umass boston college essay

Reading Between the Lines of the College Essay Prompt

Whitney is a Psychology major who lives in Somerville, Massachusetts. Whitney enjoys translating her thoughts into her writing and working through the writing process to overcome boundaries and convey her message properly. While writing this paper she reflected on her own experiences, just one year before, as she sat down to write her college admissions essay. She says that while writing her admission essay there were “overwhelming emotions and confusion that I felt at that moment” and that her “anxiety could have been relieved if I had read James Warren’s essay back then.” Whitney says that her family has the greatest impact on her life and that they inspire her to move forward. She is the oldest of four siblings, and is the first in her family to attend college. Whitney also says that making her Salvadorian family proud “is something that pushes me to do my best on a daily basis.”

The college essay is one of the multiple elements that make up the college application process; it is known as the part where students can show colleges a different, less academic side of themself, that is not technically shown by the other parts of your application. The prompts allow students to speak about different topics they might experience throughout their lifetime, such as the influence a person has had on their life, failures they have learned from, personal growth, challenging a belief, or if none of the specific prompts satisfy them, they may write about the topic of their choice.

College essays can be stressful and intimidating, but also mysterious for the rising senior. Students do not know how much weight the college essay carries, and this can either cause students to stress about the essay or feel confident about their application based solely on their stats. I know I definitely leaned towards feeling stressed and intimidated when it came time to write my essay, but it could have gone differently had I known more regarding the college essay.

In his essay, “The Rhetoric of College Application Essays: Removing Obstacles for Low Income and Minority Students,” James Warren tackles an issue he finds in the college application process, specifically what he considers “misleading” college application essay prompts, which he argues fail to actually ask what graders are truly looking for, and therefore create a disadvantage for low-income and minority students.

Warren’s curiosity regarding the college essay prompt leads him to the few research studies surrounding the topic of the college application essay. Warren investigates the studies Early and DeCosta Smith, Paley and Vidali conducted, and although he does give some praise to them each for conducting vital research which has contributed to the academic conversation about the college essay, he finds flaws in all three studies. He points out Paley and Vidali’s participant pool seems to be already marked for success and that the results of Early and DeCosta Smith’s study are slightly mitigated because their essay evaluators have no experience grading as college admissions counselors (45). Warren’s question is whether rhetorical awareness, or the cognizance of what your purpose is and who your audience is, which is implicit in college application essay prompts, affects students’ writing. Being that neither of these three studies fully satisfied the factors and outcomes he was looking for and answered his question, Warren decides to conduct a research study of his own, focusing on tying up the loose ends he found in other studies and conducting a better experiment that could answer his question and lead to expanding the academic conversation.

Warren conducted his experiment in a “low performing, urban high school” in Dallas, TX (46). The participant pool consisted of four classrooms: two classes were the control group, and the other two classes were the experimental group. Both groups consisted of high school seniors preparing to write their college application essays. As per usual, both groups of students were taught the assigned unit on the college essay which is included in their curriculum. This consisted of two weeks’ worth of information meant to guide and inform the students on the college essay. The experimental group, however, would replace four class days of the assigned instruction with seminars conducted by Warren himself.

These four class days were crucial to Warren’s experiment because these instruction days would emphasize the importance of rhetorical awareness, or being cognizant of your purpose and audience. Rhetorical awareness focuses on knowing your purpose, knowing why you are writing and what you are trying to convey through your writing; and knowing your audience, who they are and what they are expecting. Warren emphasizes that one of the key factors, if not the most important factor when writing the college application essay is being rhetorically aware. It is knowing who is going to read your essay, what the reader is expecting or looking for, and knowing how to write an efficient essay that conveys a mix of what you are trying to say and what the reader is looking for.

And so Warren taught rhetorical awareness to the experimental group who focused on using it to plan their college application essays. They then wrote their college application essays having rhetorical awareness in mind, had them peer-reviewed and then received further feedback from Warren on the strengths and weaknesses of their drafts. After the experimental groups did their final revision, both groups’ essays were then assessed and compared by two college admissions officers from the University of Texas- Austin. The essays were rated on a 4 point scale (48). The results showed that the students belonging to the experimental group who received the four-day training from Warren averaged better scores (2.43) than the control group (1.98) (49).

For clarification, all the students participating in this experiment responded to the following prompt: “Write an essay in which you tell us about someone who has made an impact on your life and explain how and why this person is important to you” (46). Warren consulted with one of the admissions counselors to have a breakdown of the students’ results, including what the students did well and what was ineffective in their writing. During this sit down, the admissions counselor confirmed Warren’s initial suspicion that “the college essay is a persuasive argument masquerading as personal narrative” (49), meaning that colleges are not looking for you to write a story about your life, but rather prove that you have what it takes to attend their institution. The admissions counselor admits to being trained to look for “effective rhetoric, reasoning, [and] argumentation,” and shows Warren examples of where students excelled and failed to provide the rhetoric they were looking for. For example, some students wrote detailed essays about their loved ones and their importance to their lives, but as the college admissions advisor emphasized, “[the essay] had better be about the impact and not the person making the impact” (50) meaning that even though they are asking to write about someone else who has impacted your life, the main focus of the essay should still be you and should show how you are qualified for college.

Based on the results of this study Warren suggests that there is a positive correlation between students instructed on the rhetorical situation with regards to the college essay and the “score” given to their essay after having learned these writing techniques. Warren states that those students who simply followed the instructions of the prompt, without knowing the true intentions behind the prompt did not write essays that included the skills or characteristics the admissions counselor was looking for.

Warren’s essay gives me a different perspective on the college application essay than I had during my senior year in high school. As Warren claims, “most prompts ask applicants for personal narratives, but the essays actually function as arguments that make a case for the applicant’s potential as a college student” (44). When I selected my prompt, I did believe that the essay was an opportunity for colleges to know me outside of the academic field, to know a personal side of me that has impacted my life and who I am today. What I was unable to understand, probably because of the lack of instruction, was the “academic game” behind the prompt. Although the prompt I chose said, “Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others,” I didn’t understand that the underlying purpose, or the academic game, was to demonstrate how I was qualified to attend the universities I was applying to.

In my college essay, I wrote about the moment when I saw my father get taken away from me for deportation and the impact his deportation had on me as a young girl. I focused on how I learned to cherish his words of advice as a way of holding on to him, but not how this experience made me a good fit for college. I wrote about the lessons my father taught me before he left and how his words gave me motivation, but not about how I used those lessons and that those lessons will translate to my success in college. I thought I had written a beautiful, heartfelt essay that would touch the admissions counselors’ hearts, and I was probably right about that. But Warren’s essay enabled me to see the flaw of my college application essay: I wrote a narrative and failed to make an argument. I see my essay as a mix of two students of the control group of Warren’s experiment: Morgan and Peter, who used their essays to talk about their grandfather and mother, respectively.

When writing my essay, I spent the first half page describing the morning of my father’s deportation and the last few moments I had with him, which although are very dear to me, do not help colleges understand why I am a good match for their school. This is similar to Morgan’s essay where he describes miniscule details of his grandfather who is the main subject of his essay. Although the counselor applauds how vivid the description was, he states “I don’t care what he looks like. Make an argument that he impacted you”(49). If I reflect on my essay from the perspective of that same counselor, I think they would say, “It does not matter how the morning before your dad got deported went, focus on his actual deportation and how his absence impacted you.” I then go on to describe how my father is this selfless person who has always put myself before him, how he has worked sedulously to give me a better future than he could ever have. But as the admissions counselor says regarding Peter’s essay, a student who wrote about his mother, “the writer doesn’t say enough about himself” and instead focuses too much on his mother and forgets that this essay is about him, not his mother. I think the counselor would say, “The sacrifices your dad made are touching, but what kind of person are you as a result of his sacrifices?”

As much as I would like to, I cannot use Warren’s essay to go back into the past and rewrite my essay. As a first-generation college student, much of my journey senior year was trying to figure out how to do the whole college application process on my own. While my parents were there for moral support, there was not much advice they could give me regarding the actual “how-to” of the process: how to write the college app essay, how to apply for financial aid, how to write supplementaries, or even how to look for scholarships. I was able to seek help and find people willing to guide me through the process, yet no one taught me about this academic game that Warren speaks about in his essay. Although Warren’s essay is eye-opening and full of information, I read it too late for my benefit. Warren’s essay is limited for me in that I am unable to edit my essay and hope for a higher “score.” Had I read this last year, I would have possibly written an essay more aligned with the expectations and qualities the admissions counselors were looking for, possibly resulting in being accepted to more schools.

Although Warren’s essay is unable to help me, I can use it to help my siblings in the future. I can use Warren’s essay and apply it to my siblings’ essays when the time comes for them to apply to college. I will be able to show them Warren’s essay and help explain to them what rhetorical awareness is and the part it plays in the college application essay. I can teach them the importance of knowing your purpose and knowing who your audience is and what they are expecting. I can use the student examples in Warren’s essay to show my siblings what mistakes they should avoid making, and take it a step further by showing them the mistakes I made when I wrote my essay and explaining how I now understand what I could have improved. Basically, I can use Warren’s essay to help my siblings play the “academic game” that students who Warren calls “more traditionally qualified” and who I assume come from more affluent families than me have been playing for years (54).

Not only can I use Warren’s essay to help my siblings during their college application process, but I could spread this knowledge to someone who can make it accessible to more students. I could start by talking to previous teachers from my old high school and suggest adding the instruction on rhetorical awareness into the college essay unit, and explain the positive outcomes it would result in. This could start by simply just making each student read Warren’s essay, which would allow them to read about the mistakes other students made so they’re aware of what to avoid. By beginning to implement the instruction of the rhetorical situation into the curriculum of high school students, schools can begin to prepare students for the moment in senior year when the college essay is introduced. The earlier the rhetorical situation is introduced and implemented into the high school curriculum, the easier it will become to write college application essays.

This implementation of the rhetorical situation into high school students’ curriculum alone isn’t enough; it would not be more useful if students become familiar with the “academic game.” Although Warren’s essay has its uses when it comes to understanding the positive outcomes that result from teaching rhetorical awareness, I disagree with when he infers that colleges are purposely trying to be misleading with their prompts. Warren makes a call for action in his conclusion, stating that “unless postsecondary institutions are more transparent about the criteria they use to score college essays, they may unintentionally continue to favor applicants who are academically socialized over those of similar aptitude who are simply less familiar with academic culture”(55). Warren’s claim limits the reader into thinking that the “misleading” prompt is entirely the colleges’ fault. I think the problem is that high schools are not preparing students adequately. Colleges are not being misleading, they are simply using the academic language that is common and understood by them, which seems to be misleading for the high schooler who is not accustomed to that same system. If we began to educate students during their high school years about the academic game played in college, help them truly become rhetorically aware, and begin to learn how to write in the postsecondary level, college application essays would not appear so misleading anymore.

I think it is important that more research and studies be conducted regarding the college application essay. Warren simply sparked the conversation, but it must be continued to have a change take place. Some high schools will not add rhetorical awareness into the built-in curriculum solely based on one small study, but if more studies surged and there was more evidence to back up the effectiveness of rhetorical awareness, high schools might be more open to incorporating the idea. It is important to continue this conversation and make sure it does not die down.

Works Cited Warren, James. “The Rhetoric of College Application Essays: Removing Obstacles for Low Income and Minority Students.” American Secondary Education , vol. 42, no. 1, 2013, pp. 43-56, www-jstor-org.ezproxy.lib.umb.edu/stable/43694176?seq=1#metadata_info_tb_contents. Accessed 20 Sep 2019.

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Thesis statements are central arguments in essays, and are usually written as one or two sentences (but can be longer depending on the context and discipline). A thesis focuses on the interpretation of facts to create an argument. A thesis is not a statement of fact, but a clear and convincing argument that takes a stand in a range of possible positions.  

Successful thesis statements usually:

State an opinion/position, which will be proved by evidence in the body of the essay, usually through the use of sources.

Are specific about the writer’s position, using details and specific terms.

Produce several responses, for example, agreement, neutrality, and disagreement. 

The WHAT/HOW/SO WHAT Strategy 

This strategy can help develop stronger thesis statements:

The WHAT: the topic you’re writing about . Can also reference larger academic conversations/make connections to the larger context you’re writing in.

The HOW: The methods and means by which you will be analyzing and discussing your topic. Or a general overview of how you will be guiding the reader through your text. 

The SO WHAT: Your analysis or interpretation of the topic. Why is this topic significant? What does your thesis statement mean in the surrounding academic conversation/the larger context you’re writing in? 

Sample thesis: 

In his 2018 poetry collection Elegía/Elegy,   [What]   Raquel Salas Rivera uses self translation and literary devices to create and break dichotomies within language and freedom    [how] . Breaking these dichotomies causes the reader to question how they have internalized colonial understandings of language purism   [so what] .  

This content was adapted by Marissa Burke from the Queen’s University online guide and tutorial for thesis statements, as well as the Carroll College Writing Center online resources for Writing a Good Thesis Statement

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Your chance of acceptance, your chancing factors, extracurriculars, umass boston supplemental essays.

Hi everyone, I'm applying to UMass Boston, and I'm not too sure about their supplemental essay requirements. Does anyone here have experience with UMass Boston's application, and can you give me some guidance on the supplemental essays? Thank you!

Hello! As far as I know, UMass Boston doesn't normally require students to submit any supplemental essays. They generally just require the Common App essay. However, things can always change, so it's best if you check both UMass Boston's admissions website and the Common App to cross-check and make sure there aren't any essays that you are missing!

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University of Massachusetts Boston Requirements for Admission

Choose your test.

What are University of Massachusetts Boston's admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

• GPA requirements
• Testing requirements, including SAT and ACT requirements
• Application requirements

In this guide we'll cover what you need to get into University of Massachusetts Boston and build a strong application.

School location: Boston, MA

This school is also known as: UMB, UMass Boston

Admissions Rate: 80.8%

If you want to get in, the first thing to look at is the acceptance rate. This tells you how competitive the school is and how serious their requirements are.

The acceptance rate at University of Massachusetts Boston is 80.8% . For every 100 applicants, 81 are admitted.

This means the school is lightly selective . The school will have their expected requirements for GPA and SAT/ACT scores. If you meet their requirements, you're almost certain to get an offer of admission. But if you don't meet University of Massachusetts Boston's requirements, you'll be one of the unlucky few people who gets rejected.

We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies . We've overseen thousands of students get into their top choice schools , from state colleges to the Ivy League.

We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools.

Learn more about PrepScholar Admissions to maximize your chance of getting in.

University of Massachusetts Boston GPA Requirements

Many schools specify a minimum GPA requirement, but this is often just the bare minimum to submit an application without immediately getting rejected.

The GPA requirement that really matters is the GPA you need for a real chance of getting in. For this, we look at the school's average GPA for its current students.

Average GPA: 3.48

The average GPA at University of Massachusetts Boston is 3.48 .

(Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

With a GPA of 3.48, University of Massachusetts Boston requires you to be around average in your high school class. You'll need a mix of A's and B's, and very few C's. If you have a lower GPA, you can compensate with harder courses like AP or IB classes. This will help boost your weighted GPA and show your ability to take college classes.

SAT and ACT Requirements

Each school has different requirements for standardized testing. Only a few schools require the SAT or ACT, but many consider your scores if you choose to submit them.

University of Massachusetts Boston hasn't explicitly named a policy on SAT/ACT requirements, but because it's published average SAT or ACT scores (we'll cover this next), it's likely test flexible. Typically, these schools say, "if you feel your SAT or ACT score represents you well as a student, submit them. Otherwise, don't."

Despite this policy, the truth is that most students still take the SAT or ACT, and most applicants to University of Massachusetts Boston will submit their scores. If you don't submit scores, you'll have one fewer dimension to show that you're worthy of being admitted, compared to other students. We therefore recommend that you consider taking the SAT or ACT, and doing well.

University of Massachusetts Boston SAT Requirements

Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school's average score.

Average SAT: 1130

The average SAT score composite at University of Massachusetts Boston is a 1130 on the 1600 SAT scale.

This score makes University of Massachusetts Boston Competitive for SAT test scores.

University of Massachusetts Boston SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1110, and the 75th percentile SAT score is 1290. In other words, a 1110 on the SAT places you below average, while a 1290 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

The Score Choice policy at your school is an important part of your testing strategy.

University of Massachusetts Boston has the Score Choice policy of "Highest Section."

This is also known as "superscoring." This means that you can choose which SAT tests you want to send to the school. Of all the scores they receive, your application readers will consider your highest section scores across all SAT test dates you submit .

Click below to learn more about how superscoring critically affects your test strategy.

For example, say you submit the following 3 test scores:

Even though the highest total you scored on any one test date was 1000, University of Massachusetts Boston will take your highest section score from all your test dates, then combine them to form your Superscore. You can raise your composite score from 1000 to 1400 in this example.

This is important for your testing strategy. Because you can choose which tests to send in, and University of Massachusetts Boston forms your Superscore, you can take the SAT as many times as you want, then submit only the tests that give you the highest Superscore. Your application readers will only see that one score.

Therefore, if your SAT superscore is currently below a 1110, we strongly recommend that you consider prepping for the SAT and retaking it . You have a very good chance of raising your score, which will significantly boost your chances of getting in.

Even better, because of the Superscore, you can focus all your energy on a single section at a time. If your Reading score is lower than your other sections, prep only for the Reading section, then take the SAT. Then focus on Math for the next test, and so on. This will give you the highest Superscore possible.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and SAT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

University of Massachusetts Boston ACT Requirements

Just like for the SAT, University of Massachusetts Boston likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 27

The average ACT score at University of Massachusetts Boston is 27. This score makes University of Massachusetts Boston Moderately Competitive for ACT scores.

The 25th percentile ACT score is 24, and the 75th percentile ACT score is 29.

ACT Score Sending Policy

If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 24 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to University of Massachusetts Boston, so you should prep until you reach our recommended target ACT score of 24.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and ACT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

SAT/ACT Writing Section Requirements

Currently, only the ACT has an optional essay section that all students can take. The SAT used to also have an optional Essay section, but since June 2021, this has been discontinued unless you are taking the test as part of school-day testing in a few states. Because of this, no school requires the SAT Essay or ACT Writing section, but some schools do recommend certain students submit their results if they have them.

University of Massachusetts Boston considers the SAT Essay/ACT Writing section optional and may not include it as part of their admissions consideration. You don't need to worry too much about Writing for this school, but other schools you're applying to may require it.

Final Admissions Verdict

Because this school is lightly selective, you have a great shot at getting in, as long as you don't fall well below average . Aim for a 1110 SAT or a 24 ACT or higher, and you'll almost certainly get an offer of admission. As long as you meet the rest of the application requirements below, you'll be a shoo-in.

But if you score below our recommended target score, you may be one of the very few unlucky people to get rejected.

Admissions Calculator

Here's our custom admissions calculator. Plug in your numbers to see what your chances of getting in are. Pick your test: SAT ACT

• 80-100%: Safety school: Strong chance of getting in
• 50-80%: More likely than not getting in
• 20-50%: Lower but still good chance of getting in
• 5-20%: Reach school: Unlikely to get in, but still have a shot
• 0-5%: Hard reach school: Very difficult to get in

How would your chances improve with a better score?

Take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

At PrepScholar, we've created the leading online SAT/ACT prep program . We guarantee an improvement of 160 SAT points or 4 ACT points on your score, or your money back.

Here's a summary of why we're so much more effective than other prep programs:

• PrepScholar customizes your prep to your strengths and weaknesses . You don't waste time working on areas you already know, so you get more results in less time.
• We guide you through your program step-by-step so that you're never confused about what you should be studying. Focus all your time learning, not worrying about what to learn.
• Our team is made of national SAT/ACT experts . PrepScholar's founders are Harvard graduates and SAT perfect scorers . You'll be studying using the strategies that actually worked for them.
• We've gotten tremendous results with thousands of students across the country. Read about our score results and reviews from our happy customers .

There's a lot more to PrepScholar that makes it the best SAT/ACT prep program. Click to learn more about our program , or sign up for our 5-day free trial to check out PrepScholar for yourself:

Application Requirements

Every school requires an application with the bare essentials - high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We'll cover the exact requirements of University of Massachusetts Boston here.

Application Requirements Overview

• Common Application Accepted
• Electronic Application Available
• Essay or Personal Statement Recommended for all freshmen
• Letters of Recommendation
• Interview Not required
• Application Fee $60
• Fee Waiver Available? Available
• Other Notes

Testing Requirements

• SAT or ACT Considered if submitted
• SAT Essay or ACT Writing Optional
• SAT Subject Tests Optional
• Scores Due in Office February 15

Coursework Requirements

• Subject Required Years
• Foreign Language 2
• Social Studies 1
• Electives 2

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes December 15 Rolling
• Yes November 1 December 31

Admissions Office Information

• Address: 100 Boston, MA 02125-3393
• Phone: (617) 287-5000 x5000
• Fax: (617) 287-5999
• Email: [email protected]

Other Schools For You

If you're interested in University of Massachusetts Boston, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to University of Massachusetts Boston.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than University of Massachusetts Boston. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for University of Massachusetts Boston, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for University of Massachusetts Boston, you should have no problem getting into these schools. If University of Massachusetts Boston is currently out of your reach, you might already be competitive for these schools.

Data on this page is sourced from Peterson's Databases © 2023 (Peterson's LLC. All rights reserved.) as well as additional publicly available sources.

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Prerequisite Courses

Prerequisite courses do not need to be completed at UMass Boston. Prerequisite courses may be taken at an accredited community college or university. If you plan to take prerequisites at a different institution, please review the courses below and compare it to the course description of the course you plan to take to confirm the same topics are covered.

• Anatomy and Physiology I with lab (BIOL 2017) (4 credits)* A study of the human organism, correlating structure and physiological mechanisms. Emphasis on skin, the special senses, and the skeletal , articular, muscular, nervous, and endocrine systems.
• Anatomy and Physiology II with lab (4 credits)* Continuation of Anatomy & Physiology I.  Emphasis on the digestive, circulatory, respiratory, excretory and reproductive systems.
• Medical Microbiology with a lab (BIOL 209) An introduction to viruses, bacteria, fungi, and protozoa which may be pathogenic to humans and animals; and to immunology, epidemiology, and clinical microbiology. The laboratory introduces sterile techniques, maintenance of pure cultures, isolation, identification, and immunological methods. For nursing majors. Biology majors should take BIOL 334 for microbiology. 
• Microbiology with a lab (BIOL 334) The study of viruses, bacteria, algae, fungi, and protozoa, to include their characterization, classification, and relationship to humans and the environment. Lecture topics include microbial biochemistry, cell biology, genetics, taxonomy, pathogenic bacteriology, food and industrial microbiology, and ecology. The laboratory emphasizes aseptic techniques to isolate, culture, observe, and identify bacteria.
• Statistical Methods (ECON 205) A non-calculus introduction to statistical inference aimed at familiarizing students with common statistical concepts so they will be able to make intelligent evaluations of technical reports. Topics include descriptive statistics; probability, including the normal distribution; hypothesis testing, including t-tests; analysis of variance; regression and correlation. Students will also learn and use Microsoft Excel.
• Elements of Social Statistics (SOCIOL 350) Fundamentals of social statistics; special emphasis on probability, tests of significance, and measures of association.
• Statistics (PSYCH 370) The applied study of the scientific method in the behavioral sciences. Fundamental statistical concepts and techniques are surveyed and used, with primary emphasis on the logic underlying the use of descriptive and inferential tools in scientific inquiry. Topics include parametric and non-parametric statistics, e.g., correlation and analysis of variance.
• Introductory Statistics (MATH 125) This course is a concept-driven introduction to statistics and statistical reasoning. It covers descriptive statistics, including histograms, the normal curve, and linear correlation and regression; probability sufficient to enable development of inferential statistics; and topics in statistical inference. The latter will include sampling theory, confidence intervals and their interpretation, tests of hypotheses, and chi-square tests.
• Managerial Statistics (MSIS 111L) Provides the student with basic statistical techniques needed for business decision making in areas such as operations management, quality improvement, marketing research, finance, and general management. The course examines collection and presentation of data, frequency distribution, basic probability, statistical inference, and regression. Students use statistical software for data presentation and analysis.
• Statistics for Health Professionals (EHS 280) This course focuses on basic concepts of statistics such as measures of central tendency and variability; concepts of test validity, reliability, and objectivity and on basic techniques used in inferential statistics. Emphasis will be placed on interpreting scientific peer-reviewed research in the field of exercise and health sciences.
• Growth and Development through the Lifespan (NURSNG 230) (3 credits)** This course is designed to examine theories and concepts of normal growth and development. Ranges in human growth, development and behavior for each stage throughout the life cycle, birth through death, are emphasized. The course explores the influence of family, society and culture on health maintenance behaviors and perceived health needs for each developmental stage.
• Introduction to Nutrition (EHS 150) (3 credits)** This course examines the ways in which nutrition promotes health, influences disease, and affects exercise and sports performance. A major goal is to have students better understand the role nutrition plays in their own health. Participants evaluate popular diets and dietary supplements, examine current nutrition recommendations, and acquire confidence in making sensible nutrition recommendations.
• Intro to Psychology (PSYCH 100) A general survey of selected content areas in psychology, including personality and human development; physiological psychology; learning; learning; intelligence; heredity and environment; and motivation and emotion.
• Intro to Sociology (SOCIOL 101) The structure of society, cultural patterns, and group life. The individual and socialization, groups, institutions, social systems and social change.

*Prerequisites must have been taken within the last 10 years and require a grade of C+ or higher. **Prerequisites require a grade of C or higher. There is no time limit for these courses.

Program Courses

Courses are taken in seven-week terms with competency checks in the laboratory as well as in-person robust and multi-modal simulation in each of the seven-week terms. At the completion of two seven- week terms, there is a two-week clinical immersion where students will practice in a wide variety of real clinical settings including acute care hospitals, visiting nurses, primary care settings, and others.

7-Week Term A NU 271 Concepts of Pathophysiology and Pharmacology for the Nurse NU 272 Applying Nursing Process   7-Week Term B NU 270 Introduction to the Concepts of Nursing NU 273 Health Promotion for the Individual, Family and Community Clinical Immersion - 2 weeks   7-Week Term A NU 371 Evidence Based Nursing Practice NU 372 Concepts of Health and Illness I   7-Week Term B NU 370 Healthcare Participant NU 373 Concepts of Health and Illness II Clinical Immersion - 2 weeks   7-Week Term A NU 471 Active and Engaged Nursing Concepts NU 472 Concepts of Health and Illness III   7-Week Term B NU 470 Professional Nursing Concepts NU 473 Concepts of Health and Illness IV Clinical Immersion - 2 weeks Kaplan Test Prep - 2 Weeks

At the end of this one-year program, you’ll earn a Bachelor of Science in Nursing. A BS prepares you to take your state's licensing exam and become a Registered Nurse (RN). The U.S. is experiencing a nationwide nurse shortage, leading to growing opportunities and increasing compensation for RNs. While you can work as an RN with an associate's degree, RNs with a BS typically have more responsibilities and a higher salary.

• 95% completion rate
• 95% 1st time NCLEX-RN ® Pass Rate
• 100% job placement

The baccalaureate degree program in nursing at the University of Massachusetts Boston is accredited by the Commission on Collegiate Nursing Education ( http://www.ccneaccreditation.org ).

UMass Boston programs are designed to meet the requirements for licensure or certification in Massachusetts. Please contact your state licensing or certification board to determine whether a program meets the requirements for licensure or certification in other states. You may also contact us with any questions.

Recent Graduates

UMass Boston's ABS-N program has a 95% completion rate, and a 100% employment placement rate. Employers include:

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Among the lowest online tuition rates of an accredited, public research university.

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Study full-time to finish fast, or part-time to suit your schedule. Live sessions scheduled with the working professional in mind.

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The same courses taught by the same academic departments as on campus. No third-party providers.

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University of Massachusetts Amherst 2023-24 Supplemental Essay Prompt Guide

Regular Decision Deadline: Jan 15

You Have: 

University of Massachusetts Amherst 2023-24 Application Essay Question Explanations

The Requirements: 3 essays of 100 words each

Supplemental Essay Type(s): Why, Community

UMass Amherst’s supplement asks one question with two prompts: why here? It’s the most classic question around, and the 100 word limit really lightens the load. The key to this simple supplement is budgeting your information wisely to ensure that each essay you write is not only distinct, but reveals something totally new to admissions. We’ve said it before and we’ll say it again: a straightforward supplement is an indication that your answers should be impeccable!

Please tell us why you want to attend UMass Amherst? (100 words)

It doesn’t get simpler than this: why here? Although the word limit is tight, the key to any successful Why essay is good old fashioned research. So set aside a little time to pore over the UMass website and figure out exactly what aspects of the school excite you most. You’ll want to keep your explanation top line, but personalize it with specific details about the clubs, departments, and other opportunities you hope to take advantage of. Consider the physical as well as social and scholarly aspects of the school. Maybe you like that it’s close to home. Or maybe you’re all about moving to a remote location very far away from where you currently live. If you’re a language buff, maybe that linguistics department is calling your name with a side of study abroad. But don’t go too crazy on the academics, you’ll have time to go deep on your scholarly interests in the next essay, and as we said, space is tight. What do your particular choices and interests say about you as a person? What do they say about UMass Amherst? How do you and UMass fit together?

At UMass Amherst, no two students are alike. Our communities and groups often define us and shape our individual worlds. Community can refer to various aspects, including shared geography, religion, race/ethnicity, income, ideology, and more. Please choose one of your communities or groups and describe its significance. Explain how, as a product of this community or group, you would enrich our campus. (100 words)

This is a classic Community Essay, through and through. Where do you come from? What has shaped you as a person and how has that made your perspective unique? What traditions or aspects of your community would you like to share at UMass Amherst? What you address can be a larger cultural community or as specific as your community theater troupe. Address the role that your community plays in your life, then consider why your particular background or experience within this community will enrich UMass Amherst’s campus. How will it help inspire and/or inform others? What is important to you and how will your experiences in communities bring something of value to the community at UMass Amherst?

Please tell us why you chose the Majors you did? (100 words)

We told you to save the academics for later! Now you can get into it about why you love a certain subject. Most importantly, though, you will want to explain why you want to study it at UMass Amherst in particular. Where do your interests link up with the work of a particular professor or program? Maybe you still covet the rock collection you started in 5th grade and have your eye on UMass Amherst’s geology program. And maaaaybe you’ve been looking for a way to share your passion for mineral formations with the world, which is what makes the earth science teaching track absolutely ideal for you. Drill down to the details that sync up with your passions and interests. And if you’re undecided, that’s okay too! Immerse yourself in the course catalog and rejoice in your many options. Can you describe how you would explore different subject areas? What makes UMass Amherst the perfect place to discover your passion?

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How to Write the UMass Amherst Essays 2023-2024

The University of Massachusetts Amherst has three required short response prompts for all applicants. The first asks you to elaborate on why you wish to attend UMass Amherst, the second asks about a community you’re a part of and its influence on you, and the third asks about why you chose the major you selected on the application.

Since UMass Amherst receives thousands of applications from academically strong students, your essays are your best chance to stand out. In this post, we’ll discuss how to craft an engaging response to each of these three prompts.

UMass Amherst Supplemental Essay Prompts

Prompt 1: Please tell us why you want to attend UMass Amherst? (100 words)

Prompt 2: At UMass Amherst, no two students are alike. Our communities and groups often define us and shape our individual worlds. Community can refer to various aspects, including shared geography, religion, race/ethnicity, income, ideology, and more. Please choose one of your communities or groups and describe its significance. Explain how, as a product of this community or group, you would enrich our campus. (100 words)

Prompt 3: Please tell us why you chose the Major(s) you did? (100 words)

Please tell us why you want to attend UMass Amherst? (100 words)

This supplement is a very standard example of the common “Why this College?” prompt , a classic way for admissions officers to learn more about your interest in their school. Just as you’re worried about colleges selecting you, admissions staff are concerned about whether you will choose their school if you’re admitted. This response provides another opportunity to distinguish yourself from other candidates and explicitly express your interest in UMass Amherst.

However, you’re only given 100 words to answer this prompt. Therefore, you should narrow your thinking down to 1-3 genuine reasons you want to attend UMass Amherst. This response should be very specific—many students make the mistake of simply listing generic positive qualities that could apply to any school.

Including general information like the strength of an academic department or a prime location can convey a lack of interest and actually detract from your application. A great starting point to research the school for this response is the school’s website , which contains copious information about its values, unique offerings, and campus culture.

Also, avoid listing school rankings or hackneyed adjectives praising the school, as this can come across as disingenuous. Admissions officers already know their school’s strengths and statistics—they want to learn more about you specifically, and how you plan to take advantage of UMass Amherst’s offerings.

Because one of the other supplemental prompts focuses on why you chose your major, you should avoid any overlap in this essay—that is to say, try not to write about your desired major here. However, because of the 100-word limit, you should focus mainly on academic or extracurricular offerings such as specific classes, research opportunities, and clubs. Think about what you hope to gain from the college experience at UMass Amherst as you select topics to write about.

Here are two examples of answers to this prompt:

Weak response: “I chose to apply to UMass Amherst not only because of its stellar academics, but also because of the extracurricular opportunities I will have to learn and grow both professionally and personally. I plan to join the Pre-Law Society to develop the soft and hard skills I need to apply to law school. I also plan to join a dance club as I am passionate about expressing myself through art. Recently, I have become interested in standup comedy, so I plan to pursue that as well. In addition, I look forward to living in and exploring the rural Amherst environment.”

Strong response: “As a future environmental rights lawyer, I am deeply passionate about gaining the tools to aid worldwide sustainability efforts. I look forward to contributing to research projects like Professor Lena Fletcher’s Outsmart app. Preventing invasive species’ destructive tendencies through early detection is important to me—my grandparents’ orchard was destroyed by emerald ash borers, so I understand the gravity of this research firsthand. Through courses like Rethinking US Environmental Policy, I can delve into the political origins of land and water distribution. Moreover, UMass Amherst’s Gardenshare Practicum will allow me to gain hands-on experience in community sustainability.”

The first response starts off with a very general sentence that could apply to any institution of higher education. The use of generic adjectives praising the school (like “stellar”) should be avoided. Because the word count is so limited, you should avoid vague language as much as possible. Don’t waste words giving trite compliments to the University!

The second response jumps into the applicant’s passions and future goals. It then directly connects a UMass-specific opportunity to the potential fulfillment of this goal. This is a much stronger approach that will grab your reader’s attention and make your response more memorable.

The first response also reads a bit like a laundry list of extracurriculars. Rather than focusing on quantity , you should try to enhance the quality of your response by adding depth through detail. The second applicant not only mentions a UMass-specific offering, but also explains their personal connection to it. Also, their note about the Gardenshare Practicum explains how they will fit into campus culture in their free time.

These inclusions add a layer of authenticity that will make a response more credible to admissions officers. Adding these types of details takes some quick research and can do a lot to add to the relatability of your essay.

At UMass Amherst, no two students are alike. Our communities and groups often define us and shape our individual worlds. Community can refer to various aspects, including shared geography, religion, race/ethnicity, income, ideology, and more. Please choose one of your communities or groups and describe its significance. Explain how, as a product of this community or group, you would enrich our campus. (100 words)

Because college is one big community just like any other, UMass Amherst wants to know about other communities you’re a member of and how you will fit into their own campus community. This prompt is very straightforward, but it also gives you a lot of freedom to talk about any community that is meaningful to you and what you do as a part of it. The goal of this essay is to demonstrate that you are an active community member and can fit right in at UMass Amherst.

It’s crucial that you pick a community that is central to your life and one that you play a significant role in. Including the examples given in the prompt, here are a few examples of communities you could consider:

• Religious community
• Racial or ethnic community
• Sports teams
• Clubs and extracurricular organizations
• Volunteer organizations
• Political movements
• Apartment building or street block
• Online communities or groups
• Community of people who share a similar hobby or interest

As you can see, there are many different ways to approach this essay. You might even write about a language community, or a community of people with a similar disability. Once you know what community you want to write about, you need to discuss your role within the community. For tips on choosing a community and writing thoughtfully about it, check out our guide to writing the diversity essay .

A quick note: Earlier this year, the United States Supreme Court struck down the use of affirmative action in college admissions. The ruling, however, still allows colleges to consider race on an individual basis, which is one reason many schools are now including diversity prompts as one of their supplemental essay prompts. If you feel that your racial background has impacted you significantly, this is the place to discuss that.

When choosing a community, don’t make the mistake of thinking you can only talk about one where you were a leader or contributed to some big project—even as a member of the community you could still play a large role. When you’re thinking about the role you played, ask yourself these four questions:

• What actions do I generally take?
• Why do I enjoy being in this community?
• How do I impact others in my community?
• What do I learn from being a part of this community?

If you can answer these questions, you can definitely write an essay that is personal and informative. Including self-reflection, especially for the third and fourth question, will demonstrate your critical thinking and maturity to the admissions committee.

It might help you to describe a formative experience that involved your membership in your chosen community. This experience should ideally be one in which you learned a new lesson, gained a new skill, or personally grew in some way. You are limited to 100 words total , including the last part of the prompt, which concerns your future involvement in the UMass Amherst community, so be sure to get right to the point.

These questions might help you distill the entire experience into the most important points:

• What happened?
• What was going through your mind and how did you feel as it happened?
• How have your emotions about the event changed over time?
• Have you faced any challenges as a result of membership in this community or your background?

Finally, the last part of this prompt asks how your membership in this community will help you enrich the UMass Amherst community. To discuss this, go beyond generic college tropes like late-night conversations with your roommate, as those are things you can find at any school. Instead, find some element of UMass Amherst that you’re specifically intrigued by.

Maybe your Filipino community at home is extremely important to you, so you’re looking forward to joining the Filipino Student Association on campus to stay connected to that community. Or, perhaps you’re planning to start a fashion entrepreneurship club on campus to create a community that currently doesn’t exist.

Even though you only have 100 words to work with, your response can still give your reader new information. Don’t write about something you’ve already discussed elsewhere in your application, limiting yourself by passing up one of the opportunities you do have to share something new with admissions officers.

By the end of your essay, the admissions committee should know exactly what you value in a community and should be able to imagine you in specific communities at UMass Amherst. Ending the essay with your specific ideas for your community involvement at the school will leave the admissions officers with a positive impression of you as an involved student.

Please tell us why you chose the Major(s) you did? (100 words)

A “Why this Major?” prompt is a way for colleges to learn more about you and distinguish you from other candidates with similar academic backgrounds and interests. Admissions officers want to learn more about your current experience with a subject you’re interested in, where your passion comes from, and how you plan to continue pursuing this passion beyond your college career. The committee can also get a better idea of your interest in UMass Amherst specifically, and an idea of how you plan to use its resources to better facilitate your learning.

When brainstorming content for this prompt, think about what initially drew you to the subject. Avoid using general statements like “I want to be a civil engineer because I have always enjoyed working with my hands.” Dig deeper into your passion and give specific details—one applicant might talk about how a Lego set they received for Christmas during their childhood first sparked their love of building. Another might talk about how they always admired the architectural genius behind their favorite structure in their hometown.

You should also tie your response to future goals you hope to accomplish with this major. A common mistake many students make here is being too general. Rather than using platitudes like “making the world a better place” and “helping others,” talk about specific things you could do to achieve these goals. Though you by no means need to have your career plans figured out, you can explore potential options to add depth to your response.

For example, a prospective chemistry major might discuss wanting to invent a non-teratogenic pesticide. Someone applying as a math major might want to develop an online teaching program for students who struggle with the topic and implement it at underprivileged schools.

Another factor to consider is how you plan to pursue this major at UMass Amherst, so that admissions officers will have a better idea of how you will fit into the campus culture. If you’ve already mentioned major-specific resources in the first essay, however, there’s no need to repeat yourself. You can instead focus on your interest in the major and your future goals. While you may have already discussed your academic goals in the first essay, consider this an opportunity to expand upon those goals in more detail.

No matter how you approach this essay, you should research specific classes, research opportunities , programs , student organizations , and other opportunities for involvement that tie into your major. For example, a prospective psychology major might discuss how UMass’s specific psychology programs tie into their dedication to activism. A response could go something like this:

“Participating in the Black Lives Matter movement has underscored my desire to explore the neural circuitry behind racism. As a psychology major, I plan to pursue this topic within UMass Amherst’s Psychology of Peace and Violence Program , by working with Professor Ervin Staub on developing active bystander training for police. I believe this biological approach to activism will go a long way in fomenting sustainable change at the systemic level.”

Keep in mind that this is not a full response, but it does demonstrate the tone and level of detail you should aim for when writing a response to this prompt. Adding details like this will lend authenticity to your response and make it more fun to read. Admissions officers want to know why this major is important to you, so let your creativity and passion flow—the possibilities are endless!

Where to Get Your UMass Amherst Essays Edited

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

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

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EMCON Alumni Newsletter April 2024

Dear Alumni and Friends, Greetings from Amherst! I hope you are enjoying the start of the nicer weather coming your way. Please note: the maroon bolded links in the text below contain more information. I encourage you to click on the links that are of interest to you. If reading on a smartphone and the font looks small, try rotating your phone on its side and then back again to enlarge the font. The Voice of a Nurse Resonates Our alumni, students, and faculty embody a rich tapestry of experiences. Alumni board member Dr. Christine Schrauf '68BS '75MS has a dedicated history of nursing advocacy at the local, state, and national level. She serves as the Health Policy Committee Chair for the American Nurses Association Massachusetts and recently received the 2024 award for Loyal Service at the ANA Massachusetts Awards Gala on March 30. Her nominator wrote that "Dr. Schrauf has shown herself to be extremely kind and wise. Christine welcomes new members and helps them grow. She serves as a mentor to those who have little or no experience in policy work and enables them to follow their passions to help solve issues in their own nursing practice. where she develops, writes, and delivers important testimony". Dr. Schrauf is an incredible ambassador for the nursing profession. As she works to improve the lives of nurses and healthcare in our country, she is dedicated to empowering the next generation of nurses with this knowledge. She is an adjunct professor at Elms College and has educated thousands of students on health policy. At our 2022 PhD Symposium titled "From Gaslight to Growth: Moving Past Resilience to Support Nurses as they Heal", Dr. Schrauf shared with our students practical and time-effective ways they can influence health policy. She recommended each nurse join a professional organization so they can be aware of when important issues are being discussed, and voice their support for passage of healthcare legislation via verbal and written testimony. I am thrilled Christine received this well-deserved award—congratulations! Power of the Pen Ameneh Arzheh '28PhD and Shaely Lora-Brito '27BS demonstrated their writing prowess by sweeping the 2024 essay contest for the American Association of the History of Nursing in the respective undergraduate and graduate categories. They responded to the prompt: "Why is understanding nursing history important to the future of nursing?" Shaely noted: "Understanding the history of nursing is like unfolding the pages of a diary that holds the secrets to the soul of healthcare". Special thanks to Chelsie Field, our college's Marketing and Communications specialist, who encapsulated captivating portions of their essays that are a must-read . Ameneh and Shaely will each receive $500 and will read their essays during a Nursing Archives Associates meeting this spring. Very proud of their work! Community Shout-Outs Laurie Benoit '94BS wrote that she is working as a Nurse Practitioner at the Hampden County Sheriff's Department. After graduating from our program in Amherst she went on to receive a Master's Degree in Nursing from UMass Worcester, and recently received the Adult-Gerontology Primary Care Nurse Practitioner credential (AGPCNP-BC). Congratulations Laurie! Two-time EMCoN alumna and associate clinical professor, Dr. Raeann LeBlanc '12DNP, '18PhD , received the honor of being named a Distinguished Fellow of the National Academies of Practice in Nursing . This award honors individuals who have made significant, enduring contributions to health care practice, research, education, and public policy. Raeann's commitment to social justice in nursing, palliative care, and empowering nurses to share their stories sets a tremendous example for our student nurses to chart their own unique path in nursing. The work of our community members is reaching far beyond the walls of Skinner Hall. Associate Professor Dr. Lucinda Canty will be featured in the upcoming documentary "Everybody's Work: Healing What Hurts Us All", premiering May 10, 2024 in Washington, D.C. The documentary is put together by SHIFT, a community of nurses on a mission to shape a better future for the nursing profession. View more about the film here , including a preview. Have an update to share? Please submit your most recent update here . Upcoming Events One event upcoming I've shared the past few letters that I'd like to highlight is a Zoom event titled " Who's Taking care of YOU? A Mental Health Discussion for Health Care Workers ". Taking place tonight, April 22 from 6-8 p.m. virtually, a panel including three of our faculty members, Dr. Gabrielle Abelard '97, '01MS who is the CEO of Abelard Psychotherapy and master's department chair which includes the psychiatric mental health specialty, Dr. Maud Low '21PhD , and Dr. Julia Ronconi , will discuss bringing mental health awareness into the light and share pertinent resources. Presented by Beta Zeta at Large Chapter Novice Nurse Leaders. There is cost to participate, please feel welcome to register here . Our master's programs are recognized for excellence, ranking #5 overall in the top online MS programs according to the Online Schools Guide. I share this because on Thursday, April 25 , we are offering a virtual open house at 5:30 p.m. for our Online Post-Masters in Psychiatric Mental Health Certificate Program , and at 6:30 p.m. for all of our Masters Programs , encompassing our Online Master of Science Clinical Nurse Leader Concentration, Online Master of Science Nursing Education Concentration, and Online Master of Science Public Health Nursing Concentration. All are welcome and encouraged to attend, no pre-registration required. UMassGives is right around the corner, taking place Wednesday, April 24 and Thursday, April 25. We are raising funds for nursing study abroad , so our students can have the funds they need to embark on a transformational educational and life experience. Please be on the lookout for more details. Please save to your calendar the Power Hour Thursday, April 25 from 2-3 pm , when the impact of your donation will be maximized to help us compete for free dollars from the university based on participation. To hopefully encourage as many donations as possible, I'll be personally matching the first $1,000 raised during the Power Hour. Go Nursing and Go UMass! Eastern Nursing Research Society Meet-and-Greet Pictures Thank you to everyone who came out to the EMCoN meet-and-greet at the Boston Eastern Nursing Research Society Conference on April 4! While the weather was less than ideal, we felt the warmth from our community and it was a pleasure to meet many of our Boston based alumni and community members. Enjoy viewing pictures from the event and conference here .

With lots to look forward to, including commencement and congratulating the class of 2024, I hope this springtime is a time of renewal and positivity in your life.

Allison Vorderstrasse Professor and Dean Elaine Marieb College of Nursing  

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