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New Jersey: Pros and Cons

• Categories: Health Promotion Healthcare Crisis Medical Ethics

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Published: Mar 16, 2024

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First-year Applicants

TCNJ students are academically gifted, demonstrate strong initiative, and have diverse talents. TCNJ’s admissions staff examine every component of a student’s application, but none more carefully than the high school transcript. The record of course selection, grades, GPA, class rank, and the strength of the curriculum provide the most accurate predictor of a student’s chance for success in college.

• TCNJ takes a holistic approach to the review of our applicants, considering student abilities and involvement beyond academics. All other criteria used in the evaluation process are in the “Requirements” section below.
• While there are no minimum transcript requirements, recently admitted students were typically in the top 30% of their high school class.  TCNJ recognizes that class rank is not utilized by all high schools, but sharing an average GPA for admitted students is challenging.  TCNJ does not recalculate GPAs but reviews the student’s GPA within the specific context of their high school.  
• Historically, admitted students have averaged 1265 on the Math and Reading sections of the SAT and a 28 on the ACT. TCNJ has a  test-optional policy for first-year applicants through 2025-26. While standardized test scores will not be required, applicants interested in sharing their scores are still encouraged.
• Because we receive over 12,000 applications, students are encouraged to apply as early as possible once the application becomes available. Historically, TCNJ begins notifying students on or around the middle of December. All students are notified of their official admission decision no later than April 1st.  

TCNJ uses the Common Application for first-year applicants. You can submit your application starting on August 1st.

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Requirements

Application fee: $75.

There are two methods of making your non-refundable payment:

• Submit payment through the Common Application or Coalition Application.
• Mail check/money order by selecting “Fee Waiver” on the Common Application or Coalition Application and mailing payment to The Office of Admissions, First-year Applicant.

TCNJ will waive a student’s application fee if they submit a paper copy of one of the following:

• College Board Fee Waiver
• NACAC Fee Waiver
• TCNJ Out-of-State Fee Waiver
• National Merit Semifinalist/National Achievement Fee Waiver
• Common Application Fee Waiver (verified by school counselor)
• Coalition Application Fee Waiver (verified by school counselor)
• A formal letter from a student’s school counselor (must contain specific reasons why the counselor believes a waiver is necessary for this student)

Academic Major

Students can declare an official TCNJ program of study on their application if they are leaning toward a particular major. They can also apply “Undeclared” in several of our seven academic schools or to the college as a whole .

High School Transcripts

An official high school transcript must be sent directly to the Office of Undergraduate Admissions from the high school office (otherwise, they will not be considered official). The transcript can be submitted through Naviance or mailed to TCNJ’s Office of Admissions, Attn: First-year Applicant. The Common Application secondary school report does not need to be submitted. If you attended high school and/or college outside of the United States, your transcript must be evaluated by a United States agency that provides foreign credentials evaluations before being sent to TCNJ.

Official Test Scores

TCNJ has a test-optional policy for students applying as first-year students through 2025-2026. While standardized test scores will not be required, applicants interested in sharing their scores are still encouraged. 

• Scores must be sent from the official testing agency or printed on an official school transcript.
• TCNJ will superscore multiple test dates from both the SAT and ACT, respectively.
• TCNJ does not use the Writing sections of the SAT or ACT. SAT II Subject Tests are NOT required.
• TCNJ requires standardized test scores for our Accelerated Seven-Year Medical School opportunities . 
• Nursing applicants are strongly encouraged to submit standardized test scores. In the fall of 2025, nursing applicants will be required to submit an SAT or ACT score.
• Our Codes: SAT CEEB: 002519 | ACT Code: 002614

Recommendations

TCNJ strongly encourages first-year applicants to submit 2-3 letters of recommendation. One must be from a teacher. The other letters can come from other teachers, school counselors, coaches, employers, or extracurricular advisors. It is not necessary to use The Common Application Teacher Evaluation form if a recommendation is being mailed to TCNJ.

The Common Application or the Coalition Application essay is the official essay used in the evaluation process.  TCNJ also requires a secondary writing prompt designed to explore your interest in The College in more detail.

Resume (Not Required)

In addition to filling out the activities list on The Common Application or The Coalition Application, applicants are encouraged to submit an Activity Resume to detail involvement in clubs and organizations, employment, internships, volunteering, education, etc.

Additional Program Requirements for Art, Graphic Design, and Music

• Art includes visual arts specializing in fine art, visual arts specializing in photography/video, and art education.
• Graphic Design
• Music includes music, music performance, and music education.

Additional Program Requirements for Education, EOF, and the Three-year Bachelor’s Degree

• Education includes four-year and five-year teacher preparation programs.
• Educational Opportunity Fund (EOF)
• Three-Year Bachelor’s Degree

Additional Program Requirements for Dual Degrees

• Physical Therapy
• Speech-Language Pathology

Admissions Interview (Not Provided)

TCNJ does not provide an Admissions Interview as part of the application process.

Mailing Address

All paper documentation should be mailed to:

The College of New Jersey The Office of Undergraduate Admission, Attn: First-year Applicant Trenton Hall, Room 228 PO Box 7718 Ewing, NJ 08628

* Whenever possible, it is in the best interest of the applicant to mail everything in one package.

Scholarships and Aid

Scholarships and awards.

The College of New Jersey offers scholarships and awards to incoming first-year students based on academic performance, leadership, and a number of other factors. These awards are renewable for all four years of study at TCNJ.

• In-State Scholarship Program
• Out-of-State Award Program
• Lions Pride Need-Based Grant
• RaiseMe – College Scholarships
• Bonner Community Scholarship

Financial Aid

The only form you need to apply for state and/or federal aid is the Free Application for Federal Student Aid (FAFSA). You must list “The College of New Jersey” as a recipient and write TCNJ’s school code number (002642) on your FAFSA. You must also provide your Social Security Number on your application to be considered for state and federal aid.

Deadlines and Notifications

While TCNJ makes every effort to notify students regarding their admission decision as early as possible, some applications will undergo multiple reviews before making a final decision. No matter how early the student applies, the general admission decision will be mailed no later than April 1st .

Early Decision I

• Application Deadline:  November 1
• Supporting Documents Deadline:  November 15
• Notification of Decision:  December 1

Students accepted through the Early Decision programs MUST attend The College of New Jersey. Early Decision students will be given the same consideration for scholarships and need-based financial aid as those applying for General Admission. Early Decision is unavailable to students applying to TCNJ’s seven-year medical, optometry, or physical therapy programs, as they have unique application timelines.

General Admission

• Application Deadline: *In light of FAFSA delays, extended through March 1
• Supporting Documents Deadline: March 15
• Notification of Decision:  No later than April 1  (for students applying by the original February 1 deadline)

Spring Admission

• Supporting Documents Deadline:  November 15

Other Deadlines

Applications for the  seven-year medical and optometry programs   are accepted only for fall admission and are due November 1st.  Early Decision is unavailable to students applying to TCNJ’s seven-year medical or optometry programs, as they have their own application timelines. 

Applications for the  seven-year physical therapy program  are accepted only for the fall admission and are due December 1st.  Early Decision is not available to students applying to TCNJ’s physical therapy program, as it has its own unique application timeline. 

Music  auditions must be completed by November 19th (Early Decision) or March 15th (General Admission). Spring first-year applicants must complete their audition by November 19th.

Visual Art  applicants must submit their portfolio for departmental review by November 1st (Early Decision I) or February 15th (General Admission). Spring first-year applicants must submit their portfolios by November 1st.  Portfolio submission is optional for Art Education applicants.

TCNJ is honored to evaluate the applications of our military veterans. All eligible military Service members are highly encouraged to receive approval from an Educational Service Officer (ES0) or counselor within the Military Service prior to enrolling at The College of New Jersey.

Please review TCNJ’s Veterans website for more information about the various funding sources available for veterans who attend TCNJ.

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A Good Rutgers Essay Example

What’s covered:, essay example , where to get feedback on your essay .

With over 60,000 students, Rutgers University is the largest higher education institution in New Jersey. With such a large school, there is something for everybody, which is why it might seem that everybody applies. In order to make your Rutgers application stand out from the crowd, you need to have well-written essays. In this post, we’ll share a real essay a student submitted to Rutgers, and outline its strengths and areas of improvement. (Names and identifying information have been changed, but all other details are preserved).

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. 

Since the Rutgers essay prompts are the same as the Coalition Application prompts, we recommend checking out our guide to the Coalition Application essays for a comprehensive breakdown on how to write these supplemental prompts.

Prompt: Has there been a time when you’ve had a long-cherished or accepted belief challenged? How did you respond? How did the challenge affect your beliefs? (No word count given)

I was about to eat the last cookie when I heard a low growl. I looked up at my friend, her cheeks flushed red, and her brow pinched in a tight dip. She didn’t make eye contact with me when I extended my hand to give her the cookie. She pushed it away, and I kept insisting until she finally gave in. Growing up, family was extremely important to me. I was taught to treat others like my family, a mantra we would repeat. Sharing that cookie, despite not having lunch that day, was like sharing the last tortilla with my brother.

As much as I would like to say family is important to me now, it’s not. At least not the accepted concept of family which is the people you are related to by blood. The problem with this concept of family is that you don’t get to choose the people in your family, no matter how good or bad of a person they are. 

Unfortunately, I learned this through my dad’s death. Before this tragedy, my family was inseparable. We would have parties every weekend to celebrate the big game or just see each other. Now, those parties only frequent the occasional birthday. It was weird for me to lose my closeness with my family, but this closeness was quickly replaced by relationships with my friends. I’ll never forget the heartfelt discussions I had with my friend Nick, who would give his shoulder for me to cry on and tell a joke that would make me wheeze in laughter.

Two years have passed, and I stand towering over my dad’s grave. There’s a flag pierced in the dead grass, and my hands are frozen. It’s quiet, and I think about the detrimental truth my mom whispered in my ear. It took me so long to realize this, blind to the hints he left behind. He would have improved his chances of surviving cancer if he took care of himself. He didn’t care about my brother and me, and at his grave I accepted that. I talked to him genuinely one last time, touched his tombstone, then walked away. I moved on.

This truth of my dad not caring for his health dawned the realization that my family was just a bunch of people who didn’t know me. I coped through isolation as I was comfortable being alone, but my family tried to force me out to go places and surround myself with people who weren’t emotionally available. In response, I instead surrounded myself with the people I chose to be my family, such as Nick. We would often go to the mall and browse each store or go to the Rollercade and spend hours falling. I would steal sips from his red ICEE, and he would always try to catch me but slip on the floor. These moments meant more than scarce instances I had with my dad. 

Every day I message my friends, some new and others old. I cherish these people who are not bound by blood, but for my personality, my laughter, my jokes, and my intelligence. I’ll never forget how my reformed belief of family allowed me to make friends who have made long lasting impressions and positive influences in my life.

What the Essay Did Well

The first thing that jumps out at you is how vulnerable this essay is. The author wasn’t afraid to let the reader into their personal life, and because of that, the essay is stronger. So much more is revealed about who this student is and how they respond to difficult situations because they were honest with us.

Another thing that this essay does well is describing what family means to this student. Taking an accepted concept like family and boiling it down to the little moments helps us see what they value. For them, seeing each other frequently, celebrating together, having a shoulder to cry on, sharing the last bite of food, and losing track of time by just being in each other’s company is what makes a family. Sprinkling in all these examples and anecdotes shows us what their definition of a family is, without explicitly needing to tell us.

There’s a nice balance in this essay between what this student accepted as the traditional idea of family and how they now see family. For this prompt, it’s important to have that balance so you can show what the long-cherished belief was, as well as how a challenge to that belief changed your perspective. This essay does a good job of encompassing both.

What Could Be Improved

Although a really vulnerable topic can be great for revealing personal details and creating empathy, it can also backfire and make the reader uncomfortable. This isn’t a guarantee, but it’s something to keep in mind when choosing a deeply personal and somewhat traumatic topic. For the most part, the author did a good job of keeping the story focused on themselves and their emotions, but it’s always a possibility that someone reading the essay lost someone close to them and finds this essay too hard to read.

In terms of the structure of the essay, it wavered back and forth between focusing on the student’s dad and their friends. To make it a little easier to follow, they should have started with how their traditional family was important to them until their dad died, and then explain how they found a new definition of family among their friends. This structure is more concise and clearer than starting with the dad, jumping to Nick, going back to the dad, and then going to Nick once again.

Want feedback like this on your Rutgers essay before you submit? We offer expert essay review by advisors who have helped students get into their dream schools. You can book a review with an expert to receive notes on your topic, grammar, and essay structure to make your essay stand out to admissions officers.

Haven’t started writing your essay yet? Advisors on CollegeVine also offer expert college counseling packages . You can purchase a package to get one-on-one guidance on any aspect of the college application process, including brainstorming and writing essays.

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Apply       Visit       Give       |      Alumni       Parents       Offices       TCNJ Today       Three Bar Menu

Welcome to the Writing Program at The College of New Jersey. Our goal is to promote the development of students’ identities as confident writers. We hope all TCNJ students can eventually see themselves as informed participants in the wide range of conversations that make up academic and public discourse. The courses offered in the Writing Program as well as throughout the college’s writing intensive curriculum will help students develop the skills necessary for today’s world.

This website was designed to assist you . If you are a student, you can get important details about placement testing, meet the writing faculty, learn about courses, and access guides to help you become a more effective writer.

If you are a faculty member, you’ll find practical resources whether you’re teaching WRI 102 or a writing intensive course—including information and links on rubrics, critical thinking, and other pedagogical issues.

We hope this site will answer any question you may have about the Writing Intensive Curriculum and the Writing Program at The College of New Jersey. Please feel free to contact us at (609) 771-2864 or email us at [email protected] .

• Undergraduate Admissions

Admission Requirements

NJIT is a leader in STEM education as well as disciplines in business, architecture and design. Our six specialized colleges offer students the opportunity to be a part of top-tier public research university.

Academic Preparation

All first-year students who apply to NJIT must submit an official high school transcript. When evaluating your application for undergraduate admission, we are interested in understanding how you challenged yourself relative to the curriculum that was available at your school and the trends in your performance—for example, if your grades improved between your first-year and senior year.

We also consider the GPA that is indicated on your high school transcript. We generally look for students in the top 25% of their class. For schools that don't use a ranking system, we consider a 3.0 GPA or higher to be the equivalent.

Partaking in rigorous curricula, such as Advanced Placement (AP) or International Baccalaureate (IB) classes, can give you an additional advantage. The number of semester credits you will receive will depend on whether you earned a 3, 4, or 5 on your AP exams, or a grade of 5, 6, or 7 in IB subject areas. That score also determines which courses you will be exempt from taking at NJIT.

To receive AP credit, have your official AP score report sent from The College Board to NJIT.  

Standardized Test Policy

Test-Optional Admission Policy for Spring 2024 and Fall 2024

First-year students applying to NJIT for Spring 2024 and Fall 2024 can choose to not submit SAT and/or ACT scores. This does not apply to Albert Dorman Honors College or accelerated program applicants.

Our test-optional admissions policy was implemented in response to the scheduling challenges faced by many high school students taking the SAT and ACT tests due to the COVID-19 pandemic.

Students who have taken the SAT or ACT are encouraged to submit test scores to be considered for endowed scholarships where scores may be required. However, students who do not submit scores will be considered for other scholarships.

Standardized Test Scores and Information

Average composite SAT score for our enrolling first-year class is 1285 (Math and Critical Reading).

Average ACT score for our enrolling first-year class is 26.

Submitting Scores

We will consider either the SAT or ACT and use the highest scores provided, even if they are not from your most recent testing. You may self-report standardized test scores on your application as a temporary placeholder for official scores, allowing us to get a head start on the review of your file.

We recommend you send us all of your official scores as soon as possible, or no later than the time you test, to avoid missing a deadline.

• SAT school code: 2513
• ACT school code: 2580  

Personal Essay

Included in the Common Application is an essay. The purpose of the essay is to assess your writing ability and, more importantly, to learn more about you as an individual. This portion of the application helps us get to know you, assess mutual fit and better understand what you could contribute to NJIT.

Letter of Recommendation

Counselors and teachers provide an external perspective about you as a person and applicant to NJIT. We expect you to provide us with all information pertinent to your application, while your recommender will provide an additional perspective/insight about you as a student.  

Undergraduate applicants interested in Architecture, Digital Design, Industrial Design and Interior Design majors are required to submit a digital portfolio of creative work. This portfolio helps convey visual awareness and reflects the potential for success in design education. In some instances, a strong portfolio may determine acceptance. You can learn more about portfolio requirements here .

Learn more about the application process

Fill out an online application today, download a brochure and learn about njit, schedule a visit to campus.

New Jersey Hall of Fame Names 2023 Essay Contest and Areté Scholarship Winners

In keeping with their commitment to inspire, educate, and motivate youth and students in our state, the New Jersey Hall of Fame (NJHOF) and the New Jersey Education Association (NJEA) announce the winners of the annual student Essay Contest, as well as the Areté Scholarship Fund.

Mackenzie Booker and Yana Janevska won the 2023 essay contest titled Who Belongs in the New Jersey Hall of Fame .

In the middle school category, Mackenzie Booker, a fifth grader at Charles Harker Elementary School in Swedesboro, New Jersey, won for her essay on First Lady Dr. Jill Biden, who was born in Hammonton, New Jersey. Mackenzie’s essay focused on Dr. Biden’s efforts to advocate for all Americans and work to increase educational opportunities as an educator herself.

Yana Janevska, a tenth grader at Bergen County Academies in Elmwood Park, was selected in the high school category for her essay on suffragist and journalist Alice Stone Blackwell, who was born in Orange, New Jersey. Yana’s essay described Alice Stone Blackwell’s tireless efforts to further women’s rights and equality.

“NJEA is proud to partner with the New Jersey Hall of Fame to recognize the achievements of these students,” said New Jersey Education Association President Sean M. Spiller ,  who is also a high school science teacher in the Wayne public school system. “Our partnership has contributed to the successful educational journeys many students have since taken because of the Areté Scholarship Fund program. The scholarship program inspires our students and affords them the opportunity to see that with hard work, determination, and opportunity, the fulfillment of dreams is possible.”

The essay contest is open to all New Jersey students from 4 th -12 th  grades and divided into two age categories: intermediate (grades 4-8) and high school (grades 9-12). Applicants need to write an essay of no more than 500 words describing who should be inducted into the New Jersey Hall of Fame. The winning students’ nominations will be forwarded to the New Jersey Hall of Fame Academy for consideration for induction into the 2024 class.

The Hall of Fame also announced Max Druckman and Keely Balfour as the winners of the 2023 Areté Scholarship Fund, a $5,000 award granted to two graduating high school seniors each year.

“We are proud to recognize this year’s recipients of the Areté Scholarship and the NJEA Essay Contest, which are vital components of the Hall of Fame’s mission,” said Jon F. Hanson, Chairman of the New Jersey Hall of Fame . “On behalf of our board of trustees and many supporters throughout New Jersey, we applaud these students.”

Max is graduating from Freehold Township High School in Freehold, New Jersey. He plans to attend Tufts University and major in International Relations. Max’s interest in international relations comes from his passion in geography from an early age, winning a middle school geography bee twice, and love of traveling. Max hopes to achieve his Areté through connecting and unifying people through understanding their similarities over their differences.

Keely is graduating from Montclair High School in Montclair, New Jersey. She is set to attend Yale University in the fall. She plans to major in History (Global Track) and hopes to attend law school to fulfill her dream of becoming an environmental, civil rights or immigration lawyer. Keely’s resilience and relentless determination to overcome any obstacles that have stood in her way have exemplified her Areté.

The scholarship is named after the ancient Greek concept of Areté of actualizing one’s highest sense of self with a moral excellence of character regardless of the circumstances or the adversities one is likely to face on the path to greatness. The recipients of the scholarship must demonstrate qualities such as academic engagement, moral character, a commitment to their community, and a sense of Jersey pride.

The winners of the Essay Contest and the Areté Scholarship Fund will be honored at the NJHOF’s induction ceremony later this year.

For more information on the Essay Contest, visit:

https://njhalloffame.org/essay-contest/

For more information on the Areté Scholarship Fund, visit: https://njhalloffame.org/arete/ .

ABOUT THE NJHOF:  Because everyone needs a hero, the New Jersey Hall of Fame (NJHOF) honors citizens who have made invaluable contributions to society, the State of New Jersey, and the world beyond. Since 2008, the NJHOF has hosted 14 ceremonies for more than 200 notable individuals and groups in recognition of their induction into the Hall of Fame. The NJHOF endeavors to present school children with significant and impactful role models to show that they can, and should, strive for excellence. The NJHOF is thankful for the support of its many  sponsors , including Hackensack Meridian Health, without which none of our endeavors would be possible. For more information, go to  www.njhalloffame.org .

Alex Neely, [email protected], (609) 789 – 3443

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5 Steps to Teaching Argumentative Writing

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8 Research Lessons for African-American History Month

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New Jersey Hall of Fame Names 2023 Essay Contest and Areté Scholarship Winners

In keeping with their commitment to inspire, educate, and motivate youth and students in our state, the New Jersey Hall of Fame (NJHOF) and the New Jersey Education Association (NJEA) have announced the winners of the annual student Essay Contest , as well as the Areté Scholarship Fund .

Mackenzie Booker and Yana Javenska won the 2023 essay contest titled  Who Belongs in the New Jersey Hall of Fame .

In the middle school category, Mackenzie Booker, a fifth grader at Charles Harker Elementary School in Swedesboro, New Jersey, won for her essay on First Lady Dr. Jill Biden, who was born in Hammonton, New Jersey. Mackenzie’s essay focused on Dr. Biden’s efforts to advocate for all Americans and work to increase educational opportunities as an educator herself.

Yana Javenska, a tenth grader at Bergen County Academies in Elmwood Park, was selected in the high school category for her essay on suffragist and journalist Alice Stone Blackwell, who was born in Orange, New Jersey. Yana’s essay described Alice Stone Blackwell’s tireless efforts to further women’s rights and equality.

“NJEA is proud to partner with the New Jersey Hall of Fame to recognize the achievements of these students,” said New Jersey Education Association President Sean M. Spiller ,  who is also a high school science teacher in the Wayne public school system. “Our partnership has contributed to the successful educational journeys many students have since taken because of the Areté Scholarship Fund program. The scholarship program inspires our students and affords them the opportunity to see that with hard work, determination, and opportunity, the fulfillment of dreams is possible.”

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The essay contest is open to all New Jersey students from 4th-12th grades and divided into two age categories: intermediate (grades 4-8) and high school (grades 9-12). Applicants need to write an essay of no more than 500 words describing who should be inducted into the New Jersey Hall of Fame. The winning students’ nominations will be forwarded to the New Jersey Hall of Fame Academy for consideration for induction into the 2024 class.

The Hall of Fame also announced Max Druckman and Keely Balfour as the winners of the 2023 Areté Scholarship Fund, a $5,000 award granted to two graduating high school seniors each year.

“We are proud to recognize this year’s recipients of the Areté Scholarship and the NJEA Essay Contest, which are vital components of the Hall of Fame’s mission,” said Jon F. Hanson, Chairman of the New Jersey Hall of Fame. “On behalf of our board of trustees and many supporters throughout New Jersey, we applaud these students.”

Max is graduating from Freehold Township High School in Freehold, New Jersey. He plans to attend Tufts University and major in International Relations. Max’s interest in international relations comes from his passion in geography from an early age, winning a middle school geography bee twice, and love of traveling. Max hopes to achieve his Areté through connecting and unifying people through understanding their similarities over their differences.

Keely is graduating from Montclair High School in Montclair, New Jersey. She is set to attend Yale University in the fall. She plans to major in History (Global Track) and hopes to attend law school to fulfill her dream of becoming an environmental, civil rights or immigration lawyer. Keely’s resilience and relentless determination to overcome any obstacles that have stood in her way have exemplified her Areté.

The scholarship is named after the ancient Greek concept of Areté of actualizing one’s highest sense of self with a moral excellence of character regardless of the circumstances or the adversities one is likely to face on the path to greatness. The recipients of the scholarship must demonstrate qualities such as academic engagement, moral character, a commitment to their community, and a sense of Jersey pride.

The winners of the Essay Contest and the Areté Scholarship Fund will be honored at the NJHOF’s induction ceremony later this year.

Because everyone needs a hero, the New Jersey Hall of Fame (NJHOF) honors citizens who have made invaluable contributions to society, the State of New Jersey, and the world beyond. Since 2008, the NJHOF has hosted 14 ceremonies for more than 200 notable individuals and groups in recognition of their induction into the Hall of Fame. The NJHOF endeavors to present school children with significant and impactful role models to show that they can, and should, strive for excellence. The NJHOF is thankful for the support of its many sponsors, including Hackensack Meridian Health, without which none of our endeavors would be possible.

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Contestants will choose the topic for their essay based on their grade:

Level 1: Grades 9 & 10: “Racial injustice in society and your civic responsibility”

Level 2: Grades 11 & 12: “Compare and contrast the status of Palestinians in the Occupied Territories with the status of Blacks in Apartheid South Africa.”

Important Dates

Contest start date: Thr Feb 1st 2024 Essay Submission Deadline : Mon Feb 19th 2024 11:59pm. Participants: Open to all New Jersey High School Students in 9th, 10th, 11th, and 12th grade.

Winners Announced: Tue Feb 27th 2024

Prizes for each grade level

1st Prize – A Samsung or Apple tablet 2nd Prize – $200 gift card 3rd P rize – $100 gift card

(Note – Grades 9th and 10th are Level-1, Grades 10th and 11th are Level-2)

Submitting your Essay

Winners will be announced on tuesday feb 27th 2024.

Monmouth University (New Jersey)

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Monmouth University (New Jersey)’s 2023-24 Essay Prompts

Nursing program short response.

Please write a statement of interest between 250 and 500 words to explain why you are interested in pursuing a degree in nursing.

Physician Assistant Program Short Response

Please write a statement of interest between 250 and 500 words to explain why you are interested in pursuing a degree as a Physician Assistant.

Occupational Therapy Program Short Response

Please write a statement of interest between 250 and 500 words to explain why you are interested in pursuing a degree in Occupational Therapy.

Common App Personal Essay

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

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

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

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

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

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

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

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

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Guest Essay

The Problem With Saying ‘Sex Assigned at Birth’

By Alex Byrne and Carole K. Hooven

Mr. Byrne is a philosopher and the author of “Trouble With Gender: Sex Facts, Gender Fictions.” Ms. Hooven is an evolutionary biologist and the author of “T: The Story of Testosterone, the Hormone That Dominates and Divides Us.”

As you may have noticed, “sex” is out, and “sex assigned at birth” is in. Instead of asking for a person’s sex, some medical and camp forms these days ask for “sex assigned at birth” or “assigned sex” (often in addition to gender identity). The American Medical Association and the American Psychological Association endorse this terminology; its use has also exploded in academic articles. The Cleveland Clinic’s online glossary of diseases and conditions tells us that the “inability to achieve or maintain an erection” is a symptom of sexual dysfunction, not in “males,” but in “people assigned male at birth.”

This trend began around a decade ago, part of an increasing emphasis in society on emotional comfort and insulation from offense — what some have called “ safetyism .” “Sex” is now often seen as a biased or insensitive word because it may fail to reflect how people identify themselves. One reason for the adoption of “assigned sex,” therefore, is that it supplies respectful euphemisms, softening what to some nonbinary and transgender people, among others, can feel like a harsh biological reality. Saying that someone was “assigned female at birth” is taken to be an indirect and more polite way of communicating that the person is biologically female. The terminology can also function to signal solidarity with trans and nonbinary people, as well as convey the radical idea that our traditional understanding of sex is outdated.

The shift to “sex assigned at birth” may be well intentioned, but it is not progress. We are not against politeness or expressions of solidarity, but “sex assigned at birth” can confuse people and creates doubt about a biological fact when there shouldn’t be any. Nor is the phrase called for because our traditional understanding of sex needs correcting — it doesn’t.

This matters because sex matters. Sex is a fundamental biological feature with significant consequences for our species, so there are costs to encouraging misconceptions about it.

Sex matters for health, safety and social policy and interacts in complicated ways with culture. Women are nearly twice as likely as men to experience harmful side effects from drugs, a problem that may be ameliorated by reducing drug doses for females. Males, meanwhile, are more likely to die from Covid-19 and cancer, and commit the vast majority of homicides and sexual assaults . We aren’t suggesting that “assigned sex” will increase the death toll. However, terminology about important matters should be as clear as possible.

More generally, the interaction between sex and human culture is crucial to understanding psychological and physical differences between boys and girls, men and women. We cannot have such understanding unless we know what sex is, which means having the linguistic tools necessary to discuss it. The Associated Press cautions journalists that describing women as “female” may be objectionable because “it can be seen as emphasizing biology,” but sometimes biology is highly relevant. The heated debate about transgender women participating in female sports is an example ; whatever view one takes on the matter, biologically driven athletic differences between the sexes are real.

When influential organizations and individuals promote “sex assigned at birth,” they are encouraging a culture in which citizens can be shamed for using words like “sex,” “male” and “female” that are familiar to everyone in society, as well as necessary to discuss the implications of sex. This is not the usual kind of censoriousness, which discourages the public endorsement of certain opinions. It is more subtle, repressing the very vocabulary needed to discuss the opinions in the first place.

A proponent of the new language may object, arguing that sex is not being avoided, but merely addressed and described with greater empathy. The introduction of euphemisms to ease uncomfortable associations with old words happens all the time — for instance “plus sized” as a replacement for “overweight.” Admittedly, the effects may be short-lived , because euphemisms themselves often become offensive, and indeed “larger-bodied” is now often preferred to “plus sized.” But what’s the harm? No one gets confused, and the euphemisms allow us to express extra sensitivity. Some see “sex assigned at birth” in the same positive light: It’s a way of talking about sex that is gender-affirming and inclusive .

The problem is that “sex assigned at birth”— unlike “larger-bodied”— is very misleading. Saying that someone was “assigned female at birth” suggests that the person’s sex is at best a matter of educated guesswork. “Assigned” can connote arbitrariness — as in “assigned classroom seating” — and so “sex assigned at birth” can also suggest that there is no objective reality behind “male” and “female,” no biological categories to which the words refer.

Contrary to what we might assume, avoiding “sex” doesn’t serve the cause of inclusivity: not speaking plainly about males and females is patronizing. We sometimes sugarcoat the biological facts for children, but competent adults deserve straight talk. Nor are circumlocutions needed to secure personal protections and rights, including transgender rights. In the Supreme Court’s Bostock v. Clayton County decision in 2020, which outlawed workplace discrimination against gay and transgender people, Justice Neil Gorsuch used “sex,” not “sex assigned at birth.”

A more radical proponent of “assigned sex” will object that the very idea of sex as a biological fact is suspect. According to this view — associated with the French philosopher Michel Foucault and, more recently, the American philosopher Judith Butler — sex is somehow a cultural production, the result of labeling babies male or female. “Sex assigned at birth” should therefore be preferred over “sex,” not because it is more polite, but because it is more accurate.

This position tacitly assumes that humans are exempt from the natural order. If only! Alas, we are animals. Sexed organisms were present on Earth at least a billion years ago, and males and females would have been around even if humans had never evolved. Sex is not in any sense the result of linguistic ceremonies in the delivery room or other cultural practices. Lonesome George, the long-lived Galápagos giant tortoise , was male. He was not assigned male at birth — or rather, in George’s case, at hatching. A baby abandoned at birth may not have been assigned male or female by anyone, yet the baby still has a sex. Despite the confusion sown by some scholars, we can be confident that the sex binary is not a human invention.

Another downside of “assigned sex” is that it biases the conversation away from established biological facts and infuses it with a sociopolitical agenda, which only serves to intensify social and political divisions. We need shared language that can help us clearly state opinions and develop the best policies on medical, social and legal issues. That shared language is the starting point for mutual understanding and democratic deliberation, even if strong disagreement remains.

What can be done? The ascendance of “sex assigned at birth” is not an example of unhurried and organic linguistic change. As recently as 2012 The New York Times reported on the new fashion for gender-reveal parties, “during which expectant parents share the moment they discover their baby’s sex.” In the intervening decade, sex has gone from being “discovered” to “assigned” because so many authorities insisted on the new usage. In the face of organic change, resistance is usually futile. Fortunately, a trend that is imposed top-down is often easier to reverse.

Admittedly, no one individual, or even a small group, can turn the lumbering ship of English around. But if professional organizations change their style guides and glossaries, we can expect that their members will largely follow suit. And organizations in turn respond to lobbying from their members. Journalists, medical professionals, academics and others have the collective power to restore language that more faithfully reflects reality. We will have to wait for them to do that.

Meanwhile, we can each apply Strunk and White’s famous advice in “The Elements of Style” to “sex assigned at birth”: omit needless words.

Alex Byrne is a professor of philosophy at M.I.T. and the author of “Trouble With Gender: Sex Facts, Gender Fictions.” Carole K. Hooven is an evolutionary biologist, a nonresident senior fellow at the American Enterprise Institute, an associate in the Harvard psychology department, and the author of “T: The Story of Testosterone, the Hormone That Dominates and Divides Us.”

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