upitt honors college essay

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

A Great Pitt Honors College Essay Example

What’s covered:, essay example – changing the world , where to get your pitt essay edited.

The University of Pittsburgh is a large public university in Pittsburgh, Pennsylvania that is known for its great academics. The David C. Frederick Honors College at Pitt offers even more opportunities to a select group of talented students. Given the highly selective nature of the Pitt Honors College, you need to have strong essays to help your application stand out and gain admission. In this post, we’ll share a real essay a student submitted to the University of Pittsburgh Honors College, and outline its strengths and areas of improvement. (Names and identifying information have been changed, but all other details are preserved).

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

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

Prompt: If you could change anything in the world, what would it be? Explain why and how you would change it. (No word count given)

While growing up, I was constantly reminded about my health. When I would rant about my trivial problems, my mother would respond with: “the most important thing is you are healthy.” As a young and naive child, this response irritated me. I never understood the blessing of good health until I was diagnosed with migraines. Every month I was met with throbbing headaches that made me lose all sensation and control of my body.

On one New Year’s Eve, I went to visit family friends with my father and sister. The flashing lights on the television and little sleep triggered a migraine attack. Without my mother present, everyone was unfamiliar with my frightening symptoms. Out of panic, they decided to call an ambulance. That one simple call and visit resulted in a one-year battle with our insurance company. For months on end, my mother argued against the unfair and hurtful statements the insurance listed as reasons for their refusal of payment. These endless calls brought about extreme stress and frustration, but we did not have the means to pay. There was no other option but to keep on fighting.

This was my first memorable experience with healthcare and its failures. From that day forward, I associated care with payment. I became worried about affording medical treatment at an early age. And so, if I had the power to change the world, I would make healthcare more affordable. Every individual deserves to be treated without the worry of a costly bill.

While I realize that affordable healthcare is a point of debate in our nation, I maintain my stance that it is a human right. I also understand that it will take years to put into place, but this does not discourage me. I can help start the change. With Pitt Honors, I will be exposed to interactive research, a matched mentor, and personalized co-curricular activities. I will be able to become a skilled nurse with critical thinking abilities. With the development of leadership skills, I plan to make a difference. Whether it be taking a high position role at a no-cost clinic or shaping healthcare reforms, I know Pitt Honors College will help me achieve my dream. Whether it be taking a high position role at a no-cost clinic or shaping healthcare reforms, I plan to make a difference.

What the Essay Did Well

Something that makes this essay strong is how it takes time to tell a story and build an understanding for the author before we even learn what they would change about the world. The essay begins by introducing the idea of health, but because we aren’t told what they want to change yet, we are compelled to keep reading. Then, the anecdote helps us appreciate the personal connection this student has to affordable healthcare. They take the time to fully flesh out the context needed to answer the why aspect of the prompt, while at the same time building suspense for the what .

Additionally, this student went above and beyond the prompt by connecting it back to Pitt. They weren’t explicitly asked to discuss how an education from the Pitt Honors Program would help them change the world, but by including this paragraph it demonstrates genuine interest in the school. If an essay can prove that you can only accomplish your goals — especially such impressive ones like changing the world — by taking advantage of unique opportunities at that specific school, then admissions officers might feel they are denying you the chance to reach your full potential by not accepting you.

What Could Be Improved

The area that could use the most improvement in this essay is the last paragraph dedicated to Pitt. Although it’s great that this student took the extra step to include how attending the Honors College will allow them to achieve their goals, the paragraph is a bit vague. To improve it, there should be more specific details, about classes, programs, professors, etc, to show that they have done their research and think taking advantage of these offerings are the only way to change the world. 

For example, the essay says, “With the development of leadership skills, I plan to make a difference.” This sentence would be far stronger if the student mentioned a specific club or volunteer program they want to be a part of and how emerging as a leader in that experience would help them become a leader in the medical field. Or, they mention the Honors College will expose them to research and match them with a mentor, but they don’t elaborate on this. 

The entire paragraph could have just been dedicated to one specific professor whose research aligns with affordable healthcare and what this student hopes to learn from them. Having a more focused and detailed approach to why you want to attend a college will always make for a stronger essay than briefly touching on general opportunities offered at most schools. 

Do you want feedback on your Pitt 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

University of Pittsburgh 2023-24 Supplemental Essay Prompt Guide 

University of pittsburgh 2023-24 application essay question explanations.

The Requirements: 1 essay of 200-300 words

Supplemental Essay Type(s): Oddball

Hello, future University of Pittsburgh grads. (We’re speaking it into existence!) The prompt below is only for applicants who wish to apply to Pitt Honors. Let’s dive in!

In lieu of an essay or personal statement, we ask interested applicants to answer a short answer question. The Admissions Committee reviews responses for quality rather than length. However, the most effective responses typically range from 200-300 words per question. Responses that are longer or shorter are acceptable. The question is required for Pitt Honors consideration.

Please select one of these questions., what is something you would like to see change in the world explain why..

The Admissions Committee wants to accept ambitious students who want to change the world for the better. So, if you could change anything in the world, what would it be? Take some time to brainstorm and write down anything that comes to mind. Maybe, if you had the power, you would make sure that no one in your city went to bed hungry. Why is this particular issue important to you? What steps would you take to enact this change? If, after reading this prompt, you immediately thought of something on the sillier side (flying cars! superpowers! robot dogs!), don’t be afraid to explore that topic and why it matters, too. As long as you are giving admissions better insight into who you are and what makes you tick, you’re on the right track. Let your imagination run wild and show the University of Pittsburgh admissions committee that you aren’t afraid to dream big.

If you had 10 minutes and the attention of a million people, what would your TED Talk be about?

We at CEA love this question because it’s a unique way of asking applicants the following questions: What do you care about and why? What’s important to you? What information do you wish other people had access to? Start by making a list of topics you could discuss or read about for hours. Maybe you’d like to use your TED Talk platform to speak about media literacy and how we can and should consider what we see online through the lens of the powers that dictate how and when we receive information. Perhaps you’d want to discuss AI art, plagiarism, and how it threatens human artists’ livelihoods. What keeps you up at night? What kind of positive effect do you want to have on the world? These are the questions you should be asking yourself when brainstorming for this prompt. Bonus points if you can speak to how a Pittsburgh education will prepare you to address this issue head-on in the future! 

What does it mean to be “educated”?

Since this question is for those applying to the honors college, we can assume that most applicants answering it are high-achievers in the traditional sense. But we all know that’s not the only type of education out there. Pitt is looking for a deeply considered, creatively written essay , so as we here at CEA so often recommend, grab a sheet of paper and start brainstorming! Which words, feelings, or characteristics do you associate with the word “educated?” Are there any people you can think of—people in your life, thought leaders, or even fictional characters—who don’t have a formal education but whom you would consider to be highly educated? What different kinds of education can you think of? In what ways are they different and in what ways are they fundamentally the same? Bonus points if you can describe how a Pitt degree would educate you in more than one way! 

About Kat Stubing

View all posts by Kat Stubing »

Check out our Blog!

Contact us for information on rates and more!

• I am a * Student Parent Potential Partner School Counselor Private College Counselor
• Name * First Last
• Phone Type Mobile Landline
• Street Address
• Address City State / Province / Region Afghanistan Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bonaire, Sint Eustatius and Saba Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory Brunei Darussalam Bulgaria Burkina Faso Burundi Cabo Verde Cambodia Cameroon Canada Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos Islands Colombia Comoros Congo Congo, Democratic Republic of the Cook Islands Costa Rica Croatia Cuba Curaçao Cyprus Czechia Côte d'Ivoire Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Eswatini Ethiopia Falkland Islands Faroe Islands Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Gambia Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and McDonald Islands Holy See Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Isle of Man Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Korea, Democratic People's Republic of Korea, Republic of Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Micronesia Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestine, State of Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Romania Russian Federation Rwanda Réunion Saint Barthélemy Saint Helena, Ascension and Tristan da Cunha Saint Kitts and Nevis Saint Lucia Saint Martin Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Sint Maarten Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Islands South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Sweden Switzerland Syria Arab Republic Taiwan Tajikistan Tanzania, the United Republic of Thailand Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkmenistan Turks and Caicos Islands Tuvalu Türkiye US Minor Outlying Islands Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Vanuatu Venezuela Viet Nam Virgin Islands, British Virgin Islands, U.S. Wallis and Futuna Western Sahara Yemen Zambia Zimbabwe Åland Islands Country
• Which best describes you (or your child)? High school senior High school junior College student College grad Other
• How did you find CEA? Internet Search New York Times Guidance counselor/school Social Media YouTube Friend Special Event Delehey College Consulting Other
• Common App and Coalition Essays
• Supplemental Essays
• University of California Essays
• University of Texas Essays
• Resume Review
• Post-Grad Essays
• Specialized Services
• Waitlist Letters
• Private School Essays
• General College Counseling
• School list with priorities noted:
• Anything else we should know?
• Email This field is for validation purposes and should be left unchanged.

School Stats:

• Agnes Scott College
• Alvernia University
• American University
• Amherst College
• Babson College
• Bard College
• Barnard College
• Baylor University
• Bennington College
• Bentley University
• Berry College
• Bethany College
• Bishop’s University
• Boston College
• Boston University (BU)
• Bowdoin College
• Brandeis University
• Brown University
• Bryn Mawr College
• Bucknell University
• Butler University
• California Institute of Technology (Caltech)
• California Lutheran University
• Capitol Technology University
• Carleton College
• Carnegie Mellon University
• Catawba College
• Centre College
• Chapman University
• Claremont McKenna College
• Clark University
• College of Mount Saint Vincent
• College of William and Mary
• College of Wooster
• Colorado College
• Colorado School of Mines
• Columbia University
• Cornell University
• Culver-Stockton College
• D'Youville University
• Dartmouth College
• Davidson College
• Drexel University
• Duke University
• Earlham College
• Elon University
• Emerson College
• Emory University
• Flagler College
• Fordham University
• George Mason University
• Georgetown University
• Georgia State University
• Georgia Tech
• Gonzaga University
• Harvard University
• Harvey Mudd College
• Haverford College
• Hillsdale College
• Hofstra University
• Illinois Institute of Technology
• Illinois Wesleyan University
• Indiana University Bloomington
• Ithaca College
• Johns Hopkins University
• Kalamazoo College
• Lafayette College
• Lehigh University
• Lewis and Clark College
• Linfield University
• Loyola Marymount University (LMU)
• Lynn University
• Macalester College
• Malone University
• Manchester University
• Marist College
• Mary Baldwin University
• Massachusetts Institute of Technology (MIT)
• Meredith College
• Monmouth College
• Moravian University
• Morehouse College
• Mount Holyoke College
• New York University (NYU)
• North Park University
• Northwestern University
• Occidental College
• Oklahoma City University
• Olin College of Engineering
• Pepperdine University
• Pitzer College
• Pomona College
• Princeton University
• Providence College
• Purdue University
• Rensselaer Polytechnic Institute
• Rice University
• Saint Elizabeth University
• Santa Clara University
• Sarah Lawrence College
• Scripps College
• Seattle Pacific University
• Smith College
• Soka University of America
• Southern Methodist University
• St. John’s College
• Stanford University
• Stonehill College
• Swarthmore College
• Syracuse University
• Texas A&M University
• Texas Christian University
• The College of Idaho
• The George Washington University
• The New School
• Trinity College
• Tufts University
• Tulane University
• University of California
• University of Central Florida (UCF)
• University of Chicago
• University of Cincinnati
• University of Colorado Boulder
• University of Florida
• University of Illinois Urbana-Champaign
• University of Maryland
• University of Massachusetts Amherst
• University of Miami
• University of Michigan
• University of Minnesota
• University of North Carolina at Chapel Hill (UNC)
• University of North Carolina at Charlotte
• University of North Carolina at Greensboro
• University of Notre Dame
• University of Oklahoma
• University of Oregon
• University of Pennsylvania
• University of Pittsburgh
• University of Richmond
• University of San Diego
• University of San Francisco
• University of Southern California (USC)
• University of Texas at Austin
• University of Tulsa
• University of Vermont
• University of Virginia (UVA)
• University of Washington
• University of Wisconsin-Madison
• Vanderbilt University
• Vassar College
• Villanova University
• Virginia Tech
• Wake Forest University
• Washington and Lee University
• Washington University in St. Louis
• Wellesley College
• Williams College
• Worcester Polytechnic Institute (WPI)
• Yale University

Want free stuff?

We thought so. Sign up for free instructional videos, guides, worksheets and more!

One-On-One Advising

Common App Essay Prompt Guide

Supplemental Essay Prompt Guide

• YouTube Tutorials
• Our Approach & Team
• Undergraduate Testimonials
• Postgraduate Testimonials
• Where Our Students Get In
• CEA Gives Back
• Undergraduate Admissions
• Graduate Admissions
• Private School Admissions
• International Student Admissions
• Common App Essay Guide
• Supplemental Essay Guide
• Coalition App Guide
• The CEA Podcast
• Admissions Stats
• Notification Trackers
• Deadline Databases
• College Essay Examples
• Academy and Worksheets
• Waitlist Guides
• Get Started

• open search

From the latest big breakthrough to the most influential and inspiring figures on campus to Pitt in the community, Pittwire is your official source for what’s happening now.

• Health and Wellness
• Technology and Science
• Arts and Humanities
• Community Impact
• Diversity, Equity, and Inclusion
• Innovation and Research
• Our City/Our Campus
• Pitt Magazine
• Features & Articles
• Accolades & Honors
• Ones to Watch
• Announcements and Updates
• Life at Pitt
• Arts & Sciences
• Computing & Information
• Dental Medicine
• Engineering
• General Studies
• Health & Rehabilitation
• Honors College
• Public & Intl Affairs
• Public Health
• Social Work
• COVID-19 Response
• Sustainability

The David C. Frederick Honors College is expanding to Pitt-Greensburg

• University News
• Pitt-Greensburg
• David C. Frederick Honors College

Subscribe to Pittwire Today

The Honors Program developed by dedicated faculty at the University of Pittsburgh at Greensburg is about to receive a major upgrade through a Pittsburgh campus partnership.

Starting fall 2024, current and incoming students can become members of the newly formed David C. Frederick Honors College at Pitt-Greensburg and gain access to the same programming, funding and honors-specific support as their peers in Pittsburgh. The historic collaboration is the result of a profound commitment to improving accessibility to an honors education by the Frederick Honors College and Greensburg honors faculty.

“It is impossible to overstate how exciting this new partnership is for both campuses,” said Nicola Foote, dean of the Frederick Honors College. “The establishment of the Frederick Honors College at Pitt-Greensburg will allow a wider range of curious, talented and ambitious students to participate in challenging interdisciplinary learning opportunities and become part of an intellectual community that provides mentorship and support, as well as a curated approach to research, leadership and global and community engagement. This is a major step in the emergence of our school as a regionally and nationally preeminent honors college.”

Honors 101: A brief history

The foundation of honors education at Pitt-Greensburg can be traced back to 1999, when the Academic Village was established to serve as a system of four living-learning communities (LLCs) for the campus’ most intellectually curious students. The LLCs were separated by academic division until 2010, when they became integrated into one interdisciplinary village and served as the campus’ unofficial honors community.

“My long-time involvement at Pitt-Greensburg with the Academic Village and the Honors Program has put me in regular contact, in and out of the classroom, with many of the bright and creative students who have made this such a great place to teach,” said Frank Wilson, assistant vice president for academic affairs for Pitt-Greensburg. “Becoming witness to and partnering with them as they grow intellectually and excel academically is inspiring and rewarding. As a sociologist who is increasingly worried about the future of our social worlds, it is my interaction with these young people that continues to give me reason to keep hope alive.”

Wilson, along with fellow Pitt-Greensburg faculty members Sheila Confer, William Pamerleau and John Prellwitz, took this idea to the next level and became founders of the Honors Program, which they formally established in fall 2020. They placed emphasis on creating a culture of exploration for educators and students alike, focusing on developing opportunities for interdisciplinary studies, collaborative teaching and student leadership.

At the Pittsburgh campus, honors education has experienced changing modalities in recent years. Founded in 1987, the honors college is one of the oldest in the nation, with a unique tradition of inclusive excellence. In 2018, it launched a joint degree program to complement the legacy BPhil degree and moved to a direct-admit model for incoming first-year students. 

In July 2022, former Chancellor Patrick Gallagher announced a multimillion-dollar gift by David C. Frederick and Sophie Lynn to rename the University Honors College and establish the David C. Frederick Honors College at the University of Pittsburgh. An alumnus of the honors program under Founding Dean G. Alec Stewart, Frederick (A&S ’83) was Pitt’s first Rhodes Scholar and studied at Oxford University from 1983 to 1986. Frederick has since become one of the country’s most successful appellate lawyers, having argued more than 60 U.S. Supreme Court cases.

[Read more about the Frederick Honors College expansion.]

Paving a two-way street

The idea of creating the Frederick Honors College at Pitt-Greensburg emerged following a series of campus visits by leadership and faculty members and was inspired by the goals of the Frederick naming gift.

“David Frederick was clear in committing to the transformative naming gift that his goal was to ensure the Frederick Honors College gained recognition for its inclusive approach to honors education,” said Foote. “This included ensuring that students at Pitt’s regional campuses will have access to honors education. President Gregerson and I have worked together before, and I enormously admire the innovative honors program that has emerged under his leadership, and so collaborating on this partnership felt like a very natural step.

“We are thrilled to see the partnership formally launch and see this collaboration as a reflection of the ambitious vision for student success set by Chancellor Gabel’s revised Plan for Pitt, as well as Provost McCarthy’s commitment to innovation at the regional campuses.”  

“We are excited to join our emergent honors program with the Frederick Honors College and are grateful to the leadership of the college and Mr. Frederick for his support,” said Robert Gregerson, president of the University of Pittsburgh at Greensburg. “This is a unique opportunity for Pitt students at regional campuses to participate in an elite honors education. Admission to the Frederick Honors College at Pitt-Greensburg will provide them with extensive opportunities for deeper learning, additional experiential options and expansive co-curricular programming.”

A hallmark of the Frederick Honors College at Pitt-Greensburg will be cross-campus networking among instructors and students. Foote and Gregerson believe modern technology will facilitate easy collaboration and encourage faculty from both campuses to develop and co-teach honors courses.

“This partnership will enhance the Pitt-Greensburg faculty’s abilities to individualize instruction to adapt and respond to student interests and needs in creating learning opportunities that support community organizations and help address pressing community needs,” said Prellwitz, associate professor of communication. “I am inspired when I enjoy the privilege of being present with students as they address problems from environmental challenges to cultural issues and enduring disciplinary questions with curiosity, passion and a will to make things better.”

Students who complete the honors joint degree or the highly prestigious Bachelor of Philosophy degree will graduate from both their school of admission and the Frederick Honors College and have access to additional research, community engagement and other co-curricular opportunities as well as funding to support their learning outside of the classroom.

“They will have access to programs and scholarship advising provided on the Pittsburgh campus,” said Pamerleau, professor of philosophy. “And for our most motivated students, the Bachelor of Philosophy program will allow students to pursue research projects that will cultivate their intellectual growth and boost their academic credentials.”

Giving Greensburg a competitive edge

Pitt-Greensburg students have only just begun to showcase their successes to the wider Pitt community, with Kaylee Huber and Ethan Crosby becoming the first students from a regional campus to receive Brackenridge Fellowship s .

“We have always known how special our students are at Pitt-Greensburg,” said Confer, director of the Academic Village and instructor of theatre arts and first-year studies. “This partnership will allow us to show their accomplishments to an even larger audience.”

More recently, Madison Vogel, a Pitt-Greensburg senior majoring in psychology, received a Gilman Scholarship . Dean Foote believes access to the Frederick Honors College’s Office of National Scholarships, Office of Honors Research and other resources will increase the number of competitive awards earned by Greensburg students.

“We know that there are incredible students at the Greensburg campus,” she said. “Through enhanced access to the Frederick Honors College’s national scholarships advising, we are hopeful that we will soon be advancing Greensburg candidates for all of the most prestigious fellowships, including the Fulbright, Truman, Rhodes and Marshall. Our goal is ultimately to win a Rhodes from Pitt-Greensburg.”

— Terry Rowley, photography by Tom Altany

Michele V. Manuel is the first woman U. S. Steel Dean of the Swanson School of Engineering

Pitt-bradford earned its 14th consecutive military friendly designation, pitt is updating its campus master plan.

UPitt questions please help

Stats: 3.7 UW 4.2 W SAT 1560. planning for UPitt pre med Virtual year challenges, have a C+ in non science course. great upward trend in jr year.

• Even with rolling admissions and possibly submitting by end of August, do I have a chance with UPitt? Is hons ruled out?
• I have lot of good research exp. and given the common app word limit, how can I highlight it? Is there an option to upload resume or share a url of linkedin, any suggestions here that have worked pls. share how
• If main campus is the preference in application, is there any chance that they would map to the other campuses in case due to GPA?
• I was advised to use common app essay wisely and not mention about reasons for any grades or GPA, is it ok to just share the grades and not explain any hurdles or upward trend?
• Is every common app that is a great essay written like a story about an individual? Any suggestions on how to fit in good achievements or research there?

Please advise as although holistic process is mentioned, am worried about if stats will cut off the filter by any chance. Thank you

You’ll get in. Main campus.

Honors - not sure but note that at Pitt you don’t need to be in Honors to take Honors classes.

You have a 3.7/4.2. There’s nothing to explain about grades.

Your common app essay should answer the prompt and define something about yourself. Why the yellow fuzz on a tennis ball fascinates you. A local student that got into Yale wrote about the exhilaration of waiting for papa john’s pizza. Or about your love of tea or coffee etc.

Pitt isn’t a reach for you. Not a match. It’s a likely. Relax. Have fun with your essay. Your grades are your grades. Nothing to ‘excuse’. Very solid. Mean you afford Pitt? Good luck.

Correct. Sounds like you have nothing to explain for your grades.

Your personal statement should not be a rehash of your activities. It should be about you, and a story that shows your character, passion, development, etc. Basically something that lets the reader get to know you. Your goal doesn’t have to be a ‘great’ essay, aim for solid and descriptive. Show the reader who you are with examples and details. Don’t just tell them, for example, don’t say “I’m funny”, or “responsible” or “dedicated” or whatever…show with examples.

Have you read sample essays? Look at college essay guy’s website (also has free brainstorming exercises). Tufts, Hamilton, and JHU all have ‘essays that worked’ from past students on their websites.

You can describe your research in more detail in the additional info section. Maybe a paragraph or two, probably not another 650 words. I wouldn’t put in any links.

You can upload a resume to all schools that allow it. Sometimes that’s in the app, sometimes that’s later in the portal, after you apply.

Set a goal to get your Pitt app completed and submitted by the end of the month. I would call it a likely provided you submit it sooner rather than later. I’m less sure about honors. Is Pitt affordable?

I just want to emphasize that this is an opportunity for YOU to realize there is more of value to you, indeed more that is special about you, than just a bundle of achievements. Even though I don’t know you, I know this is true, because it is true of everyone. You just haven’t told me yet what is special about you that is not some sort of grade or achievement.

And something like that is what a holistic review admissions officer is going to be thinking too. They have your transcript, they have your activities and awards, all that is fine so far–but what else is special about you? There is definitely something, indeed definitely many things, but they are not going to know that yet either. Because you haven’t told them yet.

So your essay is an opportunity for you to do that. And again, I know, and that AO knows, there are thing about you that are truly special. But you have to tell them! You have to SHOW them! Give them what they actually need, which is a real insight into who you are, what makes you special, that isn’t some sort of grade or achievement or any other such thing that any high-achieving HS student will have.

Thank you all for your kind responses. This forum is really helpful, TIA to all your time.

Just to clarify, my unweighted GPA is 3.7 and weighted GPA is 4.2, high on research and voluntary service, good patient facing shadowing.

• If am looking for pre-med, should I be applying to Ditrich school of arts and sciences or swanson engineering or any others? My interest is in biology majorly. Is there any pros in going undeclared?
• How can we show demonstrated interest in the college and does it help in admissions? I have visited the college in person in spring.
• I might be a NMSC semi finalist, will there be any opportunity to mention it later , in interest of any scholarships or aids?
• Can you submit recommendation letters (more than one?) Is it suggested ( Supplemental Application Documents | University of Pittsburgh )

Thanks again

You should apply for the major you want. As long as you do the pre med pre reqs (and get advising), you can major in underwater basket weaving -ok, they don’t offer that - but anything.

If you’re not interested in engineering or don’t want a life of advanced math upon advanced math, than engineering isn’t for you.

Your GPA and MCAT will be what matters along with the other things like shadowing. Not - that you majored in engineering vs. bio vs. journalism vs. sociology.

Pitt is public and will not care about demonstrated interest. They do note it’s important but I don’t believe that (not of a public) And again, you’re going to get in. They note it’s important - but I’m not buying it. But join an admission session online or in person and take a tour.- then you’ve demonstrated interest. And apply early.

If you become a NMF, then you open the door to a slew of other possibilities at other places. It does not appear that Pitt has awards for NMF.

• You are asking a question and then you put the link - so you have the answer. Unless you have some sort of extenuating circumstance (and very few people would), then no. They say so.

They want to learn about you.

The Office of Admissions and Financial Aid does not seek out Letters of Recommendation . We find greater value in hearing from you in your own words on your Personal Statement or your Common App Essay.

I think you’re overcomplicating this a bit.

You really are over thinking this. Getting into Pitt is not that hard for someone with your stats. Both my kids went to Pitt and nether had an uw GPA as high as yours.

If you want to major in biology you should apply to Dietrich.

Dietrich is the normal option for pre-med track students. Almost all (all?) of the pre-med prereq courses are in Dietrich, most (not all) pre-med students choose a major that overlaps, and Dietrich has well-established advising for pre-med students.

I note Dietrich has a lot of different Bio/Biochem majors, and related majors like Neuroscience:

This is inaccurate. Pitt cares about demonstrated interest. I saw a presentation online made by their admissions office to guidance counselors. They look for a visit. Also, there is no reason to doubt the CDS.

Other public schools also value demonstrated interest (William and Mary is a strong example).

It is inaccurate and misleading to say that public schools do not value interest. Additionally, Pitt is state-related, not public. PA students get a discount, but no bump in admissions.

Both my kids got in. No visit. One did a session and got a free code. Public schools or state supported generally don’t track. W&M wants an interview - ie interest. That’s different.

I did note to op that is noted as important in the CDS. And I did suggest they attend a session, in person or online.

But I personally don’t think it matters. U of Arizona rates it important too. I guess the 13% not admitted didn’t make an effort. Until recently, Pitt had high admit rates.

As I noted I’m not buying that public schools are tracking it but I did instruct the OP to sign up for a session. So I acted perfectly fine imho.

I’ve seen it said here that Pitt considers an early application to demonstrate interest. My kid was accepted last year with honors and max merit, and he didn’t visit or do anything special to demonstrate interest, apart from applying early. FWIW, the OP in this thread has significantly higher SAT than my kid.

Yes they are clear on how to position yourself for merit. Apply early - not crazy early but early. And in the old days a 33 ACT was suggested. Not anymore.

I don’t know if this is definitive, but the standard advice at our HS, which regularly sends several kids to Pitt (and more are admitted), is to make sure to stop by and see them at the college fair, fill out an interest card, and then apply early(ish).

So I guess that is demonstrated interest, but not like a ton. And as far as I can tell, from that point forward there is no yield protection or such.

Not only for Pitt, but also for any college you are considering, look at their “common data set” (just google common data set + college name ) and read their past admission stats.

Many large schools do not look at the essay, recommendation letters, EC and your demonstrated interest (unless you are applying for a competitive major). Most do recalculate your GPA.

Don’t stress a lot.

BTW, did you attend Pitt admissions information sessions?

Are the honors prompts for this year UPitt application not available to view u til you click yes for Honors option on the application?

If you are interested in honors but looking to apply as soon, is it better to apply for altogether after spending time to write the honors essay? Or submit common app and apply for honors later? Which is a better option if in the end looking for admission and honors too , in interest of rolling admission timelines? Thank you!

Hello any reply on this please, it looks like you have the option to click yes for honors when you submit the Common App. Is it better to also apply for honors along with Common App given the rolling admissions and earlier is better? asking in interest of time for essays and appreciate any help.

Apply as soon as possible and then apply for the Honors after the regular app is submitted. You can either use the Pitt App (upload essay and resume) or Common App (with essay and activities). Use whatever format you prefer.

The most important thing is to apply early with essay. (S24 also submitted resume) In the acceptance letter for S24 they stated that "Students submitting a completed application for admission, along with their personal statement or Common Application essay, by December 1, are automatically reviewed for merit scholarships.

If I have more than 10 good activities to report, is it better to continue with Common App I started and then upload the supplemental document of activities list/resume? Or do it through the UPitt Application Portal? What is the best way to show your activities of like up to 16/18 when applying to UPitt?

If I am looking to major in pre med, is it better to chose that as major in the main campus? Or I can choose another major and then seek a change later after admission as a possibility?

Appreciate any response as soon.

Try to pick the best 10 activities if doing Common App. Supplemental resume in addition to common app is really not necessary.

Or if using the Pitt App, a one page resume. (Should not be more than one page for a high school student).

S24 had no volunteering, no leadership. He had some work experience, a few passion projects and a few clubs.

The key is applying early.

4 posts were split to a new thread: Chance UPITT

POPULAR STATES

Search sat scores, search act scores, search gpa’s, subscribe to our newsletter.

Stay informed with the latest from the CC community, delivered to you, for free.

CONNECT WITH US

© 2023 College Confidential, LLC. All Rights Reserved.

Honors Courses

Dig deeper into your interests by taking Frederick Honors College courses, which are both more challenging and more interesting. In these courses, you will engage in the material with richer analysis, cutting-edge tools, and through the lens of culture and society. Frederick Honors College faculty fellows, specialists from across the University, design and teach our courses with the intellectual needs of our students in mind.

Enrolling in Honors courses

Use PeopleSoft/Campus Experience (CX) to find the list of all Honors courses being offered. On the Class Search page, select Frederick Honors Course in the Course Attribute pull-down menu to get the list.

If you do not meet the enrollment requirements for an Honors course, you must contact the professor teaching the course to obtain their permission to enroll in it. When you email the professor, explain why you're interested in taking the course and offer details about any skills/experiences you will bring to the course.

If the professor is willing to waive the enrollment requirements to allow you to enroll in the course, the professor can direct you to someone in their department who can issue you a permission number, or the professor can send an email message to David Hornyak ( [email protected] ) with the following information:

• The course department and number (e.g., HIST 1234)
• Your email address
• Your PeopleSoft ID number

You will be emailed a permission number in return.

Honors Course Enhancement Contracts

Honors course enhancement contracts allow David C. Frederick Honors College students the opportunity to earn course credit for Honors Degree or Honors Distinction program requirements in an undergraduate course that does not already fulfill an FHC requirement.

Examples of courses approved for FHC requirements that cannot have a course enhancement include:

• Courses with the Frederick Honors Course attribute
• Courses with the High Impact Attribute Values of Undergraduate Research, Undergraduate Internship, and Capstone Course
• Courses with the Civic Learning and Civic Learning + Engagement attributes
• Courses used to fulfill honors-approved certificates/programs
• Courses that have an honors version of it available (e.g., introductory biology, chemistry, physics, etc.)

Additionally, undergraduate courses with the writing intensive course (w-course) attribute cannot have an honors course enhancement contract associated with them.

Instructors are not obligated to agree to a request from a student to create an honors course enhancement contract for their class.

The experience and subsequent product(s) must engage the student beyond a more passive requirement, such as adding one additional paper for the class, although a paper may be one component of the deliverable.

Instructors and students are encouraged to be creative in their approach by considering:

• Presentations
• Individual research projects or assistance with instructor research
• Using innovative technologies
• Producing creative works
• Community engagement or service-learning projects
• Preparing and presenting class lectures or designing and testing lab projects
• Reflecting on intellectual development opportunities related to the course, such as visiting museums, galleries, archives, or attending guest lectures or seminars

An honors course enhancement may be designed for an individual student, or several students may work together under one contract.

A contract form (PDF)  is submitted to David Hornyak no later than the end of the add/drop period of the semester in which the course is being taught. The contract form includes details of how the course enhancement provides greater depth to the course and a description of the deliverable product(s). The contract form is signed by the student and the course instructor. If several students are working on the same enhancement project together, separate contract forms must be completed for each student, although the details about the enhancement project can be the same for all students involved.

At the end of the semester, David Hornyak will provide the instructor with an evaluation form through Qualtrics to assess the student’s performance and success in meeting the requirements of the contract. The evaluation is due when course grades are submitted.

The evaluation of the honors course enhancement contract is separate from the grading for the course. Failure to complete the contract’s requirements will have no impact on the grade the student receives for the course.

If the student successfully completes the requirements of the honors course enhancement contract, they will be given credit for an honors course requirement as part of the Honors Degree or Honors Distinction.

For questions or assistance in developing an honors course enhancement contract, students and instructors are encouraged to discuss possible ideas with the Frederick Honors College by contacting Assistant Dean David Hornyak at [email protected] .

GSPIA courses for Frederick Honors students: 2024 fall term

Are you interested in public service and learning how our world works? Do you want to challenge yourself by taking a graduate-level course? Any Honors College student is welcome to cross-register and take a course from the Graduate School of Public & International Affairs.   

To request a permission code that will allow you to register, please email [email protected] and specify which course you would like to take. You will receive a reply within 2-3 business days. 

Professor Jeremy Weber , Tuesdays 3:00–6:00 p.m. This class examines the energy policy choices facing local, state, and federal policymakers. The choices involve myriad issues, including, but not limited to how and when to regulate energy markets, such as for environmental reasons; ensuring electricity is delivered safely and reliably; allocating research and development resources; and growing concerns about environmental (in)justice. This class will connect realistic policy outcomes to theoretical ideals underlying energy policy, including supply and demand, benefit-cost analysis, monetizing non-market goods, taxes and subsidies, discounting, and equity. Students should expect to build practical, intellectual, and interdisciplinary skills applicable to making energy policy decisions, particularly decisions that impact the environment.

Professor Rashad Williams , Tuesdays 3:00–6:00 p.m. The title of this course is meant to signal the objective of scrutinizing how systems of white supremacy have shaped the American city and how the American city functions in ways that reproduce and reinforce white supremacy. As George Lipsitz (2007: 12) tells us, "The lived experience of race has a spatial dimension, and the lived experience of space has a racial dimension." The first section of the course will focus on frameworks for understanding white supremacy generally, and as it relates to urban development specifically. The second section considers specific domains of urban policy and planning using white supremacy as the analytic framework. We will examine how white supremacy has been expressed across a range of urban development issue areas, including housing, transportation, the urban environment, education, criminal justice, and urban design, and how policies and planning practice have maintained or disrupted systems of white supremacy.

Professor Sabina Deitrick , Mondays 3:00–6:00 p.m. This course is about the current challenges faced in cities and regions, nearby and around the world - and how those challenges might be met.  The majority of the world's citizens live in cities, and therefore one cannot talk about human progress without thinking about progress in cities.  As "mega-regions" consolidate, small cities grow rapidly, and older industrial cities shrink, the managerial, policy, and planning capacities of governments come under increasing stress. How can cities meet these challenges? To facilitate understanding of these dynamics and issues, this course is divided into two parts.  The first part provides a general background necessary for the second part.  We define the general concepts of "city" and "region," and we talk about measurement issues involved in understanding what is happening to them.  We also learn about the policy and planning process involved in addressing any issue in a city or region. The second part focuses on the challenges cities and regions face, and how to solve them.  Solving them implies having a theory about what causes them, so this part will begin with a discussion of what urban scholars define as an ideal city and region.  It will then move on to cover specific urban policies such as transit oriented development, the use of eminent domain for urban projects, community development, etc.  Emphasis will be placed on understanding the practical issues of implementing urban and regional policies, and learning about actual experiences with such policies in particular places.

Professor Shanti Gamper-Rabindran , Tuesdays 12:00–3:00 p.m.

We examine strategies at the local, national and international level to address the climate emergency and to transition to more sustainable and equitable economies. These include mandating climate risks disclosure for financial institutions, climate litigation to hold governments and fossil companies to account and the declining costs and technology advancement for greater deployment of renewable energy and energy efficiency. We discuss how to advocate for shifting taxpayers' funds from fossil fuels to renewable energy and for the just transition of fossil fuel reliant communities and how to counter climate misinformation and false solutions.  The course is relevant for students in international development, public administration, and international affairs.

Professors Kathy Buechel & Anne Marie Toccket , Tuesdays 9:00 a.m.–12:00 p.m. This course traces the historic origins and contemporary expressions of philanthropy to offer an overview of the multiple dimensions of this growing and increasingly global source of capital and innovation in the nonprofit sector. Students become familiar with who gives, why, and how they structure their philanthropy. The course assesses different strategies and how new approaches like ephilanthropy and giving circles open and diversify the field. Global, faith-based, and venture philanthropy are among the topics covered. Market-based approaches like social enterprise and corporate social responsibility, along with accountability, impact measures, transparency, and their public policy implications are explored. The course draws on case studies and guest speakers. Students participate in GSPIA's student philanthropy project, gaining hands-on grant-making experience throughout the semester by awarding funds to area nonprofits. This exercise links philanthropic theory to practice. At the end of this course students are able to articulate a robust definition of philanthropy's goals and the structures that advance them; demonstrate a range of hands-on grant-making skills; connect applied learning in grant-making to policy and practice issues examined in the course; model effective team work and decision-making practices that enhance grant-making; incorporate knowledge gained from practitioners and course work into personal philanthropic practices; recognize how contemporary issues in philanthropy intersect with the nonprofit, public and civic sectors; develop a research topic that contributes to peer learning; better assess community needs though an enhanced understanding of the Pittsburgh nonprofit sector.

Professor Ilia Murtazashvili , Tuesdays 9:00 a.m.–12:00 p.m. Natural resource management is complex and emerges from frameworks of governance - the rules that govern ownership in society and the political and administrative institutions that have responsibility for management of natural resources. The course will examine resource ownership and management by government, private owners, and communal property actors. Institutional frameworks reflect nature of the resource being managed, the characteristics of the community seeking to manage the resource, and historical socio-economic factors. Geographically, the course will take a global view, with regional illustrations.  The course will look at the theoretical approach referred to as "managing the commons."  Institutionally, the course will examine government entities, international organizations, communities, non-governmental organizations, and trade associations.  Substantively, the course will look at land, soil, and forests; water and rivers; oceans, fisheries, and coastlines; energy and mineral resources; and ecosystem services, and species protection.

Professor Lisa Nelson , Thursdays 12:00–3:00 p.m. Information technology and the information that it generates has increasingly become part of our daily lives shaping our practices, discourses, and institutions in fundamental ways. Personal information is used by consumers, professionals, and organizations to a variety of ends and in a few different settings. The growing reliance on personal information not only challenges long standing demarcations between public and private institution in terms of responsibilities, obligations, and limits, but also calls for a reconsideration of how to ensure the protection of long-standing civil liberties and civil rights. This course will consider the impact of emerging technologies within existing constitutional, statutory, and international guidelines and will then explore a range of policy solutions for managing the use of personal information in our public and private sectors.

Professor Lisa Alfredson , Fridays 12:00–3:00 p.m. Human rights are powerful and important tools in governmental, intergovernmental, and non-governmental work across a range of fields -- from international development, to politics and public administration, to security and justice. This course provides students with analytical and policy skills in human rights, using an interdisciplinary approach which engages human rights in law/policy, politics and society, philosophy, and ethics. It provides students with essential understanding of international human rights laws as tools of individual empowerment, and as evolving social norms shaped by individuals seeking to create fairer societies. We learn to interpret international human rights laws and underlying principles, to grapple with debates and controversies in diverse contexts and cases, and to apply theories of how international human rights create social change in domestic settings worldwide. Questions driving this course include: How can international human rights law (IHRL) help to solve chronic domestic policy problems? What specifically are states' obligations under IHRL? What are the obligations and roles of nonstate actors? What are some common myths and misunderstandings about human rights? Why do some countries comply with human rights while others do not? How can obstacles to implementation be overcome in specific settings? How do NGOs and other non-state actors participate in human rights change? How do nonstate and transnational actors utilize human rights to promote justice and to combat harmful state and societal actions? What are some processes and strategies of human rights change? We use case studies to illustrate and give depth to a wide range of intersectional human rights issues, such as health, harmful social practices, education, poverty, hunger, policing and justice. We focus on discriminated groups such as children, the poor, women, indigenous, racial, ethnic, and LGBTQIA+ groups.

Professor An Lewis, Mondays 6:00–9:00 p.m. A geographic information system (GIS) is a powerful tool for the public sector and used in a variety of disciplines. GIS builds on existing methods while offering new dimensions. This course provides students with a solid foundation of the principles and applications of GIS, an introduction to the desktop software ArcGIS, and demonstrates its uses in the public sectors. Students utilize ArcGIS to analyze and display spatial and demographic data. The construction of policy is then predicated on analysis. Skills learned in core courses can be brought to this course and built upon. Students have the flexibility to focus on their area of interest within the public sector through project work. The course is taught via lecture and hands-on experience using the ArcGIS software.

Professor Ryan Grauer , Wednesdays 6:00–9:00 p.m. Wars are relatively common events in the international arena, and political communities fight them for myriad reasons. The outcomes of wars have profound consequences for the course of historical events, political outcomes, and the lives and well-being of millions, including those who did not fight. But what happens in between the decision to go to war and the end of fighting? HOW do belligerents fight wars? This course will introduce students to how wars are fought on land. Students will learn about the translation of national political objectives into military strategy and campaign plans; the raising, training, and equipping of forces; the different types of combat arms available for use and their limitations; the role of naval, air, cyber, and space forces in land warfare; the principles of command; the crucial role of logistics; and the unquantifiable, but often decisive, human element of warfighting. These topics and issues will be introduced and considered using specialist texts, military and official documents, battle histories, and the critical examination of contemporary conflicts. Students will have opportunities to apply the insights they gain through in-class simulations (wargames), net assessments, and mock briefings. States' abilities to fight shape their decisions about whether to go to war. Additionally, the ways that states fight have profound implications for the consequences of war, with attritional and maneuver systems of force employment having very different impacts on both combatants and non-combatants in warzones.  Accordingly, at the end of this course, students will not only have a clear understanding of how wars are fought, but also be better prepared to understand, partake in, and shape debates about the use of force in the international arena.

Professor Sabina Deitrick , Wednesdays 3:00–6:00 p.m.

In mid-century America, interstate highway development across cities cut through largely Black and minority neighborhoods and devastated long standing economic, social, spatial, and cultural connections in these communities. Elevated highway Route 65 split the Manchester neighborhood in two and eliminated its once prosperous business corridor on Beaver Avenue. Over decades, the community has responded through multiple means of resilience – organizing, social development, community development, historic housing preservation, environmental improvements, safe places for kids – making Manchester a vibrant, Black community. But the highway remained, most prominent in its cut through the geographic spine of the community.

Today, plans are in place for a re-imaging of Route 65 and what conception of the elevated highway can be and bring to the neighborhood. Highway removal and reconstruction are becoming increasingly common across America, supported by federal funds to deconstruct elevated highways and old infrastructure (Reconnecting Communities and Neighborhoods Grant Program, $185 million; Inflation Reduction Act, $3.2 billion). Here at Pitt, GSPIA and Swanson School of Engineering have contributed to the thinking and process of the highway’s removal through PIA 2705 and Capstones, along with multiple classes and projects at CMU. This Capstone class builds on previous work with Manchester Citizens’ Corp. (MCC) at the Route 65 transformation moves ahead. The class will address key issues of reimagining a business district, such as a Black Wall Street, centered on residents’ long-standing plans, planning and prospects for the business heart of the community.

The specific projects for the class will be determined with MCC and registered students later in the spring. Please contact instructor Sabina Deitrick, [email protected] for additional information.

https://www.transportation.gov/grants/rcnprogram/about-rcp#:~:text=The%20Bipartisan%20Infrastructure%20Law%20(BIL,over%20the%20next%205%20years .       

https://www.pghcitypaper.com/news/north-side-neighborhoods-are-still-scarred-by-the-the-great-wall-of-manchester-23918312     

https://www.usatoday.com/story/opinion/2024/02/22/biden-inflation-reduction-act-black-communities-destroyed-highways/72683374007/     

Professor Michael Lewin, Thursdays 9:00 a.m.–12:00 p.m. This capstone course aims to provide students with a real-world consulting experience in the intersecting fields of international economics and international affairs.  Students will work in teams on issues of direct interest to U.S. Government Agencies (such as the GAO) and/or international financial organizations. Past projects included the analysis of the national security implications for the U.S. of China’s Belt and Road Initiative, the advisability of a Carbon Border Adjustment, and strategic and economic aspects of international trade in global precious metals. Through this course, students will enhance and apply their knowledge and skills to address real-world policy problems and demonstrate mastery of theory and practice. In addition to gaining expertise on international trade, finance and international affairs, students will also gain valuable professional experience and practice key skills such as collaboration, analysis, and communication. The course will culminate in a final presentation and report, showcasing the team's research and findings.

Professor Marcela Gonzalez Rivas , Mondays 12:00–3:00 p.m.

The core objective of this capstone course is two-fold. The first is that the course gives students the experience of working on a “real life problem”. Capstone courses give students the opportunity to apply their expertise and skills to addressing planning or policy problems, usually by working with a local organization, community organization or local government. This type of exercise is essential for students to translate the knowledge they have gained in their programs into practice.

The second objective of the course is to participate in exploratory research on the role of civil society and advocacy organizations on climate justice. Specifically, students will be engaged in exploring the extent to which civil society organizations and social movements in general in Belem, Brazil have access to participate effectively in the climate action agenda.

In this Capstone course, students will work with various climate justice organizations in Brazil, in the context of the COP30 taking place in November 2025 in Belém do Pará, the capital of the state of Pará, located in the fringes of the Amazon’s Forest and river estuary. The COP (Conference of the parties) is the UN Framework Convention on Climate Change. It is a multilateral environmental agreement body of the UN, in which representatives from all governments (the parties) meet yearly to discuss and agree on measures and actions (policy decisions) to address environment challenges.