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How to Write the NYU Essays 2024-2025

NYU has one supplemental prompt for all applicants this year, and an additional prompt which is required for Martin Luther King, Jr. Scholars Program applicants. 

Although the prompt for all applicants is technically optional, NYU’s prime location in the heart of downtown New York City, campuses all across the globe, and affiliation with excellent graduate schools in a range of subjects make it highly competitive to gain admission. So, we strongly encourage you to take advantage of this opportunity to share something new about yourself with admissions officers.

Read these examples of past NYU essays about diversity and “Why NYU?” written by real students to inspire your writing!

NYU Supplemental Essay Prompts

All applicants, optional.

Prompt: In a world where disconnection seems to often prevail, we are looking for students who embody the qualities of bridge builders—students who can connect people, groups, and ideas to span divides, foster understanding, and promote collaboration within a dynamic, interconnected, and vibrant global academic community. We are eager to understand how your experiences have prepared you to build the bridges of the future. Please consider one or more of the following questions in your essay:

• What personal experiences or challenges have shaped you as a bridge builder?
• How have you been a bridge builder in your school, community, or personal life?
• What specific actions have you taken to build bridges between diverse groups, ideas, or cultures?

How do you envision being a bridge builder during your time at our university and beyond? (250 words)

Mlk scholars applicants, required.

Prompt: In under 250 words, please share how you have demonstrated your commitment to the legacy of Dr. King’s ideals of “Beloved Community” as evidenced through academic achievement, research or service. (250 words)

In a world where disconnection seems to often prevail, we are looking for students who embody the qualities of bridge builders—students who can connect people, groups, and ideas to span divides, foster understanding, and promote collaboration within a dynamic, interconnected, and vibrant global academic community. We are eager to understand how your experiences have prepared you to build the bridges of the future. Please consider one or more of the following questions in your essay:

Since NYU has a reputation for being highly competitive, especially in recent years, we strongly recommend that you respond to this optional prompt. You only get so many chances to share yourself with the admissions committee, so any time you’re given an extra one, you should seize it! Especially when the margins between applicants are so thin, you never know what could be the difference-maker.

Understanding the Prompt

This prompt seeks to understand how your experiences have shaped you as a connector and collaborator, and how you will use these experiences and the skills you learned from them to continue working with others in the future. NYU even provides some more specific questions that should help you brainstorm your narrative:

• How do you envision being a bridge builder during your time at our university and beyond?

Brainstorming

To start generating answers to these questions, consider the following ideas:

• Personal Experiences: What experiences have exposed you to different cultures, perspectives, or groups? Have you ever felt like an outsider and had to connect with others who were different from you? What did you take away from those experiences?
• Challenges: Have you faced any personal challenges that required you to bring people together? What obstacles did you overcome in these situations? How did you change as a result?
• School and Community Involvement: Have you ever organized events or led initiatives that brought different groups together? Did you start or participate in clubs that fostered understanding among diverse students? What was your motivation for doing so, and were you successful?
• Future Plans: How do you see yourself continuing to build bridges in college? Are there specific clubs, organizations, or initiatives at NYU where you plan to make an impact?

Thinking of robust anecdotes, that are both engaging and reflect your values, before you start writing will streamline things significantly. Note, however, that you have a limit of 250 words. While this should be ample space to express your ideas, you likely won’t be able to cover more than one experience in detail, or two shorter ones that are directly linked.

As you brainstorm, though, don’t worry about filtering your ideas just yet. On the contrary, having a longer list is better, as you can then evaluate a wider range of possibilities and determine which one is just right for the point you’re trying to make.

What Makes a Good Response

A strong essay will include:

• Personal Narrative: Begin with a specific story or example that highlights your role as a bridge builder. This could be an instance where you connected different groups at school, or a moment when you mediated a conflict, among other options.
• Clear Examples: Provide concrete examples of your actions. Instead of saying, “I brought people together,” describe exactly what you did—whether it was organizing a multicultural event, leading a discussion group, or facilitating a project that involved different perspectives. This is one of the most important rules for writing vivid narrative essays: “Show, don’t tell.”
• Impact: Reflect on the impact of your actions. How did your efforts change the situation? What did you learn from the experience?
• Future Vision: Conclude by connecting your past experiences to your future plans at NYU. Mention specific programs, clubs, or opportunities where you hope to continue your bridge-building efforts. Don’t just say “I’d love to do something similar at NYU”–instead, tell NYU admissions officers exactly where and how you’ll do so, as that in turn will help them envision you as a member of their community.

Hypothetical Student Examples

To give you some ideas of what a bridge builder could look like, here are some hypothetical examples:

• Ravi , a student with a background in both Indian and American cultures, grew up balancing two very different worlds. In high school, he noticed that students from different cultural backgrounds rarely interacted. To address this, Ravi organized an annual cultural showcase that brought together diverse groups to share their traditions, foods, and music. His essay could focus on how this experience taught him the power and importance of cultural exchange, and on how he plans to continue fostering cross-cultural understanding by taking advantage of opportunities at NYU’s satellite campuses around the world.
• Elena , who was the only female member of her school’s robotics team, noticed that girls in her community were underrepresented in STEM fields. She founded a mentorship program that connected female high school students with women working in tech. Her essay could discuss the challenges of starting the program and how she plans to continue her efforts through WinS, a mentorship program at NYU that pairs students with girls at NYC public high schools who are interested in STEM.
• Marcus grew up in a neighborhood with significant racial tension. In high school, he initiated a dialogue series where students from different racial and socioeconomic backgrounds could share their stories and experiences. His essay might explore how this project not only reduced misunderstandings but also created a more inclusive school environment. He could then connect this experience to his interest in social justice and the law, and how BIPOC Legal Society at NYU would give him a strong network as he pursues his goals.

Common Mistakes to Avoid

• Vagueness: Avoid general statements about being a bridge builder. Also don’t rely on generic definitions of what makes someone a bridge builder. Instead, provide specific stories and examples that show your actions and their impact, and clearly demonstrate what being a bridge-builder means to you personally.
• Clichés: Don’t rely on Hallmark card-y sentiments like “At the end of the day, we’re all human.” Instead, connect your points to your real experiences, to make your story personal, tangible, and easy to understand.
• Overemphasis on Future Goals: While you do want to discuss your future plans, make sure the majority of your essay focuses on past experiences. The admissions committee wants to see evidence that you’ve already acted as a bridge builder, and talking too much about the future without connections to the past may make you sound naive.

Good and Bad Examples

Good Example:

“The first time I hosted a cultural dinner at my high school, I had no idea what to expect. My parents, who immigrated from Mexico, brought homemade tamales, while my friend Jin’s parents contributed Korean bulgogi. As we set up the buffet, I noticed that students who usually kept to their own groups were mingling, curious about each other’s food and traditions. Conversations quickly blossomed, with students exchanging stories about their families, holiday traditions, and the meanings behind the dishes they brought. For the first time, I saw walls come down as we bonded over shared meals and experiences.

Inspired by this success, I expanded the event into a quarterly gathering, incorporating cultural performances, storytelling sessions, and even cooking demonstrations. Over time, these dinners became a cornerstone of our school’s efforts to promote inclusivity and understanding, bridging divides that had previously seemed insurmountable. Witnessing the friendships that formed and the stereotypes that were dismantled, I realized the profound impact that simple acts of connection can have.

At NYU, I’m excited to join the International Student Council and to continue building bridges through shared experiences. I hope to start a monthly “Cultural Connections” dinner, where students can explore each other’s backgrounds over a meal. I also plan to collaborate with the Office of Global Inclusion, Diversity, and Strategic Innovation to organize events that celebrate the rich tapestry of cultures on campus, ensuring that everyone feels seen, heard, and valued in our community.”

Why this is a good example: This response provides a specific, vivid story that illustrates the student’s role as a bridge builder. There’s clear personal growth, and a plan to continue this work in college. In particular, the idea of the cultural dinner shows that the student doesn’t want to just pitch into existing projects at NYU–they want to start their own, to make the school even more inclusive.

Bad Example:

“I’ve always believed in the importance of bringing people together, especially in environments where differences can lead to misunderstandings. In my sophomore year, I noticed that students from different backgrounds often stuck to their own groups during lunch. I decided to encourage more interaction by starting a lunchtime club where anyone could join and talk about various topics, from hobbies to current events. Although the turnout was lower than I had hoped, I felt proud of my efforts to create a space where people could connect.

At NYU, I plan to join clubs that promote diversity and inclusion, and I hope to contribute to a more connected campus. I am eager to participate in activities that bring students from different backgrounds together, whether through cultural events, discussion groups, or volunteer work. I believe that by fostering understanding and collaboration, we can build a more unified community that appreciates the unique perspectives everyone brings.”

Why this is a bad example: This response falls short in a few key areas. The student provides a general description of their efforts to build bridges, but lacks concrete details that demonstrate impact or personal growth. In short, the essay tells rather than shows, which makes it less impactful than the first example. 

The essay also misses an opportunity to reflect on lessons learned or how these experiences will influence the student’s future actions. A partial attempt is made, but the language is vague, as phrases like “promote diversity and inclusion” and “foster understanding and collaboration” could apply to any school, and thus do not showcase a deep connection to NYU, the way references to school-specific opportunities would, or the student’s unique role as a bridge builder. 

By selecting an anecdote that is personal and detailed, and that directly connects to the future you’re imagining for yourself at NYU, you’ll be well on your way to crafting a compelling essay that shows NYU how you’ve been a bridge builder in your own life, as well as how the university’s resources align perfectly with your plans to continue building bridges during your time in college.

In under 250 words, please share how you have demonstrated your commitment to the legacy of Dr. King’s ideals of “Beloved Community” as evidenced through academic achievement, research or service. (250 words)

Do your research.

Before you even start thinking about a response to this prompt, you should research Dr. Martin Luther King, Jr., his work, and his message, and the notion of the “Beloved Community.” Because this program is known to be selective, you’ll want to show the admissions officers that you truly understand the program’s mission and spirit.

The primary goal of the program is: 

“to develop scholars who strive to realize Dr. King’s ‘Beloved Community’ and who embody ‘a love-centered way of thinking, speaking, acting, and engaging that leads to personal, cultural and societal transformation’ (The King Center). ” 

By doing your research first, you can strategically choose experiences that show that you’re the kind of student who will take full advantage of this program, rather than accidentally selecting anecdotes which may be strong on their own, but don’t reflect the program’s values.

While you should definitely do your own research on this topic, for a rough overview the “Beloved Community” is a society based on justice, equal opportunity, and love for all, free from poverty, hunger, and hate. You’ll need to provide specific examples of how you’ve embodied these ideals in your academic life, research, or service efforts.

Brainstorming Questions

The prompt provides three domains in which you may have demonstrated your commitment to the ideas of the “Beloved Community.” Let’s take a look at each one, and think about some things you may have done in each:

• Academic Achievement: Have you taken courses or completed projects that address social justice, equality, or community building? Did you participate in discussions, presentations, or papers that promoted these ideals?
• Research: Have you conducted research on issues like racial equality, social justice, or community service? How did your findings contribute to promoting Dr. King’s vision?
• Service: What volunteer work or community service have you done that aligns with the ideals of the “Beloved Community”? How did your actions directly contribute to fostering a more just and loving society?

There are a few things you should include in your response to make it strong.

• Specific Examples: Use concrete examples to demonstrate your commitment. Rather than just saying “I’ve done research on social justice,” explain what the project was and why you chose to get involved.
• Connection to Dr. King’s Ideals: Clearly link your actions to Dr. King’s vision of the “Beloved Community.” Explain clearly how your work promotes justice, equality, and love–don’t leave anything up to inference.
• Impact: Highlight the impact of your work. How did your actions contribute to a positive change in your community or field of study?

Notice that each point can seamlessly lead into the next to establish a good narrative flow. Begin with anecdotes, examples, and details about the experiences you’ve had. After describing these experiences, connect them to the ideals of Dr. King’s “Beloved Community.” Finally, highlight how your personal impact within the broader experience demonstrates your own commitment to these ideals.

• Student A: A student who took an advanced sociology course and chose to focus his capstone project on the effects of systemic racism in education. He analyzed how inequities in school funding perpetuate the achievement gap, and ended up presenting his results to a local school board while advocating for reforms that align with Dr. King’s ideals of equal opportunity.
• Student B: A student passionate about biology who joined a community health initiative in her neighborhood which provides free health screenings and education about preventive care. She can explain how this work helped address healthcare disparities by directly supporting the health and well-being of underserved populations, in line with Dr. King’s vision for a more equitable society.
• Student C: A student who organized a series of community dialogues between local police officers and students after tensions arose in their town. They could discuss how these conversations aimed to foster mutual understanding and reduce conflict, and thus embodied Dr. King’s principles of nonviolence, reconciliation, and community building.
• Vague Responses: Don’t just say that you care about social justice. Instead, provide detailed examples that concretely illustrate your values.
• Generalizing: Avoid broad statements about equality or justice. Your focus should be on how you’ve personally contributed to these causes.
• Ignoring the Prompt: This prompt isn’t just about social justice in general, so make sure you have a clear, direct connection to Dr. King’s vision of the “Beloved Community.”

“For a final history paper in high school, I explored the legacy of redlining in urban communities. My research revealed how discriminatory housing practices have perpetuated economic inequality, limiting opportunities for minority communities.

Inspired by Dr. King’s vision of a “Beloved Community,” I turned my studying into action by volunteering with a nonprofit that assists first-time homebuyers in historically marginalized neighborhoods. My role involved guiding families through the complexities of securing a mortgage, understanding property taxes, and maintaining financial stability. I also collaborated with the organization to develop workshops that educate prospective homeowners about their rights and resources, empowering them to overcome systemic barriers.

By helping these families achieve homeownership, I aimed to break the cycle of poverty that redlining had enforced for generations. One particularly meaningful experience was seeing a single mother of two receive the keys to her first home, as I knew that this would create a more stable and hopeful future for her children. This work deepened my understanding of economic injustice and reinforced my commitment to fostering a society where everyone has the opportunity to thrive. I believe that by empowering individuals with the tools they need to succeed, I am contributing to the realization of Dr. King’s dream of a just and equitable community.”

Why this is a good example: This response has a specific, detailed description of how the student’s academic work ties into their service efforts. It clearly connects to Dr. King’s ideals of addressing economic injustice and promoting equality, and show that the student made a tangible impact on their community. There is also emotional depth, which makes the response even more compelling.

“I’ve always believed in the importance of equality and treating others with respect, which is why Dr. King’s ideals resonate with me. Throughout high school, I took my studies seriously because I know education is a powerful tool for change. I’ve also volunteered occasionally, helping out at food banks and participating in community clean-ups. I think it’s important to be a good person and do what you can to help others, whether it’s through academics or service. In the future, I hope to continue Dr. King’s legacy by being kind, respectful, and supportive of those around me, doing my part to make the world a better place.”

Why this is a bad example: This response is vague, without any specific examples of how the student has actively worked to advance Dr. King’s vision. It mentions general values like kindness and respect, but does not demonstrate a clear connection to the ideals of the “Beloved Community” in particular, or describe how the student made their community a more equitable place. 

If you identify vivid examples that demonstrate your commitment to Dr. King’s ideals and legacy, and how you’ve already started to make an impact, you’ll be well on your way to showing NYU why you’d be a great fit for this remarkable program.

Where to Get Your NYU Essay Edited For Free 

Do you want feedback on your NYU 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. 

Need feedback faster? Get a  free, nearly-instantaneous essay review  from Sage, our AI tutor and advisor. Sage will rate your essay, give you suggestions for improvement, and summarize what admissions officers would take away from your writing. Use these tools to improve your chances of acceptance to your dream school!

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Financial Engineering, M.S.

Sophisticated modeling and information technology now dominate the financial world. The theories and the practice of Finance are challenged today by complex financial and global systems and by dynamically changing regulatory environments and politics. A global world in transition creates both opportunities and challenges for financial engineers to adapt theoretical and financial constructs into profitable and innovative opportunities by creating innovative, custom-designed instruments in the marketplace.

At the NYU School of Engineering, we train our students to do exactly that: to engineer the future of finance and transform financial theory into practice. The MS in Financial Engineering program furnishes students with foundational knowledge in financial concepts. This knowledge then becomes a springboard to specialized fields where students can apply concepts to everything from derivatives risk finance to financial IT and algorithmic trading on Big Data.

About the Program

The Department receives a large number of applications every year. To be considered for admission into the MS in Financial Engineering program, students must have a Bachelor’s Degree from an accredited institution and proven proficiency in:

• Linear Algebra
• Probability Theory
• Multivariable Calculus (Advanced)
• Applied Statistics
• Computer Programming

Admission Requirements

• Official Transcripts
• Statement of Purpose
• 1-minute video
• 2 Letters Of Recommendation
• English Language Proficiency Testing, where applicable
• Online application
• $90 application fee

Learn more about Admission Requirements .

The average Quant GRE score of accepted students in Fall 2023 was 169.0/170, the Verbal GRE score was 158.3, and the GPA was 3.848.*

*Beginning in 2023, the GRE is optional and not required to be admitted to the NYU Tandon School of Engineering.

When applicable, applicants must also demonstrate English language proficiency to be determined by the TOEFL score.

The FRE department does not accept change-of-major requests. In all instances, students must formally apply to the program. Applicants must have demonstrated proficiency in the mathematical areas listed to be considered for admission. The Department offers both an online and an on-campus boot camp during the summer before formal coursework starts.  For program highlights and a video regarding further details on FRE admissions requirements, visit our  Prospective Students  page.

Undergraduate students are not allowed to take courses in the MS in Financial Engineering program, except for those in a combined BS/MS program.

Applicant Questions

Contact the Graduate Center for questions about the  application process, application status or to talk to an admissions counselor :

Office of Graduate Enrollment Management and Admissions NYU Tandon School of Engineering 458 Pike Road Huntingdon Valley, PA 19006

[email protected] Phone: (646) 997-3182

Accepted and Enrolled Students

Contact the Department of Finance and Risk Engineering with your  academic questions, e.g., courses and curricula .

Department of Finance and Risk Engineering NYU Tandon School of Engineering 1 MetroTech Center North, 10th floor Brooklyn, NY 11201 [email protected] Tel: 646.997.3279 Fax: 646.997.3355

Professor Barry Blecherman General Advising [email protected]

Ms. Zahra Patterson Academic Planner, Degree Progress Report, and Graduation Audits [email protected]

Professor Agnes Tourin Capstone Advisement [email protected]

Students enrolled full-time will complete the program in 4 semesters (May) although some may accelerate the course load and graduate within 3 semesters. Our program also offers flexibility to attend part-time and extend the number of semesters.

To earn a Master of Science in Financial Engineering, students must complete 33 credits to qualify for graduation. The structure of the program is as follows:

• Bootcamp of 0 credits
• 5 core courses, each 3 credits
• General elective courses within FRE and closely related fields personalized by the student, totaling 13.5 credits
• 1 required applied lab worth 1.5 credits
• 1 capstone experience of 3 credits Read the Capstone Guidelines (PDF)
• Capstone assessment of 0 credits
• Bloomberg certification of 0 credits

Total # of credits: 33

There are also two options to participate in a Vertically Integrated Project (VIP)  (0 credits).

• Merger & Acquisition Outcome Prediction
• Active Portfolio Management with Machine Learning and Time Series Forecasting

Students must also complete the Bloomberg Market Concepts e-learning course and earn the Acknowledgement of Completion to qualify for graduation. The Department will support your efforts to complete the training program by providing many Bloomberg terminals and laboratory assistants to answer your questions. This is a zero-credit requirement, listed as FRE 5500.

In recent years, our MSFE students (100-150 students) have gone on to a variety of career paths with the help of our Career Placement Director. Most notably, these paths have included Desk Quant/Strategist, Risk Management Analyst/Associate, Trader, Quant Researcher, Technology/FinTech Analyst, Data Science Analyst, Quant Model Development/Quantitative Modeler, and Model Validation. 

Learn more about our employee outcome statistics .

Program Requirements

Core courses (15 credits), required courses:.

FRE-GY6073: Introduction to Derivative Securities

FRE-GY6083: Quantitative Methods in Finance

FRE-GY6103: Valuation for Financial Engineering

Two of the following three courses:

FRE6023: Financial Economics

FRE6123: Financial Risk Management

FRE7773: Machine Learning in Financial Engineering

GENERAL ELECTIVES (13.5 CREDITS) 

Students may choose from any FRE courses to fulfill these focus areas* and general elective requirements. They may also elect to register for up to three (3) classes (maximum of one per semester) at select schools/programs at NYU. Courses outside FRE must be approved by the MS Financial Engineering academic advisor. Students may only enroll for courses at other schools of NYU that are not offered at the School of Engineering. Please review the NYU cross-school registration policy prior to submitting cross-registration requests.

View the complete list of FRE Courses

APPLIED LAB (1.5 CREDITS*)

Choose 1 lab from the following:

FRE-GY6811: Financial Software Laboratory

FRE-GY6821: 

FRE-GY6831: COMPUTATIONAL FINANCE LABORATORY (PYTHON)

FRE-GY6861: Financial Software Engineering Laboratory

FRE-GY6871: R in Finance

FRE-GY6883: Financial Computing

*For FRE-GY6883, 1.5 credits count as lab and 1.5 credits as elective.

FRE-GY6191: Advanced Topics in Financial Technology

Note: Waivers are possible.

REQUIRED CERTIFICATION (0 CREDITS)

FRE-GY5500: Bloomberg Certification

CAPSTONE (3 CREDITS)

Choose 1 capstone option:

I. INTERNSHIP

FRE-GY7021: Financial Engineering Capstone: Internship

Minimum 240 hours per semester;  FRE-GY7021 must be taken twice in order to fulfill the capstone requirement; 1 report to the faculty is required

II. PROJECT

FRE-GY7043: Financial Engineering Capstone: Project

Project under faculty supervision

III. THESIS

FRE-GY9973: MS Thesis in Finance & Risk Engineering

IV. SPECIAL TOPICS

3.00 credits (two courses of 1.5 credit each or a single 3.00 credit course) of courses marked “topics” or “special topics” in the FRE section of the school course catalog, with a capstone paper submitted to the capstone advisor.

In addition, please see the  Capstone Procedures and Requirements (PDF) .

CAPSTONE ASSESSMENT (0 CREDITS)

FRE-GY5990: Capstone Assessment

Vertically Integrated Projects (0 CREDITS)

Quick links.

• Prospective Students
• FRE Course Listings
• Career Placement
• Meet our Faculty
• Graduate Admissions
• Request Information
• NYU Tandon Bulletin

Shreya Gossain

Boubacar Diallo

Published September 23, 2024

Your Guide to the 2024-25 NYU Supplemental Essay Question

Katie Hindman

Senior Assistant Director of Admissions

The NYU supplemental essay, an optional component of the first-year Common Application application, gives you a succinct and creative opportunity to share a little bit more about who you are with the admissions committee. 

This year’s question is designed to spark the type of connections and critical thinking skills you’ll use daily as an NYU student:

“In a world where disconnection seems to often prevail, we are looking for students who embody the qualities of bridge builders—students who can connect people, groups, and ideas to span divides, foster understanding, and promote collaboration within a dynamic, interconnected, and vibrant global academic community. We are eager to understand how your experiences have prepared you to build the bridges of the future. Please consider one or more of the following  questions  in your  essay :

What personal experiences or challenges have shaped you as a bridge builder?

How have you been a bridge builder in your school, community, or personal life?

What specific actions have you taken to build bridges between diverse groups, ideas, or cultures?

How do you envision being a bridge builder during your time at our university and beyond?”

It’s true – we love a good bridge at NYU, whether it be one of the iconic physical ones connecting our global cities or one of the many metaphorical ones connecting our diverse and international student body. These connections are vital at our university. Joining NYU’s vibrant community starts with conceptualizing bridge building in your current life.

To bridge the distance (ha!) between our brand-new question and your unique answer, here are some tips and tricks for writing the NYU supplemental essay (from a real person reading it on the other side of the screen)!

HOW DO I START?

Think of the NYU supplemental question as an exercise in the types of creative thinking you will use as a college student and global citizen. Try to approach it with a sense of curiosity and excitement rather than apprehension or perfectionism.

Everyone’s writing process is distinct. Don’t judge your writing before it’s time to edit! Sometimes the best work starts out as a series of fragmented, unfinished thoughts. Writing a single sentence, jotting down word associations, taking a walk, or journaling may get ideas flowing just as well as a structured outline does.

Remember – the supplemental question is meant to be concise! When you get to the editing stage, make sure your writing is direct. We’re confident you can communicate your thoughts in 250 words or less.

WHAT SHOULD I WRITE?

Don’t limit yourself by contemplating only the grand metaphorical London or Golden Gate Bridges of your life – a subtle piece of wood laid strategically across a creek can be just as significant in its own context. Consider the big and small ways you’ve challenged yourself to unite a community around something important to you. Or, think about how you’re eager and willing to learn this essential skill at NYU. 

Regardless of where or how you grew up, and regardless of the perspective you bring with you to college, you’re guaranteed to come across a person or idea that challenges your perceptions of the world and pushes you outside your comfort zone while you’re here. NYU students enter college eager to use these experiences to hone their bridge building skills. They will then graduate with the confidence to put those skills to world-changing use. 

Use this question to show us you’re ready.

THE BOTTOM LINE…

The answers to this question will be as diverse as the students writing them! Your background is valuable, and every applicant has something worth sharing.

Remember that those of us on the other side of the application are interested in and inspired by you, rather than judgmental of what you choose to share with us. We’re grateful for the time, energy, and vulnerability you put into your application.

The admissions committee wishes you the very best of luck with your final year of high school. Keep being unique, driven, bridge-building members of your communities. We’re excited to read all about it!

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