uconn supplemental essays

How to Write a Supplemental Essay for College Applications

Discover tips for tackling writing supplements, and read a sample essay from a current student.

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A supplemental essay gives you an opportunity to tell the admissions committee about something you weren't able to cover in your main essay.

Prospective students are usually aware that they must write an essay as part of the college application process . But they may not know that some schools will ask for additional writing samples such as a supplemental essay.

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These writing supplements are usually shorter than the main college essay , but they're no less important, experts say.

"Every word counts in getting your story across," says Deborah Davis, president and founder of Davis Education & Career Consultants LLC, based in Ridgefield, Connecticut.

Some colleges ask for just one supplemental essay while others may require several.

For example, Wake Forest University in North Carolina had six additional questions for prospective students to respond to on its 2020 undergraduate admissions application. However, a couple of the questions asked applicants to write lists – for instance, a personal top 10 list – rather than a full paragraph or two.

Supplemental essay prompts come in all shapes and sizes. In some cases, schools let applicants choose from several options. For instance, the University of North Carolina—Chapel Hill 's fall 2019-20 application included four prompts – such as "What do you hope will change about the place where you live?" – from which prospective students had to select two.

Davis says two of the most common prompts she's seen are "What do you want to major in?" and "Tell us about a favorite activity."

While word counts for supplemental essays vary, they tend to be limited.

Wake Forest has a 150-word limit for each of its supplements, says Tamara Blocker, the university's senior associate dean of admissions. UNC caps applicants' short answer responses at 250 words each, according to the school's website.

In contrast, The Common Application , a platform that allows students to apply to multiple colleges at once, has a suggested 650-word limit for the main essay and 250 words for others.

These types of written responses are more like vignettes or snapshots, rather than full-blown essays, says Stephen Farmer, vice provost for enrollment and undergraduate admissions at UNC.

"I think – I hope, anyway – that students feel the opportunity maybe in the shorter responses to worry less about form and just be a little more open with us," he says.

To help prospective students familiarize themselves with supplemental essays, U.S. News obtained an example from Tufts University in Medford, Massachusetts. Ryan Sheehan from Wallingford, Pennsylvania, wrote the short piece and is a computer science major in the class of 2021.

As part of his application, Sheehan responded to the following prompt: "There is a Quaker saying: 'Let your life speak.' Describe the environment in which you were raised – your family, home, neighborhood, or community – and how it influenced the person you are today."

"As the son of two journalists, I have grown up under a lifelong inquisition: How is your room such a mess? Can you please stop chasing the cat? Will you come down from the tree already? Granted, those are all from this past year, but the point still stands. Like any good journalists, my parents have also always had a propensity for uncovering the truth. On the third night that I had my license, I decided to go to the library to study. Before 15 minutes had passed, I noticed the librarian peering at me through the shelves before quickly averting her eyes and whispering, "He's here," into her phone. Even so, regardless of how many spies they've hired over the years, I have always looked up to my parents immensely. However, I have found my inherited inquisitiveness to be a trait most useful in a place far from the realm of reporting: the robotics lab. After four years of spending almost more time in the lab than at home, I have learned that nothing is more important than asking the right questions. As a programmer, I need to be able to communicate with my builders. Come press time, if I don't interview them properly, our robot will invariably end up as a hunk of unresponsive aluminum. To make a machine, the team must work as one. So although I may be writing source code instead of a breaking story, I am glad I had such nosy parents after all."

Karen Richardson, former dean of undergraduate admissions and enrollment management at Tufts who is now dean of admission at Princeton University in New Jersey, explained why she liked this response: "This is a great essay because, in just 250 words, it shows rather than tells the reader who Ryan is and the things that matter to him. It gives us a sense of his family life and academic interests, and it even shows us he has a sense of humor. As an admissions committee, we learned a lot about Ryan in just one paragraph."

Here are five additional tips from admissions officers to help prospective college students craft strong supplemental essays.

Answer the Question

This may seem obvious, but applicants should carefully read a supplemental essay prompt and make sure they understand what it is asking before answering it, Richardson says.

Prospective students may want to reuse an essay they wrote for another college, but that doesn't always work because supplemental questions tend to be more tailored to an individual institution, she says.

Start With an Outline

Applicants may have their own writing process, but Davis encourages those she works with to create outlines. She says prospective students should brainstorm the personal qualities, skills or experiences they would like to convey in their supplemental essays.

Don't Repeat Yourself

Supplemental essays are a chance for applicants to give more information to an admissions committee to further show why they are a good fit for a school, Davis says. So prospective students should make sure they aren't repeating something that's already been covered in their main essay.

Narrow Your Focus

Probably the biggest mistake applicants make in supplemental essays is choosing a topic that's too big, Farmer says. For example, he says prospective students may attempt to settle a complex political issue in just one paragraph.

"I think it's better to do something small and do it well than to do something big and skate over the surface," he says.

Maintain Your Voice

It's a good idea for applicants to ask another person for editing help, but too much input can be detrimental to an essay, experts say. If lots of people – teachers, parents, peers – read and weigh in on an essay, they can weaken how clearly a student's voice comes through in the writing.

"It's great to read something that sounds like it was written by an 18-year-old and not by a machine," Farmer says, "or by someone who's trying to be prematurely middle-aged."

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Supplemental Essay Guide 2024-25

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Agnes Scott College 2023-24 Supplemental Essay Prompt Guide

Alvernia University 2023-24 Supplemental Essay Prompt Guide  

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2023-24 supplemental essay prompt guide, linfield university 2023-24 supplemental essay guide, loyola marymount university (lmu) 2023-24 supplemental essay prompt guide , lynn university 2023-24 supplemental essay prompt guide, macalester college 2023-24 supplemental essay prompt guide, malone university 2023-24 supplemental essay prompt guide, manchester university 2023-24 supplemental essay prompt guide, marist college 2023-24 supplemental essay guide, mary baldwin university 2023-24 supplemental essay guide, massachusetts institute of technology (mit) 2023-24 essay prompt guide, meredith college 2023-24 supplemental essay guide, monmouth college 2023-24 supplemental essay guide, moravian university 2023-24 supplemental essay prompt guide, morehouse college 2023-24 supplemental essay prompt guide, mount holyoke college 2023-24 supplemental essay prompt guide, new york university (nyu) 2023-24 supplemental essay prompt guide, north park university 2023-24 supplemental essay prompt 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Pre-Medical and Pre-Dental Advising

Secondary application.

After an applicant has submitted their primary application, the majority of medical schools will request additional information in the form of the secondary application , or supplemental application. Dental schools vary greatly in whether they require a supplemental application or essays; many require a school-specific supplemental application fee as part of their process.

Secondary applications are  school-specific ; the questions asked will vary from program to program. They generally intend to gain a deeper understanding of each applicant, as well as a sense of  why an applicant is a good “fit”  for the school.

Schools vary on exactly when they distribute secondary applications—some will be sent out shortly after submission of the primary application, while others can take over a month.  Regardless of when the secondary is received, applicants should aim to complete their secondary applications within two weeks . Some schools use an applicant’s response time as a way to gauge their interest in the program, so secondaries should ideally be completed within a few days for top-choice programs .

To prepare for writing secondary applications, applicants should:

• Review each school’s  mission statement  and familiarize themselves with the core values of the school and what their priorities are when reviewing candidates (to view a comprehensive list of all mission statements for MD schools, visit the MSAR Mission Statement Report )
• Do some research into common questions that are asked in secondary applications so that general responses can be crafted in advance
• Plan answers around specific, illustrative examples for their candidacy—make sure to not repeat or copy directly from the primary application; rather, add in new details and elements that expand upon your responses
• Remain organized and create a plan to prioritize and submit your secondaries in a timely manner

To pre-write secondary applications while waiting for one’s primary application to get verified: Visit the database of secondary applications for each school at  Prospective Doctor . This database is technically unofficial, but is very reliable each year in terms of accuracy.

To view a workshop on secondary applications led by our office, please visit our website here . To view the presentation slides, click here .

For additional information, applicants can explore the AAMC definition of the secondary application as well as their Advising Corner: Preparing for Secondary Applications page. More resources can be found through The Princeton Review and Kaplan .

Note as well that just as there is a fee for filling out your primary application, there is also  a fee associated with secondary applications. These fees are school-specific and will range, so ensure that you check each institution’s website information about cost —the average cost is around $75. You can also find information about cost and deadlines using the AAMC’s MSAR Report about Secondary Application Information .

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Honors admissions.

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Incoming First-Years

You will automatically be considered for admission to the Honors Program as a first-year undergraduate applicant to UConn Storrs, UConn Stamford, or UConn Hartford. There is no separate Honors Program application for entering first-year applicants. Your UConn application will be thoroughly reviewed through a holistic approach, both for admission to UConn and for admission to the Honors Program. If you are admitted to the Honors Program, your invitation to join the Honors Program will be posted to your UConn applicant portal as part of your UConn admissions decision.

We highly recommend that entering first-years apply by December 1 – UConn’s Priority Application Deadline for Merit Scholarships & Honors Consideration.

For more general information on first-year application dates & deadlines, visit the UConn Office of Undergraduate Admissions .

Current UConn or Transfer Students

Current undergraduates from any UConn campus may seek admission to the Honors Program after the first year. Transfer students may apply to the Honors Program as they separately apply to UConn, or wait to apply as a current UConn undergraduate. The Honors application for current UConn undergraduates and transfer students can be found here and should be submitted according to the Honors application timeline .

Your admission to the Honors Program will consider your college academic record and your time to graduation with your undergraduate (or Pharm.D.) degree. If you have three or more years until graduation, your Honors admission will consider available space in the Honors Program. If you plan to graduate in two years or less , you will need to connect with a departmental Honors academic advisor in your major to discuss your pathway through Honors and submit an approved  Honors Plan  of Study .

Readmitted UConn Students After a Leave of Absence

If you’re returning to UConn after a leave of absence, you may seek readmission to the Honors Program upon readmission to UConn. We encourage you to connect with the Dean of Students Office for more information and support. Details about the Honors Readmission process can be found here .

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Institute for Systems Genomics

UConn Genetic Counseling Master's Degree Program

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Your application packet will include a supplemental writing piece titled “ Current Challenge in Systems Genomics”  in which you will assess a current challenge of global perspective within the discipline of systems genomics* that is of particular relevance to an aspect of genetic counseling.

* Systems genetics/genomics builds upon major technology advances that facilitate the measurement of genomes to the level of single nucleotide variation, methodological improvements to assess phenotypes in a more quantitative manner, and new computational pipelines for a comprehensive view of complex interactions between genes, RNAs, proteins and other cellular components. Differing from historic approaches to genetic analyses, systems genomic approaches can be achieved on cells and organisms, rather than strictly on populations and all in a manner comprehensive of different conditions or environments.

Formatting :

• No more than one page in length
• 1.5 lines or double spaced
• Sans Serif font size no smaller than 10.5
• Margins between 0.75-inches and one inch on all sides
• Applicant Match ID # should be included in lower right corner margin/footer
• Do not include your name on the document

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Scholastic Standing

Programs with supplementary scholastic standards.

Below are rules for programs at the University of Connecticut which have supplementary scholastic requirements.  Students who do not meet these requirements may be dropped from their program. Those students dropped from a School/College or major may be moved to the Academic Center for Exploratory Students or another University of Connecticut school or college program.

College of Agriculture, Health and Natural Resources

Allied health - dietetics, diagnostic genetic sciences, and medical laboratory sciences ( does not include the allied health sciences major ).

The supplemental academic standards in the Department of Allied Health Sciences apply to the three professional majors – Dietetics, Diagnostic Genetic Sciences, and Medical Laboratory Sciences. Students in these majors who fail to maintain the minimum grade point averages or minimum course standard in any of these areas are subject to dismissal from the professional program and in some cases the Department of Allied Health Sciences

• Students must maintain a minimum semester grade point average of 2.2
• Students must maintain a minimum cumulative grade point average of 2.2
• The Diagnostic Genetic Sciences Major GPA includes all courses offered with the following departmental designations: AH, DGS, and MLS.
• The Dietetics Major GPA includes all courses offered with the following departmental designations: AH, DIET, and the following NUSC courses: 2200, 3233, and 3234.
• The Medical Laboratory Sciences Major GPA includes all courses offered with the following departmental designations: AH, DGS and MLSC. Students receiving a grade less than a “C” in two or more courses with the departmental designations of AH, DGS or MLSC in any given semester are subject to dismissal from the Program and in some cases the Department of Allied Health Sciences.
• Students must obtain a “C” or better in all courses required for graduation that are in the Department of Allied Health Sciences. Courses vary with program.
• No student may take a course in the Department of Allied Health Sciences for which another course in the department is a prerequisite unless that student has earned a grade of “C” or better in that prerequisite course.
• No course in the Department of Allied Health Sciences may be repeated more than once (for a total of two times).

Individualized Major

• Students must earn a grade point average of 2.5 or better in the 36 credits of courses being applied to the major. Go the Individualized & Interdisciplinary Studies Program dismissal policy page for more information.

Landscape Architecture

• All students choosing the landscape architecture major will be evaluated after they have taken introductory landscape architecture courses LAND 2110 and 2210.
• Minimum requirements for continuance in the Program of Landscape Architecture are a cumulative grade point average of 2.5 or better and a grade of 3.0 (B) or better in both introductory courses. For students meeting these requirements, faculty evaluation of a portfolio of work produced in introductory courses, student essay and GPA will determine final acceptance into the Program.
• Thereafter students must maintain a cumulative grade point average of 2.5 or better, and must earn grades of 2.7 (B-) or better for all major (LAND) courses. Students who receive more than one grade below 2.7 (B-) in major (LAND) courses will be dismissed from the major.
• Courses may be retaken if space allows, with permission of the instructor, but no course in the Program of Landscape Architecture may be repeated more than once (for a total of two times).

School of Business

• Students admitted to the School of Business are required to maintain specific scholastic standing requirements related to term GPA, cumulative GPA, cumulative Business GPA, and completion of critical required courses. Students should reference the Scholastic Standing Requirements in the Undergraduate Catalog for their specific catalog year and consult with the School of Business Undergraduate Programs Office with any questions.

Neag School of Education

• Throughout the teacher candidates’ progress in the Teacher Education program, faculty, clinic teachers, and university supervisors will assess the teacher candidates’ professional knowledge, skills, and dispositions in both course assignments and clinical setting, and make recommendations regarding teacher candidate continuation in the program.
• Continuation in the Teacher Education program is based on continued acceptable performance.
• Consistent, active engagement/participation during scheduled classes/meetings.
• Earn grades of B- or better in education courses and seminars; maintain a GPA of 3.0 or higher in their major and education coursework.
• Maintain a cumulative GPA of 3.0 or higher.
• Complete all work with regards to grades of Incomplete prior to start of the subsequent semester, and prior to the grade being converted to a failing grade (F).
• Complete program requirements according to the plan of study for the concentration area.
• Follow UConn’s Student Conduct Code.
• Demonstrate ability to work successfully with K-12 students in field placement settings throughout the program. Clinic teachers evaluate students by using a department designed evaluation instrument aligned with program standards. Students must actively participate in scheduled clinic hours/days and receive consistently positive evaluations from classroom teachers to continue in the program.
• Follow the teacher code of conduct within the assigned Professional Development Center (PDC).
• Students who do not satisfy these requirements may remain in the major with the permission of the director of the IB/M program or their designee and dependent on evidence of consistent improvement in students’ records.

Sport Management Program

• Students must maintain a 3.0 each semester in Sport Management major courses.
• Student must demonstrate the ability to work successfully in a sport organization through successful completion of EDLR 3090 prior to enrolling in EDLR 3091.
• Students who do not meet the criteria for acceptable performance may or may not be eligible for an assistance plan based upon individual circumstances.

School of Engineering

To be in good academic standing in the School of Engineering, students must maintain a 2.5 cumulative GPA after completing 24 or more credits. Students must maintain a minimum 2.3 cumulative GPA to continue in the School of Engineering. Students who fall below a 2.3 cumulative GPA after 24 credits in residence will be moved to the Academic Center for Exploratory Students. Residence means courses completed at one of the UConn campuses and does not include Early College Experience or non-degree courses. Students will have the opportunity to appeal this decision. If a student’s cumulative GPA falls between 2.3 and 2.5, they will be considered on academic probation for the School of Engineering. Students on academic probation will be reduced to a 14-credit load until the cumulative GPA improves to at least 2.5. Students may stay in the School of Engineering while on academic probation with the reduced credit load.

Course Catalog-School of Engineering

School of Fine Arts

Fine Arts students (with the exception of Art History and Theatre Studies majors and Digital Media and Design students enrolled in the Bachelor of Arts program) must enroll in a minimum of six credits in major department courses (Art and Art History, Dramatic Arts, or Music or Digital Media and Design courses for students enrolled in the Bachelor of Fine Arts program) each semester of full-time study unless an exception is granted by the Director of Advising. Students who fail to comply with the minimum credit requirement are subject to dismissal from the school.

DMD Policy Digital Media and Design majors must maintain a minimum cumulative grade point average of 2.7 for all graded coursework at the University of Connecticut. Digital Media and Design majors must maintain a minimum cumulative grade point average of 3.0 based on all courses required within the Digital Media and Design majors.

At the end of each semester, students with a grade point deficiency will be placed on departmental scholastic probation. During the subsequent semester, the student will have the opportunity to improve their standing. In the event that the student’s standing does not rise to the minimum level, they will be subject to dismissal from the Digital Media and Design major.

BFA in Design and Technical Theatre B.F.A. in Design and Technical Theatre students must maintain a minimum cumulative grade point average of 2.7 for all graded coursework as it appears on their university transcript. Design and Technical Theatre majors must maintain a minimum cumulative grade point average of 3.0 based on all courses required within the major.

During the subsequent semester, the student will have the opportunity to improve their standing. In the event that the student’s standing does not rise to the minimum level, they will be subject to dismissal from the B.F.A. in Design and Technical Theatre.

College of Liberal Arts and Sciences

• Students must earn a grade point average of 2.5 or better in the 36 credits of courses being applied to the major.  Go the the Individualized & Interdisciplinary Studies Program dismissal policy page for more information.

Mathematics - Actuarial Science

• Students must maintain a minimum cumulative grade point average of 3.2.
• Students who do not satisfy this requirement may remain in the major with the permission of the director of the Actuarial Science program or their designee.
• If the student is not continued in the program, but meets minimum University of Connecticut scholastic standards as outlined in the University Senate by-laws, the director or designee will work with the student to identify an appropriate alternative major.

School of Nursing-No Supplementary Dismissals

• Students must earn grades of "C" or better in courses essential to the Nursing curriculum (see Undergraduate catalog for details).
• Students must have a minimum GPA of 2.5 at the end of the semester in which they have completed 26 calculable credits.
• Students must earn a grade of "C" or higher in all prerequisite courses.
• Students must earn a grade of "C" or higher in all Nursing courses.
• Students must maintain a cumulative GPA of 2.7 or higher prior to enrollment in NURS 3220, 3234. Students who do not have a 2.7 cumulative GPA at this point will be dropped from the School of Nursing.
• When all other minimum academic standards are met, students may repeat for credit one Nursing course.
• Students may be dropped from the program if in the course of two or more semesters, the GPA for their Nursing coursing is below 2.5.
• Students must maintain a cumulative GPA in all Nursing courses of 2.0.
• Students must earn a cumulative GPA of 2.5 for graduation.

School of Pharmacy

Supplementary Scholastic Standards for the Pre-Professional B.S. Pharmacy Studies Students

The Pharmacy Studies, Pre-Professional major is designed as the pathway to transition enrolled UConn undergraduate students into the professional Pharm.D. program. Students must be admitted to the professional program to complete the undergraduate B.S. degree in Pharmacy Studies. There is not a pathway to complete an undergraduate degree in the School of Pharmacy from the Pharmacy Studies, Pre-Professional major without applying and being admitted to the professional Pharm.D. program.

Students will be subject to transition out of the Pharmacy Studies, Pre-Professional major and into the Academic Center for Exploratory Students (ACES) under any of the following circumstances:

• Failure to register for two or more pharmacy STEM prerequisite courses in a given semester*
• Progression to any higher level required chemistry (CHEM) prerequisite course without a grade of C- or higher in the course’s prerequisite
• Students who have a combined math/science prerequisite GPA of less than 2.5 in the following required courses (or their equivalents): BIOL 1107, CHEM 1127Q, CHEM 1128Q (or CHEM 1124Q, CHEM 1125Q, and CHEM 1126Q), MATH 1131Q, PHYS 1201Q, CHEM 2443, MCB 2610, and PNB 2264, 2274, or 2774
• Failure to apply or successfully gain acceptance to the professional Pharm.D. program after three years or six semesters (fall and spring only) in the Pharmacy Studies, Pre-Professional major
• Subject to university academic dismissal

Students will be notified in advance of potential transition to ACES and will have an opportunity to appeal the decision to the School of Pharmacy’s Associate Dean of Admissions and Student Affairs. Appeal deadlines will be consistent with University of Connecticut’s timelines and processes.

* Students who choose to take or whose placement exams direct them to take three years to complete the prerequisite courses and otherwise meet progression requirements will not be subject to transition for failure to register for two or more pharmacy STEM prerequisite courses in a given semester.

* Students who are out of sequence or have special circumstances approved by the School of Pharmacy and otherwise meet progression requirements will not be subject to transition for failure to register for two or more pharmacy STEM prerequisite courses in a given semester.

* Students who have documented issues with registering for required prerequisite courses beyond their control and otherwise meet progression requirements will not be subject to transition for failure to register for two or more pharmacy STEM prerequisite courses in a given semester.

Scholastic Standards for Professional Program

Students admitted to the professional pharmacy program must maintain the following standards of scholastic achievement to continue and/or complete the program:

• A minimum semester and cumulative grade point average of 2.0. in the School of Pharmacy (Students are subject to dismissal if there is more than one semester in which they earn a semester or cumulative grade point average below 2.0).
• A minimum 2.0 grade point average in all required Pharmacy courses. (Students are subject to dismissal if there is more than one semester in which they earn a semester grade point average below 2.0 in required Pharmacy courses.)
• A minimum cumulative grade point average of 2.0 in all required Pharmacy courses is required to enroll in Advanced Pharmacy Practice Experience (APPE) rotations.
• A minimum cumulative grade point average of 2.0 is required for graduation. In addition, to demonstrate competency in pharmacy practice and oral communication skills, the student must receive a grade of 1.7 or above in PHRX 5065 to continue into the clinical experience sequence (APPE year).
• For any grade less than a “C-” in a required Pharmacy course, one occurrence at any time in the professional pharmacy program would result in probation and intervention by the Associate Dean. Two or more occurrences of grades less than a “C-” at any time in in the professional pharmacy program would result in the review by the Academic and Technical Standards Board of the School of Pharmacy and may result in dismissal by this Board.

All required Pharmacy courses must be taken for a grade ( i.e ., may not be taken on Pass/Fail or Satisfactory/Unsatisfactory).

Following any leave of absence from the professional program, the school reserves the right to impose certain requirements before returning to the program, up to and including academic assessments.

Failure to meet any of the requirements may result in dismissal of the student from the program.

Students who are in the Honors program can review the supplementary scholastic standards and requirements on the Honors requirements page .

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First Year Programs I Learning Communities I Academic Achievement Center I Innovation Zone

Academic Achievement Center

Supplemental instruction.

What is SI (Supplemental Instruction)?

How are si classes selected.

An analysis of “gateway" courses, defined as entry level courses which are requirements for numerous majors, showed a trend of high D, F, W rates ("D" and "F" grades and Withdrawals). These courses usually require large amounts of reading from complex texts, utilize exams that require application and analysis of heavy content, and do not require or record attendance. Many students have difficulty adjusting their current learning strategies to accommodate to this new style of teaching and learning. Large lecture halls and class size often diminishes the opportunity for teacher / student interaction. Supplemental Instruction supports these types of courses.

What is the difference between Sessions and Office Hours?

SI sessions are designed to cover that week's lecture content and occur twice a week, typically for one hour. SI leaders will have a lesson plan and will readdress content covered in class.

Office hours are designed to be more flexible and allow students to drop in with specific questions and occur within the Academic Achievement Center.

What happens during the SI sessions?

Research indicates that students earn higher grades when they work actively with the course material and participate in small groups discussions. Therefore, you should expect the SI sessions to have an informal atmosphere where you and your peers can explore important concepts, review class notes, discuss reading assignments, work practice problems and review effective study skills. These sessions are facilitated by an SI Peer Leader. SI sessions meet consistently at regular scheduled times throughout the week and students can attend as frequently as they like.

Storrs Supplemental Instruction Session Hours:

BIO 1107 for Dr. Abbott: Mondays and Wednesdays with Sophia: 5:30pm-6:30pm in MCHU 302

Tuesdays and Thursdays with Shyam: 5:30pm-6:30pm in SHH 105

BIO 1107 for Dr. Kline:     Mondays and Wednesdays with Vy: 6:30pm- 7:30pm in MCHU 106

MCB 2000 for Dr. Malinoski: Tuesdays and Thursdays with Neha: 6:30pm-7:30pm in MCHU 302

MCB 2400 for Dr. Kratovil: Mondays and Tuesdays with Chris: 7:30pm-8:30pm in MCHU 111

CHEM 1122 For Dr. Aguire: Mondays and Thursdays with Cameron: 5:00pm-6:00pm in AUST 102

CHEM 1125 for Dr. Selampinar: Mondays and Wednesdays with Elena: 7:30pm-8:30pm in MCHU 108

CHEM 1127 for Dr. Cady: Mondays and Wednesdays with Kristen: 6:30pm-7:30pm in MCHU 201

CHEM 1128 for Dr. Cady: Tuesdays and Thursdays with Gabby: 5:30pm-6:30pm in FSB 103.

PNB 2265 for Drs. Krauss & Reddin: Thursdays with Kira: 6:00-7:00pm in MCHU 111

MATH 1070 for Dr. Biro: Tuesdays and Thursdays with Allison: 4:30- 5:30pm in SHH 301

MATH 1131 for Dr. Rizzie: Mondays and Wednesdays with Sam: 6:00-7:00pm in MONT 319

PSYCH 1100 for Dr. Lundquist: Mondays and Wednesdays with Lauren: 5:40pm-6:40pm in BUSN 227

STATS 1100 for Dr. McLaughlin: Mondays and Wednesdays with Olivia: 6:00pm-7:00pm in AUST 108

Hartford Supplemental Instruction Session Hours:

BIO 1107 for Dr. Limaye with Yusur:

Wednesdays from 1:00pm-2:00pm in HTB 226

Thursdays from 4:00pm-5:00pm in HTB 226

CHEM 1127 for Dr. Shah with Yousuf:

Wednesdays from 2:00pm-3:00pm in HTB 220

Thursdays from 1:00pm-2:00pm in HTB 145

Waterbury Supplemental Instruction Session Hours:

BIO 1107 for Dr. Durstin: Tuesdays and Thursdays with Racco: 12:30pm-1:30pm in Room 326

CHEM 1127 for Dr. Hill: Tuesdays and Thursdays with Bendy: 12:30pm-1:30pm in Room 323

PSYCH 1100 for Dr. Wrobel: Wednesdays with Taspiya: 6:15pm-7:15pm in AAC, Room 128

Interested in becoming a SI leader?

Are you a faculty member interested in having an si for your class contact leo lachut, si program data: spring 2023.

Total Number of Sign Ins: 3,380

• 76% of students attended up to 4 SI sessions
• 24% of students attended 5 or more SI sessions
• 21% of students have a GPA from 2.0-2.99, 69% of students have a GPA from 3.0-3.99, 6% of students have a 4.0 GPA

Classes with SI sessions:

CHEM 1122, CHEM 1124, CHEM 1125, CHEM 1128, CHEM 2444

MATH 1060,  MATH 1070,  MATH 1131,  MATH 1132

MCB 2000, MCB 2410

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Connecticut College’s 2023-24 Essay Prompts

Common app personal essay.

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

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

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

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

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

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

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

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In Reversal, Expert Panel Recommends Breast Cancer Screening at 40

Some researchers said the advice did not go far enough. The panel also declined to recommend extra scans for women with dense breast tissue.

By Roni Caryn Rabin

Citing rising breast cancer rates in young women, an expert panel on Tuesday recommended starting regular mammography screening at age 40, reversing longstanding and controversial guidance that most women wait until 50.

The panel, the U.S. Preventive Services Task Force, finalized a draft recommendation made public last year . The group issues influential advice on preventive health, and its recommendations usually are widely adopted in the United States.

In 2009, the task force raised the age for starting routine mammograms to 50 from 40, sparking wide controversy. At the time, researchers were concerned that earlier screening would do more harm than good, leading to unnecessary treatment in younger women, including alarming findings that lead to anxiety-producing procedures that are invasive but ultimately unnecessary.

But now breast cancer rates among women in their 40s are on the rise, increasing by 2 percent a year between 2015 and 2019, said Dr. John Wong, vice chair of the task force. The panel continues to recommend screening every two years for women at average risk of breast cancer, though many patients and providers prefer annual screening.

“There is clear evidence that starting screening every other year at age 40 provides sufficient benefit that we should recommend it for all women in this country to help them live longer and have a better quality of life,” said Dr. Wong, a primary care clinician at Tufts Medical Center who is the director of comparative effectiveness research for the Tufts Clinical Translational Science Institute.

The recommendations have come under harsh criticism from some women’s health advocates, including Representative Rosa DeLauro, Democrat of Connecticut, and Representative Debbie Wasserman Schultz, Democrat of Florida, who say the advice does not go far enough.

In a letter to the task force in June , they said that the guidance continued to “fall short of the science, create coverage gaps, generate uncertainty for women and their providers, and exacerbate health disparities.”

Weighing in again on a hotly debated topic, the task force also said there was not enough evidence to endorse extra scans, such as ultrasounds or magnetic resonance imaging, for women with dense breast tissue.

That means that insurers do not have to provide full coverage of additional screening for these women, whose cancers can be missed by mammograms alone and who are at higher risk for breast cancer to begin with. About half of all women aged 40 and older fall into this category.

In recent years, more mammography providers have been required by law to inform women when they have dense breast tissue and to tell them that mammography may be an insufficient screening tool for them.

Beginning in September, all mammography centers in the United States will be required to give patients that information.

Doctors often prescribe additional or “supplementary” scans for these patients. But these patients frequently find they have to pay all or some of the charges themselves, even when the additional tests are performed as part of preventive care, which under law should be offered without cost.

Medicare, the government health plan for older Americans, does not cover the additional scans. In the private insurance market, coverage is scattershot, depending on state laws, the type of plan and the plan’s design, among other factors.

The task force sets the standards for what preventive care services must be covered by law by health insurers at no cost to patients.

The panel’s decision not to endorse the extra scans has significant implications for patients, said Robert Traynham, a spokesman for AHIP, the association that represents health insurance companies.

“What that means for coverage is that there is no mandate to cover these specific screenings for women with dense breasts at zero-dollar cost-sharing,” he said.

While some employers may choose to have their health insurance plans do so, it is not required by law, Mr. Traynham said.

Kathleen Costello, a retiree in Southern California who was diagnosed with breast cancer in 2017 when she was 59, said she was convinced that mammograms missed her cancer for many years.

She underwent screening annually, and every year she received a letter saying that she was cancer-free. The letters also told her that she had dense breast tissue and that additional screening was available but not covered by insurance.

Six months after an all-clear mammogram in 2016, she told her doctor that her right breast felt stiff. The doctor ordered a mammogram and an ultrasound.

“In 30 seconds, the ultrasound found the cancer,” Ms. Costello said in an interview, adding that she knew because “the technician blanched and left the room.”

The mass was four centimeters in size, Ms. Costello added: “It’s hard for me to accept that it grew in six months from undetectable to four centimeters.”

But Dr. Wong, of the task force, said there was no scientific evidence to prove that supplemental imaging, by either M.R.I. or ultrasound, reduces breast cancer progression and extends life for women with dense breast tissue.

There is ample evidence, on the other hand, that supplemental screenings may lead to frequent false-positive findings and to biopsies, contributing to stress and unnecessary invasive procedures.

“It’s tragic,” Dr. Wong said. “We are as frustrated as women are. They deserve to know whether supplemental screenings would be helpful.”

But medical organizations like the American College of Radiology endorse supplemental screening for women with dense breast tissue. There is research showing that ultrasound in conjunction with mammography does detect additional cancers in patients with dense tissue, said Dr. Stamatia Destounis, chair of the college’s breast imaging commission.

For women with dense breasts who are at average risk of breast cancer, recent research indicates that M.R.I. is the best supplemental scan, Dr. Destounis said, “with far better cancer detection and more favorable positive predictive values.”

The college also recommends annual screening for women at average cancer risk, rather than screening every two years as recommended by the panel. The radiologists group is pressing for a recommendation that all women should be assessed for breast cancer risk before age 25, so that women at high risk can start screening even before they turn 40.

Growing evidence shows that Black, Jewish and other minority women develop breast cancer and die from it before age 50 more frequently than do other women, Dr. Destounis noted.

Trans men who have not had mastectomies must continue to be screened for breast cancer, she added, and trans women, whose hormone use puts them at greater risk for breast cancer than the average man, should discuss screening with their doctor.

While the panel’s advice to start screening at age 40 is “an improvement,” Dr. Destounis said, the final recommendations “do not go far enough to save women’s lives.”

Roni Caryn Rabin is a Times health reporter focused on maternal and child health, racial and economic disparities in health care, and the influence of money on medicine. More about Roni Caryn Rabin

The Fight Against Breast Cancer

Citing rising breast cancer rates in young women, the U.S. Preventive Services Task Force recommended starting regular mammography screening at age 40 , reversing longstanding guidance that most women wait until 50.

Clinics around the United States are starting to offer patients a new service: having their mammograms read not just by a radiologist, but also by an A.I. model .

Risk calculators can offer a more personalized picture of an individual patient’s breast cancer risk. But experts warn that the results need to be interpreted  with the help of a doctor.

We asked doctors to weigh in on the new mammograms guidelines and how younger women can understand and mitigate their breast cancer risk .

Scientists have long known that dense breast tissue  is linked to an increased risk of breast cancer. A recent study adds a new twist .

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Undergraduate Admissions

Admission requirements.

First-year applicants should be attending an approved high school program. Upon graduation, a minimum of 16 units, with 15 in college preparatory work, must be completed. The following college preparatory courses are required for all first-year applicants:

• 4 years of English
• 3 years of math (algebra I, algebra II, and geometry or their equivalents)
• 2 years of social studies (including 1 year of U.S. history)
• 2 years of a single foreign language (3 years strongly recommended)*
• 2 years of laboratory science
• 3 years of electives
• School of Nursing applicants: high school chemistry is required.
• College of Engineering applicants: high school chemistry or physics are required.

In addition to completion of an approved high school program, selection is based on a comprehensive review of all the information provided on the application, both academic and personal.

Our Review Process

The Office of Undergraduate Admissions recalculates grade point averages for first-year applicants as a part of the admissions review process. The recalculation process allows the admissions committee to review all applicants using the same metric and provides the opportunity to weigh advanced coursework (AP, IB, Honors, etc.) in core classes as a component of the grade point average.

*UConn requires two years of documented foreign language study for students whose native language is English. For those with any other native language, English serves as a foreign language. UConn accepts most commonly offered languages, including American Sign Language, but excluding computer science. Foreign language courses taken at the middle school level will be recognized, so long as the study of that same language continues into high school. Applicants from schools that do not offer foreign language study, or who have been advised against language study due to learning difference, will still be considered for admission, but will need to complete two years of foreign language study at UConn to satisfy a degree requirement for graduation.