standing.

The data also showed that test-optional policies may have inadvertent consequences. Cornell’s fall 2022 New Student Survey showed that 91% of matriculating first-year students took the SAT and/or the ACT at least once (and 70% had taken multiple tests), but only 28% of applicants opted to provide test scores even though doing so could have advantaged them.

“While it may seem counterintuitive, considering these test scores actually promotes access to students from a wider range of backgrounds and circumstances,” said Provost Michael I. Kotlikoff. “Our analysis indicates that instituting the testing requirement likely enhances, rather than diminishes, our ability to identify and admit qualified students.”

Students’ decisions to share test scores are shaped by social background factors such as the type of high school they attended, their family income, and their access to and use of college counseling. Students from different kinds of backgrounds may decide to withhold scores that are strong enough to help them gain access to Cornell, which means that test-optional policies may undermine equity in admissions. For example, an applicant might choose not to submit a score that is at or slightly below Cornell’s median score, even though a reviewer would note favorably that the score is in the top tier for that student’s high school. Such an application would be stronger with the score included.

“While important, standardized test scores represent only one of many factors we consider in the admissions process,” said Lisa Nishii, vice provost for undergraduate education and interim vice provost for enrollment. “In addition to test scores, Cornell will consider both the context provided by the rest of a student’s application materials and the context of where they are applying from – their high school, personal circumstances and background. We are committed to evaluating an applicant’s academic preparedness as well as how their unique interests, lived experiences and strengths will contribute to Cornell’s vision of ‘… any person … any study.’”

A summary of the task force’s report can be viewed here .

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Cornell Office of Undergraduate Admissions

Search cornell admissions, the pssp summer experience.

Hi! My name is Morielle Mamaril. I’m a freshman in ILR from a small agricultural town in California called Watsonville or “Strawberry City.” March 30th, 2023: Ivy Day. After nervously waiting for the “Application Status Update” email, a steady stream of tears flowed as soon as I read, “Congratulations!” Busy in joyous celebration with my mom right beside me, I relished the unknown of what the next four years of my life would look like at Cornell.  

What is PSSP?

As opposed to a more traditional matriculation to college, my admission for the fall semester was made with the condition that I attended the Pre-Collegiate Summer Scholars Program (PSSP), which was described as “a valuable opportunity to become better acquainted with Cornell while meeting other incoming students and getting a head start on some of your coursework.” I remember the vivid mix of nervousness and excitement on the plane to Ithaca for the first time, asking myself who I might meet, if I’d miss home on the first day, and whether or not I’d “fit in.” However, these initial worries were short-lived, as I joined 200 other students from all of Cornell's undergraduate colleges/schools that summer.  

After the first night settling into McClintock Hall, I awoke the next day feeling adjusted to the unfamiliar but comforting spaces thanks to the intentionally community-oriented nature of the program. Designed to draw us out into the shared living spaces, I formed immediate bonds with my peers, from playing “We’re Not Really Strangers” to gathering at the slope to watch the sunset or taste-testing Cornell’s dairy ice cream flavors at the dining hall, and of course, the classic exploration period around campus to gorges, falls, and trails before our summer classes officially began. The first week was incredibly fun! Given the liberty to manage our time, we explored Ithaca to our heart’s fullest content; we went to Collegetown for boba, to the Commons for Korean barbecue, to the mall, to the Farmers Market, and local state parks.  

Establishing a Routine

In due time, I established a routine typical of a full-time college student. I mastered the essentials of residential life etiquette, doing laundry, and navigating the TCAT bus system. I formed these habits while undergoing personal, academic, and social transformations. Apart from the personal growth I experienced through a tailored lifestyle and newfound friendships, I owe much of my smooth transition to the robust guidance and support I received from my peer mentor, academic advisor, and professors. With each new day, I cultivated genuine relationships that gave me confidence, which I found crucial for eventual personal and academic success. 

The academic period was compressed to a mere six weeks. I faced the rigorous challenge of meeting the demands that a 14-week-long semester would normally entail. My schedule totaled eight credits, which, coming from an underserved high school with limited resources, was enough to require that I put in the effort and get used to managing my time without extracurriculars and focusing on my academics. I took on proven learning strategies based on metacognition to complete my freshman writing seminar, Intro to Microeconomics, and college achievement seminar classes. Everything felt new to me; I was re-learning how to learn. After late nights writing essays and practicing econ problems at the Cocktail Lounge overlooking Libe Slope, I would unwind with a tranquil walk back to North Campus. By the end of the summer, my efforts paid off, even allowing me to take sophomore-level classes during my freshman spring semester and granting me lighter workloads and a smoother transition to the entire academic year.   

Advice for New Students

If there’s one thing that I took away from PSSP, it’s that we all share the ability to truly connect. Ultimately, our time here is an ongoing opportunity for discovery of ourselves and others. There are a few more things I want to leave you with:     

• Protect your peace & be selfish when it is necessary.   
• As cliche as this may sound, everything happens for a reason.  
• Show courage, grow from vulnerability, and stay curious.   

A good friend of mine once said, “From here on out, we walk a new path.” So, as we move forward, please take care of yourselves and the people around you. 

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