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Sat / act prep online guides and tips, writing the why nyu essay.

College Essays

If you're applying to New York University, you'll need to submit both the regular Common App materials as well as the NYU supplement, which includes a short essay. At its heart, the NYU essay prompt asks you to answer a single straightforward question: why do you want to go to NYU?

In this article, we'll fully analyze the "Why NYU?" essay prompt and what successful essays need to accomplish. We'll also go over potential topics to write about and look at the essay that got me into NYU's College of Arts and Science.

First, however, we'll begin with a quick discussion of why schools ask students to write "why this school?" essays

feature image credit: Sagie /Flickr

Why NYU Essay 2023 Update

NYU has discontinued the "Why NYU" for the 2022-2023 admissions cycle . That means there won't be an NYU-specific writing supplement provided as part of the Common Application process. 

However, students can submit an optional 250-word response as part of NYU's additional questions section. This response deals with students' perspectives on diversity. Here's the prompt for 2023-2024: 

We are looking for peacemakers, changemakers, global citizens, boundary breakers, creatives and innovators. Choose one quote from the following and let us know why it inspires you; or share a short quote and person not on our list who inspires you, and include why.

“We’re used to people telling us there are no solutions, and then creating our own. So we did what we do best. We reached out to each other, and to our allies, and we mobilized across communities to make change, to benefit and include everyone in society.” Judith Heuman, 2022 NYU Commencement Address

“I encourage your discomfort, that you must contribute, that you must make your voice heard. That is the essence of good citizenship.” Sherilynn Ifill, 2015 NYU Honorary Degree Recipient

“You have the right to want things and to want things to change.” Sanna Marin, Former Prime Minister of Finland, 2023 NYU Commencement Address “It’s hard to fight when the fight ain’t fair.” Taylor Swift, Change, Released 2008, 2022 NY Commencement Speaker

Share a short quote and person not on the list and why the quote inspires you.

What's the Point of "Why This School" Essays?

While the Common App essay gives students a chance to showcase something of who they are that might not be evident elsewhere in their application, the "why [school]?" essay allows students space to explicitly state why they are such a good match for the school.

Presumably, if you're applying to the school, your test scores, grades, course rigor and curriculum, extracurriculars, and volunteer experience all put you at least somewhat in line with other students at the school.

The "why this school?" essay is your opportunity to discuss not just why you could excel at the school, but why you are a good fit (and why you want to go there).

"Why this school" essays are also a useful way for schools to judge student interest in a school (which can indicate whether or not a student will attend if admitted). Based on students' "why this school?" essays, colleges can distinguish students who are specifically interested in attending that school from students who clearly applied just because of the school's location or ranking

Writing a strong "why [school]?" essay not only gives you another instance to showcase your writing and reasoning skills, but also tells the school that you care enough to invest time in researching what makes them special. It signifies that you have put in the time to realize whether or not you're a good fit. (And, it secondarily shows that having put in that time, you're more likely to attend if admitted than someone who just wrote some generic statements about why they want to attend college ).

For a more in-depth look at what schools hope to get out of your "Why [This School]?" essays, read this article .

Why NYU Essay Prompt, Analyzed

Here's the complete NYU supplement essay prompt for 2021:

We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why you have applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand - Why NYU? (400 word maximum)

Besides the standard "what motivated you to apply to [school]?" question that almost every "why this school" essay asks, the NYU prompt gives you one extra nudge for what to focus on in your essay.

Specifically, NYU wants you to talk about what's drawn you to "a particular campus, school, college, program, and/or area of study?" (or, if you're drawn to more than one, why you're drawn to each campus/school/college/program/area of study).

Keep in mind that you should be discussing all of this in the context of NYU . Obviously, if you're interested in NYU because of one of their 10 undergraduate schools, then that's particular to NYU, but the same goes for their campus locations, programs, and areas of study.

For instance, if you're passionate about studying theater, you wouldn't just write that you want to attend NYU because you love theater and NYU has a theater program and is in New York, a city that has theater; that description could apply to half a dozen schools. Instead, you'd go into the details of what attracts you about specific classes and professors at Tisch, or other opportunities that are unique to NYU (ability to do certain kinds of projects, the potential for interdisciplinary collaboration, etc).

This prompt also hints at a few different directions you can go with your "Why NYU" essay:

Why have you expressed interest in a particular campus, school, college, program, or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses.

If you're already certain of what you want to study in college or have a " spike ", you'll want to go the "particular" route in your essay . This means mentioning specific classes, professors, programs, or how you see NYU supporting your future career/academic plans.

On the other hand, perhaps you're not at all sure what you want to study in college (AKA me in high school). In that case, you'll shape your essay more around how you believe going to NYU will allow you to explore many different avenues to find your passion .

Finally, if you already know that you want to spend time abroad during college in a place where NYU has a campus, you can emphasize your interest in continuing to receive an NYU-level academic education while living in another country .

Potential "Why NYU?" Essay Topics

Earlier, we briefly touched upon some topics that you might write about in your essay, including specific courses/teachers/programs and study abroad opportunities.

We're now going to take those broad topic categories and go into a little more depth for how to write about them in your "Why NYU?" essay.

Colleges/Programs

NYU has the following 10 undergraduate schools, colleges, and programs:

• College of Arts & Sciences
• Gallatin School of Individualized Study
• Liberal Studies
• Meyers College of Nursing
• School of Professional Studies
• Silver School of Social Work
• Steinhardt School of Culture, Education, and Human Development
• Stern School of Business
• Tandon School of Engineering
• Tisch School of the Arts

Because there are so many different undergraduate programs within NYU, it's a good idea to identify which program(s) you're applying to and why in your NYU supplement essay.

Since you'll need to decide on a program before applying to NYU anyway, you might as well use the time you spend reading about each college to figure out if there are any programs within particular colleges that call out to you.

For instance, if you're interested in the intersection of different fields (like psychology and computer science, or biology and philosophy/ethics) and are self-motivated to create your own program of study, you should talk about that in your application to the Gallatin School of Individualized Study. If you've spent the last 12 years devoting all your extra time in and out of school to theatre and want to attend a conservatory with opportunities to go see live theatre, then write about that in your application to Tisch.

Courses/Professors

NYU is a world-renowned university for a reason, and it's not just because of its immense real estate holdings; it has a wide variety of courses and professors renowned in their fields. If one of the main reasons you're drawn to NYU is for its academics, then this is a good topic to get into in your supplemental essay.

Flip through the online course catalogs and read about professors in departments you're interested in. Are there any classes you really want to take (that seem particular to NYU)? Or any professors you absolutely have to study with?

You don't need to go so far as to read the professors' research or anything like that (unless you're super excited by it!), but doing even a little research into the courses and professors you'd be learning from and mentioning it in your "Why NYU?" essay will go a long way toward showing the admissions officers that you're serious enough about NYU to check out its specifics.

Extracurricular Opportunities and School Traditions

If there's an extracurricular at NYU that you've been particularly involved in during high school (or are excited to start getting involved in at college), you can write about it, as long as you're clear about why it's something unique to NYU.

In a similar vein, you can also try reading through some of the campus-wide events offered throughout the year and see if there's anything special about them that speaks to you.

NYU Essay: Topics to Avoid

The "Why NYU" essay prompt makes it pretty clear that you should focus your 400 words around a specific college/program/area of study.

What you absolutely should avoid is gushing about NYU's location (whether you're applying to the New York campus or not).

Back when I applied to NYU, the "why NYU?" essay prompt was even more blunt about not centering your essay around New York City:

"Many students decide to apply to NYU because of our New York City location. Apart from the New York City location, please tell us why you feel NYU will be a good match for you."

If New Yorkers have heard it all and seen it all before, NYU admissions officers have certainly read any and all paeans you could care to write to New York City.

It's fine to write about how being in New York gives you access to opportunities relevant to your course at NYU (e.g. you can get amazing internship opportunities for journalism and theatre there that you wouldn't be able to get anywhere else). However, you need to be clear to center your essay around the program at NYU, with the New York location (and its opportunities) being an added bonus.

Unless you have a unique take on why NYU's location is so important to you (e.g. your grandparents used to live in a building that was demolished to make way for Bobst law library and you were brought up on vengeance that has since turned to adoration), stay away from NYU's location in your explanation of why you want to go there.

Brainstorming for the Why NYU Essay

Before you start to narrow in on what angle you'll take in your "Why NYU?" essay, you should first examine your reasons for applying to NYU. By "examine," we don't just mean "list your reasons"—we mean you need to go a few levels deeper into each surface reason that occurs to you.

For example, this is the list of reasons I had for applying to NYU (roughly in order of importance):

• My test scores and grades/course rigor make it likely I'll get in
• NYU has lots of good schools and programs
• It's easy enough to get from NYU to my family, transportation-wise

On the face of it, none of these reasons are very compelling. If I'd just gone on to write my "Why NYU?" essay (or in those days, essays) with those three bullet points, I doubt I would have been accepted.

Instead, I went deeper with each reason to see if there was anything there I could mine for the NYU supplement essay.

Surface Reason 1 : My test scores and grades/course rigor make it likely I'll get in.

• One level deeper : I'm applying to NYU as a safety school, because I'm pretty sure I'll get in there, even if I don't get in anywhere else, and I'd want to go there if I got in.
• Should I write about this in my "why NYU" essay? Definitely not. No school wants to hear that it's a safety (even if it's a safety you would be fine with attending because it's still a good school).

Surface Reason 2 : NYU has lots of good schools and programs.

• One level deeper : I'm extremely undecided about what I want to study—I know that I'm interested in English (Creative Writing), Math, Neuroscience, Chinese, and Music, but I might end up deciding to study something entirely different in college. It's important to me that I go somewhere that I'll have the opportunity to explore all of my interests (and develop more), which I can do at NYU.
• Should I write about this in my "Why NYU" essay? This reason is definitely promising, although I'll need to do more research into the particular programs and courses at NYU so I can namedrop (and in the process, double-check that I'm right about being able to study all these things there!).

Surface Reason 3 : It's easy enough to get from NYU to my family, transportation-wise.

• One level deeper : My parents want there to be good transportation options for me visiting home (or them visiting me). NYU's location (New York City) definitely makes that possible (there's easy access to planes, trains, buses, rental cars, fixed-gear bikes…).
• Should I write about this in my "Why NYU" essay? Probably not. The prompt asks me about why I've expressed interest in a particular campus, school, college, program, and/or area of study, not a geographic area. Plus, it's not like there aren't plenty of other New York schools. I maybe could throw in this reason if I'm running short on things to say, but as it is, it looks like my second reason is going to be the best bet for the "Why NYU?" essay.

Why NYU Essay Sample

Below, I've created a "Why NYU?" essay example that draws verbatim from what I used in my (successful) NYU application. (The essay requirements were slightly different then, with different word counts, so I had to expand a little upon what I originally wrote.)

I feel NYU would be a good match for me because of the number and kinds of programs it has. I am very interested in a variety of subjects, and NYU seems to encompass everything. In fact, I'm applying to the College of Arts and Sciences because I can’t specify my interests any more than that at this time. I have so many things that I want to learn that I can’t imagine limiting myself before I even enter college.

Take Chinese, for example. I'm learning Mandarin now (and have been for the last five years), but I would also like to learn Cantonese. There are not many other schools that offer Cantonese classes that can boast trips into Chinatown as part of the curriculum! Furthermore, I am excited by the possibility of studying abroad at NYU Shanghai. I'd not only be able to go to China for a semester for a year and immerse myself in the language and culture, but I'd be able to do so with the continuity of being on an NYU campus, even halfway across the world.

The music theory program in the College of Arts and Sciences also really interests me. I've picked up some theory here and there, but I haven't had all that much formal training. I'm also really intrigued by NYU's early music ensemble and the chance to explore different modes and tunings. At the other end of the spectrum, while I've written a few pieces on my own and taught myself a little bit about MIDI, I have not really had a chance to experiment very much with computer/electronic composition, and would really like to use those Steinhardt facilities that would be available to me at NYU to help remedy this.

Finally, I cannot stress enough how important reading and creative writing are to me. Because of how much the two feed into one another, I'm excited by NYU's Reading Series and the potential to be able to attend organized events for interacting with other writers outside the classroom.

The opportunity to expand my Chinese language abilities beyond Mandarin (and have the chance for practical application) is what first intrigued me; the chance to explore computer music and get my hands on NYU's facilities was the next breadcrumb; but the breadth and depth of the courses for writing lure me in even more, until I can resist no further.

This essay isn't necessarily the best piece of writing I've ever done. However, it still effectively conveys my desire to attend NYU because I mention a few key reasons I want to attend NYU:

• The variety of courses available . I began by stating that I'm undecided and part of what attracts me to NYU is the opportunity to get to do lots of different things. I then go on to discuss several different examples.
• Specific NYU opportunities . I looked up various courses, events, and opportunities offered by different departments and mentioned a couple of them specifically (the Reading Studies program for creative writing, Cantonese classes, studying abroad in China).
• While I did mention a New York City thing (going into Chinatown), it was linked with something that's relatively NYU-specific (the opportunity to study Cantonese as well as Mandarin).

Tips for the Why NYU Essay

To wrap up, we've summarized our top four tips for writing the "Why NYU?" essay.

#1: Look over the descriptions of the different schools/programs. This will help you figure out both which one you want to apply to as well as what makes those schools interesting for you to apply to.

#2: Read through the course catalog and look up professors in departments you're interested in. As the NYU Admission blog states , you don't have to go overboard in stating exactly what course you want to take with what professor at what time, but you should demonstrate that you're aware of what kinds of things you will be able to do and learn while at NYU

#3: Look into whether there are any extracurricular activities or NYU traditions that particularly appeal to you--and explain why they matter specifically to you.

#4: Avoid writing odes to New York City. If there are particular opportunities you're interested in that are only available in New York (e.g. internships at the American Museum of Natural History, research into immigration history at Ellis Island) you can mention it, but don't lean too heavily on the location.

#5: Remember that while you should make it clear why you want to attend NYU with your essay, you don't need to agonize for hours over it. Ultimately, other parts of your application (including your test scores and grades/course rigor, letters of recommendation, and personal statement) are more important factors to your acceptance than your NYU supplement essay is. You just need to show that you've done at least a little research into NYU and why you want to apply there in particular.

And if along the way you find that you don't really have a super good reason that's getting you excited to apply to NYU? It might be worth reconsidering whether or not you should apply there.

What's Next?

Have a bunch more college-specific supplement essays to write? Be sure to check out our overview of the "why this college" essay .

Looking for application tips for other selective schools? Read our complete guides to the University of California system and to the Georgetown application .

Should you apply early or regular decision to college? Find out the pros and cons of early decision in this article . ( And read up on the distinctions between early decision, early action, and the different kinds of each here. )

Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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Program Areas

The NYU Tandon School of Engineering addresses the world of technology and its unique interactions with society. To fulfill its mission, NYU Tandon School of Engineering offers degree programs in five general academic areas:

Computer Science and Engineering

Engineering.

• Sciences and Mathematics

Technology, Culture, and Society

• Technology Management

Computer science and engineering is an important and expanding field as today’s society advances further into the Information Age. Computer science and engineering includes designing systems (computer hardware and software) and developing principles for applying computers to new uses. The field requires high levels of theory and practice and often involves developing or integrating complex software.

Computer science and engineering is a major element in modern information technology, allowing information to be used to analyze and solve problems in diverse fields, including telemedicine, heath care, finance, entertainment, manufacturing, telecommunications, transportation and biomedicine. Because of the breadth of its potential applications, computer science and engineering at NYU Tandon School of Engineering has a multidisciplinary focus.

The curriculum integrates basic science, computer science, mathematics, humanities and social sciences. Students take electives in technical and non-technical subjects, a mix that allows for flexibility and breadth in their studies at NYU Tandon.

The current faculty works in state-of-the art fields such as high-speed imaging, classification, software virus protection, high-speed graphics, text and data mining, fault-tolerant computing, database-management systems, software engineering, data compression, data security, parallel and distributed computation, scheduling theory, computer vision and Internet and Web technologies. This faculty experience, combined with a strong curriculum that integrates theory and practice, positions NYU Tandon graduates well for the 21 st century.

Engineering is the creation of devices and implements that can control or manipulate nature to produce a desired effect, applying science to build the infrastructure and tools society needs to improve the quality of life and the environment.

The modern engineer must have a firm background in the sciences and mathematics. Science reveals fundamental knowledge about the natural world. Mathematics comprises the language and tool used most often by engineers to analyze and manipulate that world. Additionally, a background in the liberal arts provides a fundamental understanding of society, its structures, needs and desires. No one can hope to improve society without such understanding. Engineers also must deeply appreciate the role they play in society, particularly in terms of their professional ethics and responsibilities. Finally, engineers must have excellent written and oral communication skills to work effectively with other engineers, professionals, decision-makers and the public.

NYU Tandon’s engineering programs build on a firm foundation of mathematics and science to develop the analytic and conceptual skills required of a practicing professional. Laboratory classes introduce students to devices and systems currently used in their fields and help develop their skills in using computer-aided design packages. Undergraduate programs prepare students equally for entry into the profession and for continued education at the graduate level.

NYU Tandon, by giving students a comprehensive education in scientific and engineering principles and by developing creative skills required for engineering design and analysis, provides its graduates with the ability to continue to learn and grow in rapidly developing technological fields throughout their careers.

Current NYU Tandon faculty and alumni are advancing varied fields such as telecommunications, microwaves, imaging sciences, quantum electronics, pulsed power, smart materials, aerospace, robotics, geotechnology, biomedical engineering, financial and risk engineering, cyber security, gaming, software engineering and sensors and sensor networks. Through the School’s engineering curriculum, students are equipped to advance this tradition forward to the next generation of technological breakthroughs.

The Sciences and Mathematics

Science and mathematics underpin modern technology. As scientists and mathematicians discover and describe secrets of the natural world, engineers look to apply them to developing new technology. Without the physical sciences and mathematics, engineers would have no tools with which to invent the technology of tomorrow.

NYU Tandon School of Engineering’s undergraduate science and mathematics programs give students unique opportunities to study basic theory while interacting with design disciplines. The undergraduate program structure in these areas encourages students to select concentrations of elective courses in technology areas.

Students use modern laboratories and interact with faculty who are world-class researchers. Many upper-level classes are small, allowing students to develop one-on-one relationships with faculty and to work with them in their research areas.

The future of technology depends on the ability to develop a better and more accurate understanding of nature and its opportunities and constraints. For technology to advance, scientists must continue to unlock the secrets of the universe, and mathematicians must continue to develop the analytical and logical processes through which they can extend and apply what they investigate and discover. NYU Tandon programs prepare scientists and mathematicians for this vital role, enabling them to lead society to a better future.

Within the NYU Tandon School of Engineering, humanists, artists, and social scientists study the significance and impact of technology over time, and the relationship between technology and civic virtue. We fulfill that mission through majors in Integrated Digital Media (IDM), Science and Technology Studies (STS), and Sustainable Urban Environments (SUE), and liberal arts courses specifically designed to help engineering students understand the complex moral and social consequences of their work.

Technology Management and Innovation

NYU Tandon School of Engineering’s Department of Technology Management and Innovation is the leading learning, research and development hub in the New York City/tri-state region, devoted explicitly to the critical arenas of innovation, information and technology management.

The department has achieved this distinguished position with a continuous stream of high-quality and relevant research, development and pace-setting learning programs. Its faculty contributes to theory and practice in an increasingly knowledge-intensive age.

The research and development conducted within the Department of Technology Management and Innovation is varied, including scholarly books and articles in respected journals and timely case studies. Some of this material forms part of the content in educational programs, helping to keep programs up-to-date and distinctive. The department is also committed to integrating technology into all educational programs to enhance learning. Because all managers must understand how technology and innovation are essential for delivering value to organizations and to the market, the department offers a portfolio of educational programs dealing with the broad spectrum of innovation, information and technology management in the modern economy.

In addition to its academic programs at the undergraduate, graduate and doctoral levels, the Department of Technology Management and Innovation offers short-term nondegree courses and workshops, including those tailored to the needs of specific firms and industries on contemporary topics in technology management.

Undergraduate Degree Requirements

This section details general institutional degree requirements applicable to all NYU Tandon School of Engineering undergraduate degrees. Academic departments may place additional requirements on individual degrees. Such additional requirements are explained in the program sections of this catalog. In no case may a department specify requirements less stringent than those indicated here.

Outcomes Assessment

NYU Tandon School of Engineering conducts outcomes assessments to monitor students’ academic achievement, effective teaching methods, institutional improvements, and to ensure compliance with accreditation standards. To obtain periodic measurements of student perceptions and intellectual growth, undergraduate students are asked to participate in surveys, focus groups, interviews or related activities. While individual input is collected, the data from these assessments are published in aggregate form. Undergraduate students must complete online course surveys for all courses in which they are registered each semester (except guided studies and courses in which the enrollment is fewer than six students). Graduating seniors must complete exit surveys online. Any additions to or exceptions to this requirement are disseminated to the campus community each semester by the Office of Assessment and Institutional Research. Compliance with outcomes-assessment activities is traditionally a precondition for receipt of semester grade reports, transcripts, and degrees.

Basic Degree Requirements and Definition of Credits

Programs for the degree Bachelor of Science require 120 to 142 credits, depending upon the major as described in the program’s section of this bulletin. Undergraduate semester credits are based on the number of 50-minute periods scheduled each week during one semester. Traditionally, one credit signifies a minimum of one 50-minute period of class work, or three 50-minute periods of undergraduate laboratory, over a period of 14 weeks, in addition to a final exam period. On occasion, more time per credit is given. The final examination period is an integral part of the semester.

Students may attend the University part-time or full-time. All undergraduate degrees can be completed in four years of full-time study. To earn the degree Bachelor of Science from NYU Tandon School of Engineering, students must satisfy University residency requirements. The majority of undergraduate courses are held during the day. A selection of evening undergraduate courses is available, but it is not possible to complete any undergraduate degree by taking courses entirely in the evening.

To earn a bachelor’s degree, students must have a cumulative GPA of 2.0 or better in all courses at NYU Tandon School of Engineering; additional details can be found in the section regarding academic standing and probation. Certain programs have additional grade requirements in specified courses or groups of courses. Most undergraduate engineering curricula require students to participate in team projects, including participation in team-based design projects. Students must participate in outcomes assessment, as described below.

Selection of a Major

Undergraduate students admitted to the NYU Tandon School of Engineering are encouraged to declare their major upon admission, although incoming first-year students may initially enter as “undeclared” students. First-year students wishing to consider several program options are encouraged to use their first semester to explore major fields in consultation with departmental advisers. While the first year curriculum is nearly uniform for all engineering majors and very similar for other majors, students who choose to delay selecting their major until the end of the freshman year must select courses in consultation with their academic advisers.

Students are free to change their major at any time, given that their academic standing is acceptable to the program into which they wish to transfer. However, changes in major may involve loss of credit and additional time to complete the degree. Students entering NYU Tandon with an undeclared major must declare any currently offered undergraduate major by the end of their first year.

Double Majors

Tandon students are eligible to complete a second (non-primary) major in a distinct discipline other than their primary declared major, both within the Tandon School of Engineering and at other undergraduate schools of NYU (except the School of Professional Studies). Declaring a second major is an option for all undergraduate students at Tandon as long as they are in good academic standing and receive approval from authorized personnel from both academic departments. Specific requirements for each major are determined by the two departments’ undergraduate academic advisers, undergraduate program directors, or department heads, in conjunction with the Tandon Office of Undergraduate Academics and the Tandon Office of Records and Registration. Students are required to complete all degree requirements for each major; some courses may be double counted towards both majors at the discretion of both academic departments.

Please note that Tandon students may not declare a second major at another NYU School if a similar major, in name and content, is offered at Tandon. For example, Tandon students may not double major in computer science at CAS. Similarly, Tandon students interested in completing a second major in math must declare the double major in math at Tandon . Tandon students may not double major in math at CAS.

It is important to be aware that declaring a second major will likely increase a students’ time to completion at NYU and can impact financial aid. More information and instructions can be found on the NYU Tandon Non-primary (Double) Major Declaration form and the Double Major Completion form .

Selection of a Minor

A minor is an approved concentration of academic study within a single discipline. In specified programs, undergraduate students may select a minor in a field distinct from, or related to, their major, with approval of advisers in both the major and minor fields. The name of the minor appears on students’ transcripts if the approved coursework in the minor field have been completed with at least a 2.0 GPA. With the consent of a student’s major department, some courses used to satisfy the minor requirements also may satisfy the required or electives course requirements in the student’s major program. The names and associated requirements for minors are listed in the sections of this bulletin devoted to related major programs.

NYU Cross-School Minors

Visit the NYU Tandon Minors  webpage for more detailed information on the cross-school minors available. NYU Tandon School of Engineering students have the opportunity to minor at other schools of NYU except the School of Professional Studies. (Likewise, students matriculated at the School of Professional Studies are not permitted to declare a minor offered at Tandon.) An undergraduate student may minor in a discipline not typically offered at NYU Tandon. If a similar minor, in name and content, is offered at the School, students must receive permission from the specific academic department at NYU Tandon offering the minor in order to enroll in such a minor at NYU. With the consent of a student’s major department, some courses used to satisfy the minor requirements may also satisfy the required or electives course requirements in the student’s major program. Students will follow all policies, procedures and academic time lines of the respective NYU school.

Students must consult their major academic adviser to determine the applicability of courses towards their NYU Tandon School of Engineering degree. Students will need additional credits than the minimum required to satisfy their degree requirements if courses taken for a minor at NYU do not meet the requirements specified by a student’s program of study.  When declaring a minor, students will indicate the courses they plan on completing for the minor. For each course taken, students must obtain approval from their NYU Tandon academic adviser as well as the corresponding academic department at NYU Tandon.

Note that declaration of a minor does not constitute guaranteed enrollment in all classes; registration timelines and deadline need to be strictly followed.

Course Placement Evaluation

NYU Tandon course placement evaluations are intended to ensure that each student receives the most pertinent instruction in areas necessary to successfully complete their degree program. Placement evaluations may supersede the results of Advanced Placement and International Baccalaureate examinations and/or acceptable transfer credits from another institution of higher education as determined by the designated adviser and the department offering the course.

Mathematics Diagnostic Examination

The Mathematics Diagnostic Examination is an extensive test to profile students’ knowledge and skills in basic and advanced mathematics. The Mathematics Department uses the scores on various components of the exam to place students in relevant mathematics courses. Incoming first-year students (excluding those with AP/IB credit) are placed into Precalculus MA-UY 914    or Calculus I ( MA-UY 1024    or  MA-UY 1324   ).

Writing Placement

Incoming students will be automatically placed into  EXPOS-UA 1 Writing the Essay   . A first day in-class writing sample will be used to determine if any students should be changed to EXPOS-UA 4 International Workshop Writing I   .

International students who are flagged for the English-language survey will be required to take an online diagnostic exam.

Writing and Speaking Across the Curriculum

NYU Tandon School of Engineering has adopted a Writing and Speaking Across the Curriculum program to ensure graduates develop satisfactory communications skills. This program ensures that significant writing and speaking assignments are included in designated coursework throughout students’ undergraduate program and that course grades are influenced by the quality of presentation in addition to mastery of content.

To support this program, the Tandon Writing Center is staffed by instructors, professional writers and qualified tutors. Students are encouraged to make an appointment to improve their writing and speaking skills.

Core courses such as EXPOS-UA 1   , EXPOS-UA 2   ,  EG-UY 1003   , select humanities and social sciences electives, and all senior design projects are writing and speaking intensive. Each disciplinary curriculum identifies additional courses that fit into this category.

In addition to the required first-year writing curriculum, NYU Tandon students are required to complete 16 credits within the humanities and social sciences. One of these courses must be an Advanced Seminar (identifiable by course number 4504), and one must be at the 3000 or 4000 level. Please note that the same course, or two different courses, may be used to fulfill the Advanced Seminar requirement and the 3000/4000 requirement. For more information about this requirement, and to see a list of courses, please refer to the Department of Technology, Culture and Society     overview.

Core Curriculum

NYU Tandon School of Engineering’s core curriculum is designed to provide all students with a solid education in the liberal arts, mathematics, basic sciences, and their major area of study. The goals of the core curriculum are to build students’ critical, analytical, and communication skills; to build a strong foundation of knowledge; to introduce students to their major field of study; to expose students to other fields; and to prepare students for lives as responsible and engaged citizens. The core curriculum includes three areas of inquiry: (1) text, communication and social thought; (2) quantitative and scientific reasoning; and (3) innovation and problem solving.

ENGINEERING MAJORS: Areas of Inquiry

Area 1: texts, communication and social thought (24 credits).

• EXPOS-UA 1 Writing the Essay    and EXPOS-UA 2 The Advanced College Essay    
• Humanities and social science electives

Area 2: Quantitative and Scientific Reasoning (minimum of 34 credits)

• MA-UY 1024 Calculus I for Engineers     (or equivalent)
• MA-UY 1124 Calculus II for Engineers    (or equivalent)
• MA-UY 2034 Linear Algebra and Differential Equations      
• All engineering majors require a minimum of an additional 4 credits of mathematics coursework with required courses varying by major.
• PH-UY 1013 Mechanics      
• PH-UY 2023 Electricity, Magnetism and Fluids      
• PH-UY 2121 General Physics Laboratory I      
• PH-UY 2033 Waves, Optics and Thermodynamics      
• PH-UY 2131 General Physics Laboratory II      
• CM-UY 1004 General Chemistry for Engineers    
• Some engineering majors require additional coursework in the basic sciences. Refer to the  List of Academic Programs and Curricula    for specific degree requirements for each major.

Area 3: Innovation and Problem Solving (9-10 credits)

• EG-UY 1001 Engineering and Technology Forum    
• EG-UY 1003 Introduction to Engineering and Design      
• CS-UY 1133 Engineering Problem Solving and Programming    or CS-UY 1114 Introduction to Programming and Problem Solving      
• Introduction to Major

NON-ENGINEERING MAJORS: Areas of Inquiry

Area 2: quantitative and scientific reasoning (requirement varies).

• Mathematics
• Physics, Chemistry, Biology, or other natural science course

Area 3: Innovation and Problem Solving (requirement varies)

• CS-UY 1133 Engineering Problem Solving and Programming    or CS-UY 1114 Introduction to Programming and Problem Solving    
• EG-UY 1003 Introduction to Engineering and Design    

The New York State Education Department (NYSED) requires undergraduate students to complete a minimum of 60 credits in liberal arts and sciences for the Bachelor of Science degree. These liberal arts and sciences courses constitute a foundation or “general education” in the humanities, natural sciences and mathematics, and social sciences. These courses are intended to provide a basis of knowledge outside of specified occupational or professional objectives; these courses are not intended to emphasize the development of skills in areas such as technology or computer programming. All undergraduate majors at NYU Tandon School of Engineering fulfill the NYSED 60 credit liberal arts and sciences requirement through courses in expository writing, humanities and social sciences, mathematics, and science (areas 2 and 3, above).

Engineering Competencies

All NYU Tandon School of Engineering undergraduate engineering programs are accredited by the Accreditation Board for Engineering and Technology ( ABET ). ABET identifies the following eight General Criteria that every engineering program should address: (1) Students; (2) Program Educational Objectives; (3) Student Outcomes; (4) Continuous Improvement; (5) Curriculum; (6) Faculty; (7) Facilities; and (8) Institutional Support.

Modifications to Curricula

Course substitutions.

On occasion, the curricula changes to reflect the latest knowledge and methods within a subject area, especially in the science, engineering and technology areas taught at the NYU Tandon School of Engineering. Students are informed of these changes by their major department.

NYU Tandon School of Engineering responds to changes in curricula and course content by addressing special situations and circumstances. To that end, the School occasionally needs to substitute one course for another specified in the curriculum for students to meet degree requirements. A student documents such substitutions on an Adjustment of Degree Requirements form available from the Office of the Registrar’s website. Each substitution must be documented and approved by the student’s major adviser and the Office of Undergraduate Academics. If a graduation checklist has been issued at the time of the substitution, the change should be formally entered on the checklist and approved by the major adviser and the Office of Undergraduate Academics.

Interruption of Study

NYU Tandon School of Engineering graduates must fulfill degree requirements using courses that meet current standards in the field. Accordingly, students have up to eight years to complete the degree requirements in effect when they first enrolled in an NYU Tandon School of Engineering undergraduate degree program. This time limit is irrespective of any leave of absence granted during the eight-year period. As courses continuously evolve, the School may replace courses in the original degree requirements with comparable courses with updated content. Should the School establish a new set of degree requirements for new students, continuing students may choose to satisfy those requirements. In such cases, the Tandon School of Engineering decides which portion of the new requirements may be satisfied by the courses students have completed and also rules on modification, if any, of the original eight year time limit.

If a student has exceeded or is about to exceed the eight-year limit and has not yet finished their degree requirements, they need to appeal for an extension in order to finish the remaining courses.

To appeal, the student must consult with their academic adviser and fill out the “Extension of Time Limit to Complete Degree” form. All courses remaining in order to complete their degree must be listed and the time frame in which they will be completed.

The form should then be signed by their academic adviser and the Office of Undergraduate Academics before it is submitted to the Registrar’s Office.

BS/MS Program

Undergraduates with strong academic records in certain programs may apply for admission to the BSMS Program , which leads to the award of both a Bachelor’s and a Master’s degree. While still undergraduates, this program allows students to make steady progress towards completing the two degrees for a lesser cost through a combination of earned AP credits, completed summer coursework, and additional credits over the limit completed each semester. Qualified students are typically considered for admission to the program during their junior year. In their remaining undergraduate semesters, they will complete some graduate coursework during regular terms and/or during the summer towards their desired MS degree.

Students interested in pursuing this option should speak with their undergraduate adviser as soon as possible. Some of the possible combinations of BS and MS majors available are described in the programs section of this bulletin. Students accepted to the BS/MS program are required to maintain a cumulative GPA of at least 3.5 for the duration of the undergraduate portion of the program and a 3.0 after matriculation into the graduate portion of the program; some departments may have higher GPA requirements. Students must graduate with a 3.5 cumulative GPA in the BS degree in order to move on to the MS program.

Additional information can be acquired from departmental advisers, including the specific sequence of courses necessary to complete the two degrees. International Students in F-1 or J-1 status must obtain permission and the necessary I-20/DS-2019 from the Office of Global Services before enrollment in the combined BS/MS program.

Honors Distinctions

Honor societies.

Students with superior academic records and co-curricular achievements may be selected to join one of the NYU Tandon School of Engineering’s chapters of a national honors society in their junior or senior year. Closely allied to the professional and technical societies, these honors societies encourage and recognize outstanding scholarship and leadership.

Participating Societies at the NYU Tandon School of Engineering:

Chi Epsilon - Civil Engineering Eta Kappa Nu - Electrical Engineering Omega Chi Epsilon - Chemical Engineering Pi Mu Epsilon - Mathematics Pi Tau Sigma - Mechanical Engineering Sigma Xi - Research Tau Beta Pi - Engineering Upsilon Pi Epsilon - Computing Sciences

Degrees with Honors

The NYU Tandon School of Engineering adheres to New York University’s Latin Honors requirements. Latin Honors are given to Baccalaureate degree recipients who have achieved a high cumulative grade point average (GPA) and satisfied the school’s residency requirements.

The GPA cutoffs for each category are determined by the combined GPA distribution from the preceding academic year. The cutoff for summa cum laude is the GPA included with the top five percent of the previous year’s graduating class. The cutoff for magna cum laude is the GPA included within the next 10 percent of the previous year’s class. The cutoff for cum laude is the GPA included within the next 15 percent of the previous year’s class.

The cumulative grade point average and residency requirements for Latin Honors are published on the University Registrar’s Latin Honors site . Please refer to the figures associated with the NYU Tandon School of Engineering.  

Undergraduate Credits

To satisfy residency requirements for the BS degree, NYU Tandon School of Engineering students must complete a minimum of at least half of the required credits at Tandon in approved coursework. Departmental advisers will assist students in selecting courses required for degree completion. In addition, students must complete their final semester’s worth of credits at the University, unless approved for a special term abroad (with the approval from their academic department and the Office of Undergraduate Academics). In regards to Tandon minors, one-half of the coursework must be completed at the NYU Tandon School of Engineering. All transfer credits are subject to the NYU Tandon School of Engineering’s transfer credit policy and process.

Transfer Credits from other Undergraduate Institutions

Students who have completed undergraduate coursework at other universities prior to beginning their studies at NYU Tandon School of Engineering are encouraged to request to transfer credits over to their NYU degree. NYU Tandon awards transfer credit for relevant courses completed satisfactorily at other accredited institutions. Students transferring into the NYU Tandon School of Engineering must have all outside transcripts examined by the Undergraduate Admissions Office and an adviser from their major department to determine the acceptability of individual substitutions and general acceptance of credits from their former institution(s). Much of this can be accomplished during the application process if the student’s record is complete. All evaluations of transfer credits must be completed by the end of the student’s first semester of registration at the NYU Tandon School of Engineering. Some programs may choose to delay approval of transfer credits until students demonstrate satisfactory progress at Tandon.

Undergraduate transfer credit is not given for any course in which a grade less than C or equivalent has been earned. In addition, students completing a course at NYU Tandon for which transfer credit already has been given automatically forfeit the transfer credit for that course. The University does not award transfer credits of gym or physical education courses. Transfer credit is not awarded for classes that were completed pass/fail or for credits that were earned 10 years or more from the students entering term to NYU Tandon. The maximum number of credits that can be granted is half of the degree; students must still meet the residency requirements after credit transfer.

For new first-year students admitted to NYU, it may be possible to transfer college courses taken while in high school. Credit may be awarded if the following criteria are met: 1) Received a grade of B or better; 2) NYU offers corresponding courses; 3) Courses were not used to satisfy high school graduation requirements.

The contents and standards of courses vary from university to university. Thus, some transfer students find after a semester’s work at NYU Tandon School of Engineering that they are better prepared for advanced courses if they re-enroll in a course at NYU Tandon for which they have been given transfer credit. Students may be required to enroll in such a NYU Tandon course after consulting with their academic adviser. In some instances, course requirements may be waived for students who demonstrate sufficient knowledge of specific course content through either written or oral examination given by the academic department offering such course. In such cases, no credit is awarded, but students are allowed to submit a more advanced course to satisfy degree requirements. This approach differs from “credit by examination,” described later in this section.

Grades of courses for which transfer credit is given are omitted in computing a student’s cumulative or current semester GPAs.

The receipt of transfer credit is subject to the discretion of the corresponding academic department, the Tandon School of Engineering, and the larger New York University.

Dual Degree Program with the College of Arts and Science: The 3+2 Program

General information.

NYU’s College of Arts and Science offers a dual-degree program in science and engineering with the NYU Tandon School of Engineering. This program affords highly qualified and motivated students who are technically oriented the opportunity to pursue both a liberal arts program with a major in science and a traditional engineering program. The program is ideal for students interested in science and engineering who are also eager for a liberal arts experience before entering an undergraduate engineering environment. Upon completion of this five-year program, students receive the Bachelor of Science degree from the College of Arts and Science at New York University and the Bachelor of Science degree from the NYU Tandon School of Engineering.

The available dual-degree combinations are as follows:

• BS in Biology/BS in Chemical and Biomolecular Engineering
• BS in Chemistry/BS in Chemical and Biomolecular engineering
• BS in Computer Science/ BS in Computer Engineering
• BS in Computer Science/ BS in Electrical Engineering
• BS in Mathematics/ BS in Civil Engineering
• BS in Mathematics/ BS in Computer Engineering
• BS in Mathematics/ BS in Electrical Engineering
• BS in Mathematics/ BS in Mechanical Engineering
• BS in Physics/BS in Civil Engineering
• BS in Physics/BS in Computer Engineering
• BS in Physics/BS in Electrical Engineering
• BS in Physics/BS in Mechanical Engineering

Detailed programs of study for each of the curricula are available from the NYU’s College Advising Center, Silver Center, 100 Washington Square East, Room 905.

Students who are interested in this program apply directly to NYU’s College of Arts and Science as a first year student, indicating their interest in this program on their application. Students that matriculate into Tandon as a first year student are ineligible to join. Application materials for this dual-degree program may be requested from the Office of Undergraduate Admissions .

The Academic Program

Students accepted into the program spend their first three years of study in the College of Arts and Science (CAS) at Washington Square (WSQ). In the first year at CAS, the different curricula call for many of the same courses. This gives students time to consult with faculty at both schools before committing themselves to a particular science/engineering major.

During freshman orientation, if they have not already done so, students select a major area for their study at CAS from the disciplines of biology, chemistry, computer science, mathematics, and physics. In their first year, students will have the opportunity to change this major and to reflect on their choice of engineering major. In the spring of the third year, an orientation program helps students prepare for the transition to NYU Tandon in the fourth year.

In the first three years of the program, students satisfy their core liberal arts requirements and also take some of the NYU Tandon School of Engineering courses required for their choice of engineering major. Students may elect to withdraw from the dual-degree program in engineering and complete only the College of Arts and Science general and major requirements at New York University. The final two years of study are undertaken at NYU Tandon School of Engineering’s site in Brooklyn where students complete the remaining technical courses required for their engineering major.

Articulation Agreements

To provide students with alternative pathways to a BS degree from the NYU Tandon School of Engineering and to facilitate the transfer process, the School has developed cooperative programs with other institutions. Students completing approved programs at these institutions with sound academic achievement are guaranteed admission to the School. Students interested in learning more about the cooperative programs should contact the Office of Undergraduate Admissions. Currently, the NYU Tandon School of Engineering offers an articulation agreement with Brooklyn College.

Articulation with Brooklyn College

The present articulation between Brooklyn College and the NYU Tandon School of Engineering is for the first two years in the fields of Civil, Chemical, Computer, Electrical and Mechanical Engineering. Further information may be obtained from Brooklyn College or the NYU Tandon’s Office of Academic Affairs.

Transfer Credits while in Residence

Undergraduates at NYU Tandon School of Engineering are expected to complete all coursework at the School. Exceptions are rare and only made in cases where NYU Tandon School of Engineering does not offer courses integral to the attainment of students’ academic goals.

To obtain credit for courses taken elsewhere while enrolled at NYU Tandon School of Engineering, students must obtain written permission from the major academic adviser, the department head of the course for which transfer credit is requested and the Office of Academic Affairs. This must be done before registering for the course at another institution. Forms for such permission are available on the Registrar’s website.

The following requirements apply to all courses taken outside of NYU:

• The outside institution must be accredited.
• Grades earned must be C or better for undergraduate courses.
• Pass/fail courses are not acceptable under any conditions.
• Only credits are granted; grades are omitted in computing cumulative or current semester GPAs.

Credit for Courses at Other Institutions or Schools/Divisions of New York University

Undergraduate students at the Tandon School of Engineering may complete coursework in other undergraduate divisions of New York University or outside institutions and have credits for these courses applied to their degree. Courses outside of Tandon require review from the students’ academic adviser. Non NYU courses require preapproval from the corresponding academic department, the students academic adviser, and the Tandon Academic Affairs Office.

Students may take a total of 4 courses or 16 credits in other divisions. Students seeking additional credits beyond the 4-course limit must inform their departmental advisor, who must request approval for these additional courses/credits via academic memo management (AMM). Exceptions may be made for students who are interested in completing more than 4 courses/16 credits only in extenuating circumstances.

Students must discuss with their departmental adviser before registering for courses in any other divisions of NYU or outside universities. Without consultation with and preapproval from an academic adviser, courses in other divisions that duplicate the contents of an NYU Tandon School of Engineering course or independent study courses do not count towards the Tandon degree. If a course is not preapproved, students will not receive credit for it. Students are encouraged to consult with their academic adviser regarding applicability of such courses towards degree requirements.

Your first cross-school minor, study abroad coursework, and courses offered at or by other schools that are required for a major here at Tandon do not count towards this 4 course/16 credit limit.

Also excluded from credit toward the degree are any courses taken in the School of Professional Studies once a student is matriculated in Tandon.

Undergraduate Validation Credits

When it is unclear whether a course taken outside of NYU Tandon School of Engineering is suitable for transfer credit, students may qualify for transfer credit by passing a validation examination. Permission to take such an examination must be recorded in advance on the student’s transfer evaluation form at the time of application to NYU. The format of the examination is at the discretion of the department giving the course. Scheduling of the examination is by mutual agreement, but in no event more than one calendar year after the student begins study at the NYU Tandon School of Engineering. A grade of C or better is required to validate course credits for undergraduate students. An examination may not be taken more than once. Students who register for or attend the course at NYU Tandon School of Engineering forfeit the right to take a validation examination.

Advanced Placement and International Baccalaureate Credits

NYU Tandon School of Engineering grants students credit for approved Advanced Placement (AP) and International Baccalaureate (IB) courses in high school, given acceptable performance on AP and IB examinations. Students must request evaluation of AP and IB credits by no later than the end of their first semester of matriculation. Credit also may be granted for college preview courses at the NYU Tandon School of Engineering or other universities while a high-school student if these courses are relevant to the student’s degree program and acceptable grades were achieved. Grades for advanced placement, international baccalaureate, or college preview courses are omitted in computing the cumulative or current semester GPAs.

Credit by Examination

Undergraduate students with an outstanding record or with specialized competence may establish a maximum of 16 credits toward the baccalaureate degree by passing comprehensive examinations. Each department determines the courses in which such an examination is available and the examination format. Students must obtain the approval of the department giving the course, the department of major study, and the Office of Undergraduate Academics.

A grade of B+ or better is required to achieve credit by examination. Students registering for or attending a course at the NYU Tandon School of Engineering may not subsequently take the examination for credit for the course or for a course with similar content. The examination may be taken only once.

Students pay a fee to the Office of Records and Registration before each examination and will receive the form to take the exam after making the payment. The course and credits are posted on student’s permanent record without a grade and do not count toward the minimum-residence requirement for the bachelor’s degree or toward the GPA.

Undergraduate Thesis

The undergraduate thesis allows students to apply knowledge gained in their major field of interest and use it to plan, conduct and report original research. The thesis may be a discourse upon a subject included in students’ courses of study, an account of an original investigation or research, or a report on a project or an original design accompanied by an explanatory statement.

The undergraduate thesis is optional except for students in the Honors Program, who are required to complete an undergraduate thesis. All undergraduate students who plan to undertake a thesis should report to the head of their major department with their choice of a thesis topic at least one year before graduation. Department heads approve requests and appoint a thesis adviser. Students should contact their thesis adviser immediately and register for the thesis during the next registration period. Thereafter, the student must register for the thesis every fall and spring semester until it is completed and accepted and the final grade is entered into the student’s permanent record. A student must take a minimum of 3 credits of thesis work for an undergraduate thesis.

Students must submit a bound BS thesis to the Office of Undergraduate Academics as outlined in the document entitled “Regulations on Format, Duplication and Publication of Reports, Theses and Dissertations,” available in the Office of Undergraduate Academics. All theses and results obtained become the property of the School.

Internship Policies and Guidelines

The majority of undergraduate internship courses are designated by CP-UY. That being said, some departments have their own internship courses that are designated with the departmental subject area. Students should confer with their departments which course is the most suitable for their request.

These courses provide an opportunity for students to pursue internship and work experiences in varying fields of study that enhance and augment classroom learning, while also enhancing the overall educational experience by obtaining practical experience.

Eligibility and Requirements: Students

F-1 international students are required to complete at least two semesters of full-time study in the United States (U.S.) to be eligible for internship authorization. This may include time spent studying at another U.S. institution, including completion of a bachelor’s degree immediately prior to studying at NYU. Please contact the Office of Global Services for details on  F-1 internship eligibility . These requirements do not apply to domestic students.

All undergraduate students must have a cumulative GPA of at least 2.50, as reflected on their academic transcript. Students cannot enroll in internship courses if they have an incomplete grade in any course from a prior semester. Students cannot enroll in a subsequent internship course if they have an Incomplete or a Fail grade from a previous internship course. Students are allowed to complete a maximum of 6 credits of internship, via either CP or a departmental internship course.

Eligibility and Requirements: Work Experiences

During the academic year, work experiences must be at least 10 weeks long. During the summer, they must be at least 6 weeks long. Additionally, the work experience must be a minimum of 120 hours. Start and end dates need not coincide with the first and last day of the semester, but must fit within the semester in order to ensure that final reports may be submitted and grades may be submitted in a timely manner.

During the academic year, students cannot work more than 20 hours per week while classes are in session. During the summer, however, students are permitted to work full-time. Work hours should be discussed and agreed upon by the organization, the student, and the academic department.

Work experiences must comply with the Fair Labor Standards Act (www.dol.gov/whd/flsa). As such, students must be paid at least minimum wage unless specific exceptions apply. The Department of Labor outlines a six-point test (www.dol.gov/whd/regs/compliance/whdfs71.htm) regarding unpaid internships. Employers should consult their legal counsel for more information.

If receiving payment, students must be hired as employees of the participating organization and must be paid directly by the organization using a W-2 form. Employers cannot pay students as independent contractors using an IRS 1099 form.

Employers must agree to assign a responsible, ranking employee as the student’s supervisor. This individual will provide appropriate supervision and mentoring, including establishing clear goals and expectations regarding tasks and projects. Employers must be willing to submit written midterm and final evaluations of the student’s work. Experiences will not be approved for companies that are not permitted to submit written evaluations. Employer supervisors must review the student’s final report so that proprietary and/or confidential information can be removed.

All undergraduate students should follow the procedures put forth by their academic department in order to receive approval for the internship and enroll in an internship course. Students must obtain an offer letter on organization letterhead from the prospective employer. This letter must identify the company, its address, contact information, the student’s job title, and start and end dates of the internship.

Students will submit their offer letter and other required documents to their departmental adviser who will identify a suitable faculty adviser. The faculty adviser will be responsible for all academic matters related to the work experience. The faculty adviser will evaluate the relevancy of the work experience and, if approved, will direct the student to register for the appropriate internship course. Upon approval, departments must submit internship information to the Department of Academic Affairs.

For approved International students, the faculty adviser will provide the Office of Global Services (OGS) with all relevant information in order to process work authorization. International students cannot begin working until they have received work authorization.

The company supervisor must provide a mid-term evaluation and a final evaluation to the faculty supervisor. The student will submit a project report at the end of the term. Some departments or programs may also require a presentation. The report (and presentation, if required) will be included as a part of the assessment for the student’s grade. Faculty advisers will provide guidelines for the reports.

With the faculty adviser’s approval, consecutive work experiences may be completed with the same employer. Students must complete the same registration process and follow all procedures for re-applying and enrolling in another internship course. International students must obtain prior permission from OGS for every period of employment. International students are not authorized to work during the interim period between the end of their prior CPT and the beginning of their next even if they will have an internship with the same company; this jeopardizes their visa status.

Graduation Checklist

Academic advisers of undergraduate students nearing completion of their degree requirements receive a graduation checklist that lists courses in progress and courses remaining to be completed for the degree. After the list is approved by the major academic department, the student receives an e-mail notifying them of their graduation status.

Application Process for the Bachelor of Science

To be awarded a Bachelor of Science degree at NYU Tandon School of Engineering, students must file a formal graduation application via the Albert Student Center . Application deadline dates are published on the University Registrar’s website. Students who do not file by the published deadline date become candidates for the next conferral period.

Degrees are certified and diplomas issued three times a year, typically in January, May, and September. Commencement is held once a year, usually in May. All work for the degree must be completed and submitted before the graduation date.

Diplomas are mailed to the student about eight weeks after the degree conferral date. Diplomas are issued only once, subject to rare exceptions made on a case-by-case basis. Replacement diploma procedures and fees are published on the University Registrar’s website . Replacement diplomas for the NYU Tandon School of Engineering will be printed with the school name at the time of the student’s graduation.

Transcripts

The issuance of transcripts and generally the release of any information about a student are subject to the provisions of Public Law 93-380, the Family Educational Rights and Privacy Act of 1974, as amended. Unless NYU Tandon School of Engineering’s disclosure policy permits otherwise, official transcripts of the scholastic record are issued only upon the submission of a written request or upon the submission of a signed release from the student.

Unofficial transcripts are available to students through the Albert Student Center. Those students without access to Albert may submit a written request for an unofficial transcript. A fee is charged for each unofficial or official transcript issued. Transcripts can be requested online.

NYU Tandon School of Engineering reserves the right to withhold a transcript if a student fails to meet financial indebtedness to the School.

Upon graduation, students should review their transcripts carefully and report any errors to the Office of the Registrar before the record is sealed.

Participation in Commencement

All students are permitted to participate in both the New York University Commencement Ceremony and the NYU Tandon School of Engineering Commencement Ceremony in May of each year.

There is a Dean’s Exception for the All-University Commencement whereby graduation candidates who have no more than two courses outstanding to complete their degrees may petition their school’s Dean of Student Affairs for eligibility to participate as long as these courses are completed by the end of the summer. Read more about the Dean’s Exception policy and process on the NYU Commencement website .

The NYU Tandon School of Engineering will follow the same guidelines set by the Commencement Office for participation in the May ceremony as a Dean’s Exception. That is to say, if a student is deemed a Dean’s exception for University-wide Commencement Ceremony, they are also permitted to participate in the NYU Tandon School of Engineering Commencement Ceremony. Please note that students with more than two courses outstanding will not be granted an exception and will be able to graduate in either September or January dependent upon when they complete their degree requirements. Please visit the NYU Registrar’s Graduation website for exact dates. Those students will then be able to participate in the May ceremonies of the following year.

Dean’s Exception Forms will be available to NYU Tandon School of Engineering students at the Office of Student Affairs (LC 232) each spring semester.

Class Standing for Undergraduates

Students are classified at the end of each semester by the Office of the Registrar on the basis of earned and/or approved transfer credits beginning September 1, as follows:

Academic Year Full Time

Undergraduate students registered for 12 or more credits per semester are categorized as full time. The normal course load for full-time undergraduate students is 14-18 credits.

For certain types of attendance and enrollment certifications, some students who are registered for less than 12 (undergraduate) credits may be certified as full time-specifically undergraduates pursuing Institute-authorized full-time, full-semester co-op work assignments. A form to establish full-time equivalency is available from the Office of the Registrar’s website.

Academic Year Part Time

Students registered for less than 12 credits per semester (except summer) are categorized as part time. Part-time students pay tuition at the prevailing per-credit rate and are ineligible for most financial assistance and scholarship programs.

Summer and Intersession

Students may register for up to 8 credits during each six-week summer term and for no more than 16 credits for the combined 12-week summer term. Six credits for a given summer term is considered full-time status.

Undergraduate International Students

Full-time status, program and degree changes, employment.

To maintain non-immigrant student status, international students must enroll full time, taking at least 12 credits on the undergraduate level for each fall and spring semester. Moreover, they may only register for one online course per semester. Students wishing to take more than one online course per semester must obtain prior approval from the Office of Global Services (OGS). Students may take less than a full course of study if fewer credits are needed during the last semester to graduate or for valid academic and medical reasons. All reasons for exceptions must be approved in writing by OGS before the last day of late registration each semester so that courses can be added to students’ schedules if necessary.

Students in F-1 and J-1 status must obtain written permission from OGS to withdraw from classes, if the withdrawal will result in less than a full-time course load, or to take a leave of absence. They must also obtain written permission and a pertinent I-20/DS-2019 form from OGS before enrolling in a new degree program. The process of withdrawing from a course, changing degree level, or taking a leave of absence through the Office of the Registrar keeps a non-immigrant student in good standing only with the School, but not with the U.S. Immigration and Citizenship Services (USCIS). In addition, students who plan to work as part of their coursework or as part of an internship placement are required to obtain prior approval from OGS for any such employment.

Failure to comply with the immigration requirements for full-time status, course withdrawals, degree changes, and/or leave of absence and employment violates the nonimmigrant student status and makes a student ineligible for any benefit of that status. According to the USCIS, lack of compliance may also result in deportation.

Policies on Undergraduate Grading and Grades

Computing the grade-point average (gpa).

The Office of the Registrar determines the GPA of undergraduate students according to the following numerical values assigned to letter grades:

In computing GPAs, NYU Tandon School of Engineering does not consider or count courses graded W, I, S, or U toward the total credits passed or earned. GPAs are computed by multiplying the numerical grade in each course by the number of credits for each course, adding these products for the courses taken and then dividing this sum by total number of credits represented by courses considered.

The W and I grades are described in greater detail in subsequent sections. Grades S or U are used to indicate progress in multi-semester research projects or theses, or for non credit-bearing remedial or other courses. Undergraduates enrolled in graduate courses may not receive grades of D or AUD.

Course Withdrawal: The W Grade

Students may withdraw from a course or courses without academic penalty until the published withdrawal deadline of the normal fall or spring semester. Students should process their own withdrawals online via the Albert Student Center. No approvals are required, but students are encouraged to consult with their academic advisers as withdrawing from certain courses may delay their planned graduation date. When the course duration varies from the norm, such as in six-, nine- or 12-week courses, withdrawal must be completed before two-thirds of the sessions are completed. Withdrawals must be processed online by 11:59 p.m. on the withdrawal deadline indicated on the published Academic Calendar. Withdrawn courses remain on the student’s transcript with a grade of W and are not calculated into the GPA. Once entered on the student’s record, a W cannot be changed to any other grade. An F grade is recorded for any student who ceases to attend a course without formally withdrawing in the required fashion by the required deadline. Students are also encouraged to consult with Financial Aid before withdrawing from a course, as it may affect their status and eligibility for aid.

Auditing Classes

Undergraduate students may be allowed to audit certain classes in order to fill the gap which may exist in their prior course work. Approval of the academic department is required prior to auditing a class. The credits for the course do not count as a part of the student’s semester credit load. Students auditing a course will not receive a grade for the course and the course will be annotated by AUD without counting towards student’s GPA calculations. Students who decide to audit a class must do so during their initial registration for the class by filling out the form available from the Office of the Registrar; this option cannot be changed once selected. Note that these courses must still be paid for.

Incomplete Grades

If a student cannot complete coursework at the requested time due to a valid reason, such as an illness or other critical emergency, the instructor may give a grade of Incomplete/I. In such cases, the instructor and the student must develop a detailed plan for completion which includes a specific completion date. Ordinarily, this date should not extend beyond the intersession, in fairness to students who finish course requirements on time and to ensure that students complete prerequisites for advanced courses. An I grade lapses into an F if the student fails to complete the work within the specified completion time line, or at most by 180 days after the end of the semester in which the I was given. All I grades must be converted before graduation.

The grade of Incomplete/I is used sparingly and only in cases with valid reasons, not merely because students have planned poorly or overloaded themselves. An I grade should not be issued if a student is unable to complete the course requirements without attending or participating in the course a second time. If the student re-registers for a course in which an I grade was given, the I grade lapses to an F. If successful resolution of an I grade would require the repetition of any course or portion of a course, the student should consider formally withdrawing from the course.

Change of Grade

Grades on file with the Registrar at the end of the semester, with the exception of incomplete (I) and temporary grades (S or U), are considered final unless an error in calculating or recording the grade is discovered.  No correctly reported final grade may be changed based upon re-taking an examination or completion of additional work. Incomplete (I) grades are handled according to the policies described under Incomplete Grades. Temporary grades (S or U), used for continuing projects, thesis or dissertation, will be converted to standard letter grades upon completion of the project, thesis or dissertation. Once recorded with the Registrar, these grades are treated as all other final grades. If an error in calculating or reporting a grade is discovered, the instructor will submit the change of grade request to the Department Chair. Upon approval of the Department Chair, the request will be submitted to the appropriate Associate Dean for approval. Any incorrectly assigned grade must be corrected within one semester.

Repeating Courses

If an undergraduate student takes a course two or more times, only the second and subsequent grades will count toward their GPA. This policy holds regardless of the first and second grades earned, even when the second grade is lower than the first. The repeated course must be taken within one year of the first course, or at the first time it is offered, where a course is unavailable to repeat within one year. If the student first repeats the course more than one year after taking it initially, and the course has been offered, all grades earned in the course will be counted in the student’s GPA. If a student earns a passing grade and subsequently fails the course, the passing grade can be used to satisfy degree requirements.

No undergraduate course may be repeated more than twice, for a total of three attempts. If a student earns an F grade in each of their three attempts in a prerequisite course or a degree requirement, the student is then academically disqualified.

Undergraduate Academic Standing and Probation

Dean’s list.

Undergraduate students who achieve a term GPA of 3.4 or higher in both the fall and spring semesters over the course of an academic year (Fall and Spring semesters only), with no grades of F, I or U for the semester, and are otherwise in good academic standing, are commended by the Office of Academic Affairs and placed on the Dean’s List. This list is posted following the spring semester each year. Only those who complete 12 or more credits during the fall and spring semester are eligible. Students who include project courses in their 12 or more credit programs are also eligible, provided that these courses represent no more than one-half of the credit load for a given period and all of the aforementioned requirements are met. Non-degree credit courses, such as EXPOS-UA 13, may count toward the 12-credit requirement. The Dean’s List notation appears on the student’s permanent record. Students who receive a grade of F and then repeat the course in a subsequent semester, thereby excluding the first grade from the GPA calculation, are not eligible for the Dean’s List. However, students who convert a grade of I to a regular letter grade or receive a change of grade after a given semester that would then qualify them for the Dean’s List may retroactively receive Dean’s List honors by bringing the change to the attention of the Office of Academic Affairs.

Any change of grade should be finalized within one semester to be considered for the Dean’s list.

General Academic Standing

To remain in good academic standing, undergraduate students must maintain term and cumulative GPAs of 2.0 or greater. In addition, students must successfully complete a minimum number of credits for each semester of full-time study, excluding summers and mini-sessions. In the case of part-time students, a semester indicates the point at which 12 or more credits are undertaken. Thus, the first semester of study ends when 12 credits are accumulated; the second semester is calculated from that time onward until 24 credits are accumulated. According to these semester equivalents, grade-point requirements for part-time students follow those for full-time students.

The minimum number of cumulative credits to be achieved by the close of each semester of full-time study appears in the following table.

Minimum Credits and Minimum GPA Required by Semester of Full-Time Study

* Any time a student’s cumulative GPA falls below 1.5 they are placed on Final Probation regardless of how many credits they have completed.

In calculating the number of successfully completed credits:

• Courses for which a student received an F grade do not count toward the minimum credits earned.
• If a student receives an F grade in a course which they repeat within one academic year, their GPA will be recalculated using the second grade earned and the first grade of F will be removed from the GPA calculation.
• Credits with an I grade will be counted toward enrollment for one year. Thereafter, any I grade that has not been changed by the instructor on record will automatically become an F grade.
• Credits assigned a W grade do not appear in the calculation of credits undertaken, earned or successfully completed.
• Transfer students will enter this table from the point at which their transfer credits place them.

A second requisite for enrollment is the maintenance of a 2.0 GPA or better or performance approaching 2.0 in a steady and realistic fashion. The table above contains the absolute minimum cumulative GPA to be achieved by the close of each semester of full-time or full-time equivalent enrollment.

The Office of Academic Affairs regularly monitors all undergraduate students, reviews their academic records after each semester, and informs students’ academic adviser or other representatives from the their major department of the results of that review. Students identified as being in academic difficulty may not register for more than 12 credits per semester unless otherwise approved by their adviser. Students in academic difficulty are placed on academic probation following the steps and actions described below.

Academic Warning

Students whose midterm grades show they are in danger of failing a course receive e-mails of academic warning. The e-mails provide guidance for the student and invite them to meet with their academic adviser to discuss their academic performance and what steps to take to complete their course(s) successfully.

Academic Probation

Students are placed on academic probation when (1) their semester and/or cumulative GPAs fall below 2.0, but remain above the minimum standards as outlined above or (2) their number of successfully completed credits falls below the minimum standards as outlined above. Students falling into these categories are notified and directed to meet with their advisers.  Students placed on academic probation are limited to a maximum of 18 credits per semester while on probation, unless otherwise approved by their adviser and the Office of Academic Affairs.

All first-year, first-time probationary students must enroll in SL 1020, the Academic Skills Seminar. The seminar consists of eight one-hour sessions, meeting weekly and taken on a pass/fail basis. SL 1020 helps students develop and enhance an awareness of their individual learning styles, study skills and time management techniques so they may be more successful students and return to good academic standing. Topics include establishing a mind-set for success, discussing career opportunities, setting goals, managing time, overcoming procrastination, learning study and test-taking skills and self assessing. SL 1020 is offered in small, interactive group sessions to support students as they develop strategies for academic success.

Final Probation

Students whose academic record indicates an unacceptable level of academic progress may be placed on final probation. Notified of their standing, these students must meet with their adviser to determine a study program and are limited to a maximum of 12 credits while on final probation to improve their academic performance. Should a final probation student need additional credits to satisfy the full-time requirement, he or she may be allowed to register for another course with the approval their adviser and the Office of Academic Affairs, but will be limited to a maximum of 14 credits.  Academic Disqualification results from failure to improve performance and to meet the minimum progress requirements as outlined in the minimum-progress table above.

Disqualification

The Academic Standing Committee, comprised of members of the Office of Academic Affairs, faculty and a representative of the student’s major department, shall jointly disqualify from the School any student whose cumulative GPA or number of credits successfully completed falls below the approved minimum shown in the above table for two consecutive semesters. Additionally, a major department may disqualify a student at or above the minimum listed if it is indicated that continuation will not lead to a successful completion of degree requirements. If a student is disqualified, they will be notified via e-mail.

Extenuating circumstances, such as serious medical problems (physical or psychological), must be documented by the Office of Student Affairs and can lead to a one-semester waiver of these criteria. Performance in the subsequent semester must meet minimum standards. Such arrangements must be made with the head of the major department and the Office of Student Affairs.

Disqualification Appeal

Students who would like to appeal their academic disqualification may begin the appeal process immediately. Students must begin the disqualification appeal process a minimum of three weeks before the first day of classes of the semester immediately following their disqualification. If students do not begin the appeal process by this deadline they must wait until the next semester before they can reapply for readmission to the School and initiate the appeal process.

Leave of Absence and Withdrawal from the School

Leave of absence.

The NYU Tandon School of Engineering expects its students to maintain continuous registration in an academic program. However, the school recognizes that it is sometimes necessary or desirable for a student to take a leave from enrollment for a period of time. Should extenuating circumstances necessitate time away from the university, students are encouraged to consider a leave of absence. The duration of the leave will be a minimum of one academic semester, or an equivalent four month period, to a maximum of two academic semesters or the equivalent in months (8 months). A leave does not extend the time period permitted for obtaining a degree. The Leave of Absence policy may not be used in lieu of disciplinary action to address any violations of University rules, regulations, policies, or practices, nor may it be used in lieu of academic probation or disqualification.

Medical Leave of Absence

If a student and physician agree that a medical leave of absence is in the student’s best interest, a physician should make a recommendation to the Associate Dean of Student Affairs at the NYU Tandon School of Engineering for a withdrawal from the semester and a leave of absence. To officially request a leave, the student must submit a Medical Leave of Absence Request Form , along with appropriate supporting documentation, to the Office of Student Affairs, which is located in the Dibner Building (5 MetroTech Center).

A request for a medical leave of absence must be accompanied by documentation from a health care provider and may require additional evaluation by the Medical Services Division of the Student Health Center. A leave is official only after the student receives final written approval from the Associate Dean of Student Affairs. This letter will clarify the steps necessary for reentry into the School of Engineering. Please feel free to contact the Office of Student Affairs (646.997.3918) regarding inquiries related to medical leave of absences.

Psychological Leave of Absence

If a student needs to request a psychological leave of absence, he or she must schedule an appointment with a counselor at the University Counseling and Wellness Services Center by calling 646.997.3456. Counseling and Wellness Services is located within the basement of Roger’s Hall (6 MetroTech Center).

Should the student and counselor agree that a leave of absence is in the student’s best interest, the counselor should make a recommendation to the Associate Dean of Student Affairs at the School of Engineering for a withdrawal from the semester and a leave of absence. To officially request a leave, the student must submit a Medical Leave of Absence Request Form  to the Office of Student Affairs, which is located in the Dibner Building (5 MetroTech Center), Room LC 232.

A leave is official only after the student receives final written approval from the Associate Dean of Student Affairs. This letter will clarify the steps necessary for reentry into the School of Engineering. Please feel free to contact the Office of Student Affairs (646.997.3918) regarding inquiries related to psychological leaves of absences.

Personal Leave of Absence

A personal leave of absence may be requested for reasons unrelated to medical or psychological conditions. Personal leaves are voluntary and apply to issues related to national service or personal circumstances. The NYU Tandon School of Engineering is committed to handling requests for personal leaves in a reasonable manner. Please note that personal leaves will not be granted for graduate students who are not in good academic standing with the University.

To officially request a personal leave of absence, the student must submit a Personal Leave of Absence Request online via the Albert Student Center.

A personal leave is official only after the student receives final approval from the Office of the University Registrar. This letter will clarify the steps necessary for reentry into the NYU Tandon School of Engineering. Please feel free to contact the Office of Records & Registration regarding inquiries related to personal leave of absences.

Applying for a Leave of Absence

As a general rule, leave of absences must be requested prior to the first day of the classes. Thereafter, requests will be evaluated on a case-by-case basis. Please note that leaves are not granted retroactively for past semesters.

After the conclusion of the Drop/Add period, students withdrawing for the term will receive grades of W in all courses. The grade of Incomplete is not possible for a student on leave, and the student is not permitted to make up work for courses after a W is assigned, as it is a terminal grade. Students on leave of absence are not permitted to receive credit for any coursework completed outside of the university while on leave.

Returning from a Medical Leave of Absence

If the reason for a leave was medical or psychological, the student must follow the steps outlined in the letter provided by the Office of Student Affairs.

Returning from a Personal Leave of Absence

A student granted a personal leave of absence does not need to submit a formal application for readmission as long as he or she returns to the School within the agreed-upon time. Any student who fails to resume studies after the expiration of an approved leave of absence will be discontinued and would have to apply for readmission. Please note that readmission is never guaranteed.

Important Related Issues

Students should be aware that a leave of absence may affect financial aid, University housing, and future student status. While on leave, students are responsible for meeting all financial aid and housing deadlines relevant to returning students. Students receiving federal loans (SSL, SLS, and Perkins) should note that a leave of absence does not certify one as an enrolled student for the purpose of loan deferral. The contact information for relevant offices can be found below.

• NYU Housing - If you reside in University housing, you should contact the NYU Housing at [email protected] to determine how the leave may impact your housing license and future ability to participate in the housing lottery.
• Financial Aid - Students are advised to find out how the leave of absence may affect their scholarship and financial aid award. Please contact the Financial Aid Office within Student Link at the Dibner Building (5 MetroTech Center), Room 201 or at [email protected] to clarify your responsibilities and status.
• Tuition - If a student is granted a leave after the semester has begun, the same graduated refund schedule applying to withdrawal from classes is in effect. For the graduated refund schedule and policies, please refer to the Refund Schedule posted online. The refund schedule is strictly enforced.
• Office of Global Services - International Students should contact the Office of Global Services immediately for information regarding visas and exit deadlines. Please contact OGS by visiting their office at the Dibner Building (5 MetroTech Center), Room 259 or by calling them at 646.997.3805 for more information.

Total Withdrawal

Undergraduate students must notify the Office of Records and Registration if they elect to withdraw from the University prior to the published deadline and during a semester in which they are registered. No total withdrawal is official unless the online form, which is available via the Albert Student Center, is submitted and approved by the Office of the Registrar. Mere absence from courses does not constitute official withdrawal, but will lead to F grades recorded for courses not completed. To receive W grades for the semester, the withdrawal must be completed by the withdrawal deadline indicated on the academic calendar.

Involuntary Withdrawal

NYU Tandon School of Engineering is concerned about the health, safety and well-being of its students. Students judged to be a threat to themselves or to others may be withdrawn involuntarily from the Tandon School of Engineering. The School seeks, whenever possible, to allow such students to continue as active students if they agree to undergo professional care. Full details on this policy are available from the Office of Student Affairs.

Automatic Withdrawal

Undergraduates who do not file a formal leave of absence and who are not continuously enrolled are automatically withdrawn from the University. Students in this category must apply for readmission. If readmission is granted, students will be governed by the catalog and rules in effect at the time of readmission.

Readmission

Students applying for readmission must apply through the Office of Undergraduate Admissions. Applications for readmission will be sent to the student’s academic department for evaluation. The academic department in consultation with the Office of Academic Affairs and Associate Dean of Academics will determine whether the student is eligible to continue his/her studies at NYU Tandon School of Engineering.

NYU Essay Examples (And Why They Worked)

The following essay examples were written by authors who were admitted to New York University and are intended to provide examples of successful NYU application essays. All names have been redacted for anonymity. Please note that other CollegeAdvisor.com has shared these essays with admissions officers at NYU in order to deter potential plagiarism.

For more help with your NYU supplemental essays, check out our 2020-2021 New York University Essay Guide ! For more guidance on personal essays and the college application process in general, sign up for a monthly plan to work with an admissions coach 1-on-1.

We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand – Why NYU? (400 word maximum)

I always had a keen interest in numbers, probability, and finance. Early on, I could run numbers quickly: calculating sales tax, analyzing probabilities, and visualizing complex mathematical models in my head. After taking AP classes in economics and statistics, I became intrigued with the mathematical representations of economic markets and statistical models, sparking my desire to pursue a career in that field. I set my sights on becoming an actuary since risk management intrigues me and allows me to use my talents in quantitative analysis. However, few schools offer a comprehensive study in that field, which makes Stern the perfect fit for me as the curriculum combines my interests and career goals.

At Stern, I will have the privilege of studying actuarial science, while also obtaining a business degree. The ability to tailor my education with the actuarial science concentration allows me to develop skills in statistical analysis. Through the intense rigor of the concentration requirements STAT-UB 21 “Introduction to Stochastic Processes” and STAT-UB 15 “Statistical Inference and Regression Analysis,” I will be given a stepping stone into quantifying social situations while stimulating my mathematical intrigue through advanced fields like stochastic calculus. I am eager to pursue this course of study to enhance my career development.

The Bachelor of Science in Business Program excites me, as it entails a well rounded yet intensive study in core business disciplines. However, what draws me to Stern is the emphasis on gaining a global perspective, which is crucial in today’s rapidly changing world economy. Through the International Business Exchange Program, I will be able to gain a first-hand cultural experience that will mold me into a global citizen and business leader. Not only will I be taking courses in the most prestigious business schools across the globe, but I will also have new doors opened for me to network with alumni.

Why this NYU essay worked: From an ex-admissions officer

This is an extremely compelling essay. It is clear that the student’s declared interests are, in fact, in line with both the student’s background and experiences, as well as in line with what the college has to offer. These essays work best when the reader can feel the student’s conviction and enthusiasm. Admissions officers appreciate when the reader can easily see the impact the student will have on the school community. By going into detail about their passion for business, the student helps the reader clearly visualize how this passion will manifest in the classroom.

Before I began interning for the International Rescue Committee’s refugee youth acclimation program–right in the heart of the Lower East Side–I underwent weeks of training in providing trauma-informed support, reminded repeatedly that these kids have gone through more than I could possibly imagine.

When the kids did show up, however, I could barely relate the image painted for us in training to the bright, bubbly children who I was to mentor. Mahdi and I especially took to each other. He was just like any other nine-year-old kid–a fan of Roblox, pizza, basketball, funny accents, and an acute hatred for anything math-related.

Only, he wasn’t like any other kid–at least not in the eyes of the 49% of Americans who believe he has no place in this country, for no reason other than the color of his skin, his god, the status of his residency here.

There are people here who would hear his name and call him a terrorist. Kids on the playground would mock his accent rather than be amazed at how quickly he picked up basketball–a sport he’d had zero exposure to 6 months back. Adults, on both ends of the ideological spectrum, would see him as a political mascot rather than a kid, allow him to be one–he’d be forced to grow up too soon, as a result of the hatred, having his existence politicized.

To get to my internship every day, I transferred at West 4th, from the A to the M train. Once in a while, I’d take the chance to climb up and walk around Washington Square Park.

Clad in lavender shirts, NYU students were camped out in the center of the park, asking people to write out on little post-its what social justice meant to them. Fire burning in the pit of my stomach, I wrote, “Allowing Mahdi to just be a kid.”

And NYU can help me make that happen–there is groundbreaking research happening on campus regarding racial bias and inequality at CASSR that I can’t wait to contribute to. Pursuing a major of public health policy, I can take fascinating, relevant classes such as Social Policy in Modern Societies and Race and Ethnicity. What’s more, I can join student organizations–like the one handing out the post-its that day in Washington Square–and work with my peers, with NYU, with New York City as a whole, towards social justice from a health perspective, towards allowing Mahdi to just be a kid.

This essay begins with a student who is searching for answers. She has trained to help her community, applied her training to her environment, and then expands on her findings. In her volunteering endeavors, she finds her purpose. She continues with a personal story with Mahdi, and successfully brings us into her world. We are engaged. She is now frustrated because she can’t help enough, and with a bit of karma, she is approached by an NYU student, and at this moment NYU becomes her answer. She then cites why NYU is her solution, which major she will pursue, which classes she will take, and which student organizations will help to accent her goals. This essay succeeds because we see this student as community oriented and ambitious. As readers, we know that she will be a great and focused addition to the campus. This is a student with purpose, and she makes it clear that NYU will propel her to reach her goals.

These essay examples were compiled by the advising team at CollegeAdvisor.com . If you want to get help writing your NYU application essays from CollegeAdvisor.com Admissions Experts , register with CollegeAdvisor.com today.

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4 Great “Why NYU?” Essay Examples

New York University is a selective university in the heart of NYC. Its top academic programs and location make it a highly-desirable college, and only a select few of over 85,000 applicants were accepted last year.

It’s clear that writing a strong essay is vital to standing out and demonstrating your interest in NYU. In this post, we’ll go over NYU’s main supplemental essay prompt from previous years, and what admissions officers are looking for. Then, we’ll share essays from real applicants, analyzing what they did well, and what they could’ve improved. Note that the supplemental prompt has changed for the 2022-2023 cycle.

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

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

“Why NYU?” Supplemental Essay Prompt

We would like to know more about your interest in nyu. what motivated you to apply to nyu why have you applied or expressed interest in a particular campus, school, college, program, and or area of study if you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. we want to understand – why nyu (400 words).

This prompt is a classic example of the “ Why this College? ” supplemental essay. This essay aims to better gauge your interest in the school, and how you might fit with the campus community. You’ll need to research NYU’s opportunities and point out how they support your goals and interests.

A common mistake students make is to cite general aspects of the college that apply to many other schools. You may want to go to NYU because of NYC, but why do you want to be in NYC? Is it because of the fashion industry opportunities? Is there a special internship that NYU offers with companies in Manhattan?

You should aim to get granular and cite resources unique to NYU. This shows that you’ve reflected on your potential role in the NYU community, and are certain that it’s a fitting place to pursue your education.

Essay Example #1

My mother never takes off her Cartier necklace that my father gave her 10 years ago on their anniversary. As a child, I didn’t fully understand this attachment. However, on my 15th birthday, my aunt gifted me a ring, which was uniquely designed and made up of three rings linked together. Wearing it every day and making sure I would never lose it, I didn’t treat it like my easily replaceable childhood necklaces; it was my piece of luxury. This sparked my deep curiosity for the luxury world. The niche strives to provide the finest and most memorable experiences, as equally as my Japanese attention to detail and my French appreciation towards aesthetic beauty. In a constantly shifting environment, I learned that luxury chases timeless excellence.

NYU Stern’s BS in business and a co-concentration in management and marketing will fully immerse me in the business side of luxury fashion that I aim to pursue a future career in. The luxury marketing track, offered only by NYU, will enable me to assemble the most suited classes to reflect my interests. Specifically, NYU Stern’s exciting electives such as The Dynamics of the Fashion Industry seminar and Brand Strategy & Planning will encourage me to develop the skills that I was introduced to and grew keen on when running a virtual sustainable fashion auction.

As someone who has moved around from Paris to Tokyo, to Chicago and now Athens, I thrive in meeting and collaborating with others from diverse backgrounds. The school’s strong global outlook, demonstrated through Stern’s International Business Exchange Program, further sets NYU apart for me, as it is crucial to building essential soft skills. This opportunity allows me to experience new cultural approaches to luxury business which I can bring back with me to New York, and therefore push me to become a well-rounded business student. Similarly, I am excited to take part in the array of student clubs offered, such as the Luxury and Retail Association (LARA), which I learned about after connecting with and talking to current students. Seeing past talks from employers of companies like Conde Nast, I am eager to learn outside of the classroom from future speakers. 

Finding myself in new situations constantly, I always seek new challenges and explorations – to me, it is clear that NYU Stern will push me to create the finest and most unique learning experiences of timeless excellence.

What the Essay Did Well

This essay has an amazing introduction paragraph. It doesn’t mention anything about NYU or what this student is planning on studying, which is what makes it so intriguing. The reader doesn’t know where this student is headed after making such a seemingly unrelated statement about jewelry, but we want to find out. 

Not only does this essay immediately capture the reader’s attention, it maintains a succinct and direct tone that helps the reader effortlessly flow from one paragraph to the next. The student chose to include three opportunities at NYU that excite them and fully elaborate on them. This serves as an excellent example of more is less. 

We aren’t bombarded with a laundry list of classes, professors, and clubs the student wants to take. Instead, the student took a focused approach and described why they were excited by each offering they highlighted. Going deeper into a smaller number of opportunities at the college still shows this student did their research, but it allows for their backstory and goals to be discussed in far greater detail.

What Could Be Improved

While this student does a good job of elaborating, they also mention a few key aspects of their personality as throw-away lines, when it would have been great to elaborate further on them. For example, they mention running a virtual sustainable fashion auction (cool!), but don’t provide us with any details on what that actually entails, how they got involved with it, what they enjoyed about it, etc. They also mention moving around a lot in the context of developing a diverse perspective, but they don’t include any emotional insight into what that was like.

Although there are only 400 words available, and you don’t want to spend too much time discussing the past, it would be nice to see just a sentence or two that delves into the details of this student’s background. The fashion auction and moving around clearly had an impact on the student, so we want to know what that was. If they are choosing to include these details, they must be important in the student’s decision to pursue business at NYU, so they shouldn’t be afraid to divulge the emotional significance to the reader.

Essay Example #2

“A futuristic way of looking at academics,” the student panelist said during a New York University virtual information session. I reflected on a conversation I had with my grandma; she couldn’t understand how her vegetarian granddaughter could build a career in the food industry. However much I tried convincing her that vegetarianism was the future, as it offers substantial benefits to the environment and can offer health benefits to a growing population with the same environmental resources, she insisted that tofu would never provide the same satiation as meat. She was raised in a community where meat consumption was embedded in the culture, and its production is a large part of the country’s economy. In contrast, I had the privilege of living a few steps from San Francisco, with many restaurants and grocery stores dedicated to plant-based meat alternatives. Trying innovative recipes and products eventually allowed me to develop my own recipes. Upon my move to Nicaragua, where my grandmother is from, I found my food options to be limited, expensive and hard to find. So I developed my own small-scale solutions that did not break the bank and satiated grandma.

An institution that implements forward-thinking is what I need to reach my goals of changing the future of plant-based diets and people’s views on vegetarianism. NYU’s Nutrition and Food Studies program offers multiple disciplines of food studies that I will apply to my aspirations as a vegetarian. I plan to study under Adjunct Faculty Kayleen St. John, whose success in the plant-based industry and her teaching of the ‘Foundations of Plant-Based Nutrition’ in The Vegetarian Times excites me. The variety of classes like Introduction to Food History, Food Photography, and Food Systems: Food & Agriculture will give me an overview of what is available in the food industry to be prepared for all fields. Not to be cliche, but NYU’s proximity to the city is essential for the rapidly changing vegetarian industry. The multiculturalism available in NYC and NYU will allow me to understand the food system and diets of various cultures, religions, and areas. I can explore the extremes of the food industry, from fancy restaurants to public school cafeterias. These juxtapositions, much like the one I experienced after my move to Nicaragua, will allow me to broaden my reach and demonstrate that the vegetarian diet is not something reserved for select groups but a diet attainable to all. 

A core strength of this essay is the fact it takes its time to provide the reader with ample background on why this student is interested in nutrition and food studies and how they have grappled with difficult questions and surrounding this topic in the past. It’s okay to not mention anything about NYU for a whole paragraph if you are using that space to bring depth to your interests and tell the reader the crucial backstory behind pursuing your intended degree.

Another positive aspect is the inclusion of New York City for a purposeful reason. NYU admissions officers read thousands of essays that just talk about living in NYC for the sake of NYC—this is not what they want to hear. In contrast, this essay focuses on the vast and lively food scene in New York that the student considers to be an invaluable asset to her NYU education. This is a time where including New York actually plays to the appeal of NYU, rather than making it seem like the student is simply applying for the city.

Finally, this student clearly demonstrates that they are someone who wants to change the world for the better, but through their personal niche. NYU is looking for people who express this desire to be a changemaker, but oftentimes sweeping statements like “I want to change the world” come across as vague and disingenuous. The essay does mention changing diets and looking to the future, but it is focused within the student’s specific area of interest, making the claim to change the world more determined and authentic. 

This essay could be made stronger if there was a bit more personal reflection included. The first paragraph provides a lot of details on the student’s vegetarianism and how it conflicts with her grandmother and her heritage. What it doesn’t include very much of is how the student thinks and feels about her diet being at odds with that of her family. 

Does this student feel they are betraying their heritage by being vegetarian? What emotions do they feel when people criticize vegetarianism? Why did they go vegetarian in the first place? Probing questions like these that get to the emotional core behind the story in the first paragraph would really help to build out this student’s backstory. We want to understand what their emotional responses and reasoning processes look like, so finding ways to include those into an already expositive paragraph would further bolster this essay.

Essay Example #3

Hacking represents my ideal college experience.

Hackathons give me a special way of expressing myself and exploring my intellectual curiosity. Conceptualizing a potent societal problem, investigating a technically complex solution, building an application, and presenting to industry experts all within a day gives me the thrill of exploring a new form of education I thrive in. 

I’d apply this approach to a larger scale with research at NYU CS, taking advantage of their strong research partnerships with cutting-edge technology firms in New York. At NYU’s CS Colloqium, I’d learn from internationally renowned researchers around the world and apply these groundbreaking machine learning discoveries to the CILVR Lab and the Center for Genomics and Systems Biology, both of whom focus on computationally predicting the causation of deadly diseases. Expensive healthcare has led to a history of undetected chronic illnesses for my extended family, so, at NYU, I want to tackle AI-Based preventive care to stop these problems at their roots. 

NYU’s undergraduate thesis will let me carry out my novel visions, with support from faculty, through the scientific process and eventually publish my findings. I’m a “doer”, so I define success my own way and want my college research to produce findings that contribute to tangible, positive changes in the world. This time I’ll have 4 years at NYU with endless opportunities to do so, instead of the 24 hours I get at hackathons.

I’d also want to take my talents overseas to study abroad with NYU while exploring foreign cultures. Whether it be the food, language, traditions, or values in a country, I always love to immerse myself in new environments. Doing so while benefitting from small class sizes, hands-on learning, and local major-specific academic events, such as the NYUAD International Hackathon for Social Good, is a dream.

Equally important as satisfying my academic curiosity is finding my community. At hackathons, I compete with my friends and other participants, who have helped form a bond of inclusivity seldom found at other competitive events. My teammates became a second family with whom I play park basketball, watch movies, and Bollywood dance. 

At NYU, I’d replicate this with an extremely diverse population with different backgrounds and interests who come together to venture through New York with the discounted student passes, plan school-wide events with the Program Board, and form a sense of camaraderie with Residential Colleges. 

This essay has a nice flow that comes from multiple short paragraphs. So often in college essays, students fall into the trap of including long chunks of text on the page, but those essays are always harder for admissions officers to read through. Breaking up the essay into focused sections makes it much more manageable for the reader.

In terms of the content, the student’s ability to tie everything back to the central theme of a hackathon is a clever way to demonstrate their passion for hacking and bring together a bunch of unrelated aspects of NYU. We get insight into how this student handles challenges and thinks through problems based on the way they fawn over the structure of a hackathon. Using one of their primary passions in high school as a metaphor for college life creates this natural progression and makes it very easy for the admissions committee to imagine how this student would fit in and engage with the NYU community.

One of the largest drawbacks of this essay was how it heavily relied on telling the reader what occurred and what this student enjoys, rather than showing us. 

The essay tells us their family has a history of chronic illness, but it doesn’t describe how they cried all night about saying goodbye to a loved one after hearing of another diagnosis. The essay tells us they are a “doer”, but it doesn’t explain the project they took upon themselves because of their motivation to change the world. The essay tells us their teammates were a second family, but it doesn’t include the laughs and inside jokes they share during a game of basketball to show the comfort the student feels with their friends.

Simply telling the reader what has happened without elaborating, or what type of person you consider yourself to be without showing your character in practice makes for both a bland essay and a less convincing one. Not showing what happens through descriptions and colorful imagery, makes it harder for the reader to envision what the student is trying to share. 

If this essay showed what occurred and how the student reacts and thinks, we would truly get to see the importance hackathons have on their life and feel far more connected to this student.

Essay Example #4

The United States is a “tossed salad” of cultural diversity in which New York City is the epicenter of innovational food exploration. An opportunity to major in food studies at New York University would allow me to work with a global community to explore different experiences and opinions with the hopes of developing a sustainable food source in the future that can adapt to population growth. Steinhardt School’s emphasis on developmental social change in particular, is an atmosphere that will encourage me to pursue new ideas both in and out of the classroom.

I am looking forward to taking the next step toward my future with entering university while continuing to cultivate my own identity in NYU’s academically diverse campus. Through the NYU food lab, I would be able to discuss current nutrition and sustainability issues through a hands-on approach in a commercial setting—access to the kitchen would also allow me to continue my love for baking and cooking with the opportunity to share my creations with peers. Not only will I satisfy my hunger for our food systems with classes like Essentials of Cuisine: International and Food Production Management, I will be able to participate in discussions that challenge my understanding of our food system in a creative setting.

Whether sampling smoked fish in Makola Market or hosting cooking demos with Club EAT, NYU’s educational possibilities are endless. With study-abroad programs ranging from a few weeks to a semester in locations far and wide, I am able to learn about cultural food systems through hands-on experience; with the world as my classroom, there is no limit to the knowledge that I can achieve. When I am not examining America’s organic agricultural policies in Washington D.C, I would participate in the diverse extracurriculars that NYU has to offer. From the Baedeker blog and Peer Health Exchange to the NYU Art Diversity Festival—appealing to my adventurous and artistic nature—regardless of the extracurricular I choose to pursue, I am confident that I will find success in any direction I take. 

A NYU student, I would be proud to extend the social mission of advancing innovation through culture as I cannot imagine a campus that would better nurture my development as both a scholar and an individual. As an aspiring foodie, I look forward to walking into the Urban Farm Lab in the Greenwich Village, as if I have returned home. 

A large positive of this essay is how it remains true to the student. This student’s passion for food shines through in every paragraph. They do a good job of weaving their interest into academics, extracurriculars, and the surrounding community, which helps the reader get a feel for the type of person this student would be on campus.

Another aspect of this essay to note is the author’s voice ㅡ they retain an academic and professional tone without being overly serious. Their inclusion of more colloquial terms like “foodie” helps counter more advanced vocabulary, crafting their unique voice without being overly formal or casual. When writing your essay, it is important to focus on your word choice to strike this balance. 

One thing lacking from this essay is elaboration on why this student cares about food and sustainability. While the essay mentions a plateful (excuse the pun) of food-related opportunities at NYU, the reader doesn’t understand what drives this student’s passion. 

They tell us they want to develop a sustainable food source to address the growing population in the introduction, but this essay would be much stronger with more elaboration. Did this student have a jarring and eye-opening experience surrounding food insecurity? Did they grow up cooking with their family? Was there a particular moment or news story that sparked their interest in sustainability? Although this prompt wants you to look to the future, it’s just as important to delve into your past to help the reader understand your motivations.

This essay could also benefit from a more organized structure. There is an attempt to discuss academics in the second paragraph and extracurriculars in the third, but when they should be discussing academics they started talking about baking with peers for fun, and when they should have addressed extracurriculars they were discussing studying off-campus. This back and forth makes it harder for the reader to take away clear summaries of each paragraph. It would have been simpler to follow if the student dedicated each paragraph solely to one aspect of NYU, whether that be academics, extracurriculars, the community, or study abroad.

Where to Get Your NYU Essays Edited

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. 

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!

Related CollegeVine Blog Posts

Published December 08, 2023

NYU Admissions Counselors Tackle the 2023-24 Supplemental Essay

Staff Writer

NYU Supplemental Essay (Jimmy's Version)

“we’re used to people telling us there are no solutions, and then creating our own. so we did what we do best. we reached out to each other, and to our allies, and we mobilized across communities to make change, to benefit and include everyone in society.” judith heumann, disability rights activist and 2022 nyu commencement address speaker.

Humanity is a web within which we are all intrinsically tied. Realizing one’s own agency is the key to better community. Realizing that we as humans can leverage that agency together is the key to a better world.

Even the tiniest drops of water can create a new path over time. The power of persistence has motivated me my entire life. Each individual voice, relationship, and community is a work of art, and that art is a powerful medium of change. The world we experience today needs that art, the persistence that comes with it, and passion that inspires it. The fact that almost 8 billion of us around the globe are writing a story together, whether we want to or not, is a harmony of existence. As humans on this planet, we have the ability to steer that pen on paper.

Through my community engagement, extracurricular leadership, and academic exploration, I have already learned an incredible amount towards how I want to show up in this world. I’ve learned that when people come together over a cause, there is no hurdle too high. I’ve learned that diversity is essential, and diversity of thought results in innovative ideas and solutions. I’ve learned that sustainable design principles can build healthier, happier environments.

From a pool of individuals’ solutions comes the collective future of our dreams. I would love nothing more than to roll up my sleeves and learn amongst the greatest minds of my generation as a student at NYU. 

NYU Supplemental Essay (Ayham's Version)

“you have the right to want things and to want things to change.” sanna marin, former pm of finland and 2023 nyu commencement address speaker.

I grew up in a household that valued tradition wholeheartedly and held a profound connection to following our beliefs, customs, and legacy till the day we leave this world. I loved my traditions and customs, but I also loved change: learning, growing, prospering, and reimagining tradition. Yet, at times, these two values clashed, unfortunately, and I was faced with the dilemma of “what is right?” I remember staring at my computer screen, looking at my academic record, and being happy with my grades and position at my school. I made my mother proud, and that’s all that mattered… But was it?

Part of me, deeply hidden inside, was unsatisfied. I was good at what I did, but I wasn’t happy. I wanted to be in a more open, diverse, and inclusive environment. I wanted to feel more challenged –  I wanted change. I remembered my traditions and beliefs, but I also wanted to remember myself, my wants for change, and I wanted to better myself. These two parts of my identity don’t always have to clash. So, I catered to the next step of my life, applying to college, to situate myself in spaces where I can experience the growth I want to see for myself. The challenges I want to endure. I am applying to NYU because I do have the right to want things, and I want to experience my new self in the global education NYU has to offer.

NYU Supplemental Essay (Bridget's Version)

Share a short quote and person not on this list, and why the quote inspires you..

“Everybody wave goodbye to Juice Box!” So screams Will Ferrell in the 2005 cinematic masterpiece Kicking and Screaming . Admittedly, this is a weird quote for a college essay, but hear me out. Every Friday night growing up, my family would choose a movie to watch. Most often, we would choose Kicking and Screaming , a comedy about a crazy soccer coach.

Every week, we’d sit in the same places and settle in to watch the same movies in rotation. And every week, regardless of how many times she’d seen it, my younger sister laughed hysterically when Will Ferrell screamed at the “juice box boy.”

How could she think it was so funny? I didn’t. And after all, she was basically a mini-me – or so I thought. When you’re 13, it seems like your siblings are non-player characters; you live in the same house and occasionally chat about chores, but you never think about them as real people with independent thoughts. Or, at least I didn’t. My sister’s laughter led me to realize that, even though we lived in the same house, I didn’t actually know all that much about my siblings. Since then, I’ve made an active effort to learn more about the people around me. In college, I strive to extend this sense of curiosity about people into the rest of my life, too. I believe that everyone has a unique perspective to share. By learning about other people, I can learn more about the wider world around me.

Your Guide to the NYU Supplemental Essay

Looking for advice on the 2023 NYU supplemental essay question? NYU Admissions Counselor Katie Hindman has advice and tips for applicants.

Announcing the 2023-2024 Common Application for NYU

Planning to apply to NYU during the 2023-2024 academic year? Here's what you need to know about recent changes to NYU's Common Application.

Why I’m an Admissions Ambassador at NYU

Becoming an Admissions Ambassadors was one of the best decisions I made.

Search NYU Steinhardt

BFA, Studio Art

128 Total Credits Required

Liberal Arts Requirements, 42 Credits. Program Requirements, 86 Credits.

The first-year Foundation Program, a focused progression of studio and critical art theory courses, enables students to explore many forms and philosophies of art making, giving them an unusually wide array of skills and visual languages with which to express their ideas. Students develop technical and analytical skills, as well as creative discipline, and a clearer understanding of the relationship between art and society.

Beginning as early as second semester Freshman year and beyond, students begin to take  Liberal Arts Core  classes and choose studio courses in consultation with an adviser. Students also complete upper level interdisciplinary studio projects and departmental studio and theory based electives. Praxis courses combine critical theory with innovative artistic practices, and classes in experimental forms, such as Autobiography, Art and Activism, Sex and Contemporary Art, and The Artist as Visionary and Saboteur, expand the definitions of art and its audiences. Students may also select a minor from among many of the undergraduate programs at NYU.

Senior Studio  is a year-long course that provides a concentrated, non-media-specific forum for students to receive rigorous feedback from faculty, peers, and visiting critics as they develop one or more bodies of work towards a spring semester exhibition. Every senior will receive their own private studio, write their senior thesis, engage in weekly individual and group critiques, and curate a group senior thesis exhibition. Throughout the semester, students are expected to be working extensively in their studios, in conversation and collaboration with their peers and faculty.

Liberal Arts Courses:  BFA students are required to complete a significant number of courses in the liberal arts, totaling 40 credits. According to New York State regulations, liberal arts courses “comprise the disciplines of the humanities, natural sciences and mathematics, and social sciences,” and are to be distinguished from courses that emphasize applied knowledge, and/or practical, occupational or professional training.  

Internships  provide a valuable opportunity for students to network and gain professional experience within the professional art world. Students may receive a maximum of 6 credits toward graduation in exchange for internship hours as early as Spring Sophomore year. To seek credit for an experience, students must register their internship prior to their start date. 

College Core Curriculum (CORE)

Other liberal arts requirements, additional requirements, foundation studios, upper level studios, projects, praxis and department electives, unrestricted electives, continued study, ma art education.

Students interested in continuing on for the  MA in Teaching Art  may take a graduate-level art education course in the spring or fall term of their senior year and reduce the credits required for the MA.

Course options include:

• Contemporary Art and Critical Pedagogy: Identity, Representation & Multiculturalism
• Special Education, Disabilities Studies and Contemporary Art
• Media Literacy and Art in the Classroom

Financial aid in the MA program is different than it is in the undergraduate program.  All potential graduate candidates must submit a FAFSA by the February 1 deadline. Learn more about  graduate financial aid .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Washington Square News

I got into NYU! On the second try

When I first applied to NYU in 2019 as a senior in high school, I was rejected. As a 17-year-old who dreamed about attending the university for years, I was crushed. Two years later, though, I was accepted as a transfer student from College of the Canyons, a community college in Santa Clarita, California, and now that I’m about to graduate, I still wouldn’t change a thing. 

With an 8% acceptance rate that has become increasingly lower in recent years, NYU is one of the most selective schools in the country. For the admissions cycle of the class of 2027 , the university rejected more than 110,400 applicants. As decisions for the class of 2028 were released recently, more hopeful students just received their rejection letters, too.

I originally applied to the Stern School of Business as a Marketing major. Given that NYU was my top pick, I applied Early Decision I to increase my chances of acceptance. I was attracted to Stern’s prestigious reputation as one of the top business schools in the country. Plus, its location in a city I’ve long dreamed of living in made NYU an ideal choice for me. When my rejection letter came in mid-December 2019, I wasn’t surprised that I got rejected, but I was still disappointed. It felt like all the hard work that I put in during high school fell down the drain. 

A few months later, I graduated high school. I originally committed to Indiana University Bloomington, but because of the pandemic, I decided to rescind my commitment to the school and attend community college instead. I took as many classes as I could and got a 4.0 while actively volunteering for three political campaigns. Though I was nervous that NYU could reject me again, I decided to apply anyway. I submitted my NYU transfer application to the Steinhardt School of Culture, Education, and Human Development’s Media, Culture, and Communication program in February 2021, having no idea what the results could be. 

No matter how many YouTube videos I watched or blogs I read about how to get into NYU, I still thought everything I was doing was wrong. I was freaking out the whole time during both application processes, especially the second time around. Even though this wasn’t my first time going through the college application process, I still had no idea how to write my personal essay or what NYU was looking for in its admitted students. 

My future seemed uncertain as I awaited my decision. While I applied to other schools besides NYU, many questions ran through my mind: What if I don’t get in anywhere? If I do get accepted somewhere, how am I going to afford it? What if I’m stuck in my hometown forever? 

But in May 2021, I finally got the acceptance letter my 17-year-old self dreamed of. Knowing I only had three years at NYU compared to four, I wanted to make the most of it. During my time here, I studied abroad in Paris for a semester, worked two internships, wrote and copy edited for WSN, became a Transfer Welcome Ambassador over the summer, learned from very cool professors, figured out what I wanted to do with my career, fell in love with the comedy scene and met the girls who will probably be my future bridesmaids. 

That being said, my NYU experience was not all cupcakes and rainbows. Transferring to such a huge school was intimidating and I was afraid I would never find my community here. Working as a Transfer Welcome Ambassador was a full-circle moment for me, and though I only held that position for a brief period, I hoped I was able to ease any anxious feelings other transfers may have felt. 

Eventually, it all worked out and I was able to have a truly unique college experience that I feel not many other students get to have. While it sucked being rejected initially, I don’t think I would have thrived as a Stern student anyway, and the MCC program ended up being a better fit for my goals.

My mantra in life is that everything happens for a reason. Going through the transfer process, I was so uncertain about my future and what my college career could look like. It made me want to rip out my hair sometimes, but that uncertainty is so necessary. You aren’t growing if you’re not uncomfortable. 

I’m not sure what my life would have been like if I had been accepted into NYU for the first time I applied, or even attended another university, but I know that my college experience would have been completely different. Of course, no one likes rejection. It can feel like the end of the world when you get denied from your dream school, especially when you spent four years working hard to get there. But rejection is just redirection. Whether it’s a college application or preparing for Graduate Record Examinations, you could always try again. And who knows? Maybe you’ll end up back at NYU.

Contact Liz Lindain at [email protected] .

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Peter Wrampe • Apr 4, 2024 at 9:44 am

Thanks for sharing such an inspiration!

Life is full of teaching moments. Your statement that “Rejection is just Redirection” hit the nail on the head.

You lived up to “non te molere” !!! Good for you!!

Clara • Apr 4, 2024 at 9:44 am

Congratulations in getting into your dream school. That shows grit and in life, that counts for SO much. Grit is not only “stick-to-it-ness” but you picked yourself up, got a fabulous GPA, did tons of active volunteer activity that is relevant to your major. NYU is proud of you and will continue to be proud of you as you graduate and do good work as an alumna!

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Guest Essay

Is This the End of Academic Freedom?

By Paula Chakravartty and Vasuki Nesiah

Dr. Chakravartty is a professor of media, communication and culture at New York University, where Dr. Nesiah is a professor of practice in human rights and international law.

​At New York University, the spring semester began with a poetry reading. Students and faculty gathered in the atrium of Bobst Library. At that time, about 26,000 Palestinians had already been killed in Israel’s horrific war on Gaza; the reading was a collective act of bearing witness.

The last poem read aloud was titled “If I Must Die.” It was written, hauntingly, by a Palestinian poet and academic named Refaat Alareer who was killed weeks earlier by an Israeli airstrike. The poem ends: “If I must die, let it bring hope — let it be a tale.”

Soon after those lines were recited, the university administration shut the reading down . Afterward, we learned that students and faculty members were called into disciplinary meetings for participating in this apparently “disruptive” act; written warnings were issued.

We have both taught at N.Y.U. for over a decade and believe we are in a moment of unparalleled repression. Over the past six months, since the start of Israel’s war on Gaza, we have seen the university administration fail to adequately protect dissent on campus, actively squelching it instead. We believe what we are witnessing in response to student, staff and faculty opposition to the war violates the very foundations of academic freedom.

While N.Y.U. says that it remains committed to free expression on campus and that its rules about and approach to protest activity haven’t changed, students and faculty members in solidarity with the Palestinian people have found the campus environment alarmingly constrained.

About a week after Hamas’s attacks in October, the Grand Staircase in the Kimmel student center, a storied site of student protests , closed indefinitely; it has yet to reopen fully. A graduate student employee was reprimanded for putting up fliers in support of Palestinians on the student’s office door and ultimately took them down; that person is not the only N.Y.U. student to face some form of disciplinary consequence for pro-Palestinian speech or action. A resolution calling for the university to reaffirm protection of pro-Palestinian speech and civic activity on campus, passed by the elected Student Government Assembly in December, has apparently been stuck in a procedural black hole since.

The New York Police Department has become a pervasive presence on campus, with over 6,000 hours of officer presence added after the war broke out. Hundreds of faculty members have signed onto an open letter condemning the university’s “culture of fear about campus speech and activism.”

Such draconian interventions are direct threats to academic freedom.

At universities across the country, any criticism of Israel’s policies, expressions of solidarity with Palestinians, organized calls for a cease-fire or even pedagogy on the recent history of the land have all emerged as perilous speech. In a letter to university presidents in November, the A.C.L.U. expressed concern about “impermissible chilling of free speech and association on campus” in relation to pro-Palestinian student groups and views; since then, the atmosphere at colleges has become downright McCarthyite .

The donors, trustees, administrators and third parties who oppose pro-Palestinian speech seem to equate any criticism of the State of Israel — an occupying power under international law and one accused of committing war crimes — with antisemitism. To them, the norms of free speech are inherently problematic, and a broad definition of antisemitism is a tool for censorship . Outside funding has poured into horrifying doxxing and harassment campaigns. Pro-Israel surveillance groups like Canary Mission and CAMERA relentlessly target individuals and groups deemed antisemitic or critical of Israel. Ominous threats follow faculty and students for just expressing their opinions or living out their values.

To be clear, we abhor all expressions of antisemitism and wholeheartedly reject any role for antisemitism on our campuses. Equally, we believe that conflating criticism of Israel or Zionism with antisemitism is dangerous. Equating the criticism of any nation with inherent racism endangers basic democratic freedoms on and off campus. As the A.C.L.U. wrote in its November statement, a university “cannot fulfill its mission as a forum for vigorous debate” if it polices the views of faculty members and students, however much any of us may disagree with them or find them offensive.

In a wave of crackdowns on pro-Palestinian speech nationwide, students have had scholarships revoked, job offers pulled and student groups suspended. At Columbia, protesters have reported being sprayed by what they said was skunk, a chemical weapon used by the Israeli military; at Northwestern, two Black students faced criminal charges , later dropped, for publishing a pro-Palestinian newspaper parody; at Cornell, students were arrested during a peaceful protest . In a shocking episode of violence last fall, three Palestinian students , two of them wearing kaffiyehs, were shot while walking near the University of Vermont.

Many more cases of student repression on campuses are unfolding.

Academic freedom, as defined by the American Association of University Professors in the mid-20th century , provides protection for the pursuit of knowledge by faculty members, whose job is to educate, learn and research both inside and outside the academy. Not only does this resonate with the Constitution’s free speech protections ; international human rights law also affirms the centrality of academic freedom to the right to education and the institutional autonomy of educational institutions.

Across the United States, attacks on free speech are on the rise . In recent years, right-wing groups opposed to the teaching of critical race theory have tried to undermine these principles through measures including restrictions on the discussion of history and structural racism in curriculums, heightened scrutiny of lectures and courses that are seen to promote dissent and disciplinary procedures against academics who work on these topics.

What people may not realize is that speech critical of Israel’s occupation and apartheid policies has long been censored, posing persistent challenges to those of us who uphold academic freedom. Well before Oct. 7, speech and action at N.Y.U. in support of Palestinians faced intense and undue scrutiny.

Our students are heeding Refaat Alareer’s call to bear witness. They are speaking out — writing statements, organizing protests and responding to a plausible threat of genocide with idealism and conviction. As faculty members, we believe that college should be a time when students are encouraged to ask big questions about justice and the future of humanity and to pursue answers however disquieting to the powerful.

Universities must be places where students have access to specialized knowledge that shapes contemporary debates, where faculty members are encouraged to be public intellectuals, even when, or perhaps especially when, they are expressing dissenting opinions speaking truth to power. Classrooms must allow for contextual learning, where rapidly mutating current events are put into a longer historical timeline.

This is a high-stakes moment. A century ago, attacks on open discussion of European antisemitism, the criminalization of dissent and the denial of Jewish histories of oppression and dispossession helped create the conditions for the Holocaust. One crucial “never again” lesson from that period is that the thought police can be dangerous. They can render vulnerable communities targets of oppression. They can convince the world that some lives are not as valuable as others, justifying mass slaughter.

It is no wonder that students across the country are protesting an unpopular and brutal war that, besides Israel, only the United States is capable of stopping. It is extraordinary that the very institutions that ought to safeguard their exercise of free speech are instead escalating surveillance and policing, working on ever more restrictive student conduct rules and essentially risking the death of academic freedom.

From the Vietnam War to apartheid South Africa, universities have been important places for open discussion and disagreement about government policies, the historical record, structural racism and settler colonialism. They have also long served as sites of protest. If the university cannot serve as an arena for such freedoms, the possibilities of democratic life inside and outside the university gates are not only impoverished but under threat of extinction.

Paula Chakravartty is a professor of media, communication and culture at New York University, where Vasuki Nesiah is a professor of practice in human rights and international law. Both are members of the executive committee of the N.Y.U. chapter of the American Association of University Professors and members of N.Y.U.’s Faculty for Justice in Palestine.

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