university of chicago transfer essay

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UChicago Supplemental Essays 2024-25 – Prompts and Advice

July 8, 2024

UChicago has long been known for its “provocative” essay prompts, viewing them as a chance for “students to talk about themselves, their tastes, and their ambitions.” The University of Chicago admissions committee invites you to approach the UChicago supplemental essays with “utter seriousness, complete fancy, or something in between.” While writing this “uncommon essay” sounds like a real lark, we have to keep in mind the sobering facts that UChicago admits just 4% of applicants, and the mid-50% SAT range of those who enroll is 1510-1560. This level of competition places the UChicago essay prompts squarely in the spotlight.

(Want to learn more about How to Get Into UChicago? Visit our blog entitled:  How to Get Into the University of Chicago: Admissions Data and Strategies  for all of the most recent admissions data as well as tips for gaining acceptance.)

When applying to an institution like the University of Chicago that rejects 19 of every 20 applicants, you’ll need to put maximum effort into every area of the application, including the two UChicago supplemental essays. Below are UChicago’s supplemental prompts for the 2024-25 admissions cycle along with our advice for composing a winning essay.

UChicago Essay Prompts – Question 1  (Required)

How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Please address with some specificity your own wishes and how they relate to UChicago.

For the absurd level of uniqueness in the prompt choices in Question #2, Question #1 is as common as they come—the good ol’ “Why Us?” essay, Chicago style!

How to write a winning “Why University of Chicago?” essay

• Specify how you will take advantage of UChicago’s endless resources, both inside and outside of the classroom.
• Cite specific academic programs, professors, research opportunities, internship/externship programs, study abroad programs, student-run organizations, etc.
• Show evidence of how your past/current endeavors will carry over onto the University’s campus community.
• Lastly, note any special talents and passions that you bring to the University of Chicago.

Examples of items to include in a “Why UChicago?” essay

Examples of items that quality “Why UChicago?” essays may touch upon include:

• Two-thirds of UChicago professors live in Hyde Park, making for a particularly cohesive campus.
• 80% of undergrads elect to participate in undergraduate research .
• Additionally, the quarter system allows students to explore a greater number of courses each year in a more in-depth manner.
• 85% of UChicago classes enroll fewer than 25 students.
• The school has 160+ research centers, institutes, and committees.

UChicago Supplemental Essays (Continued)

• Many students win Rhodes, Marshall, and Fulbright Scholarships after graduation.
• The Jeff Metcalf Internship Program also offers 3,500 paid internships.
• UChicago has 450 student organizations .
• The university sponsors 66 study abroad programs in 31 cities ; many include chances to study with UChicago professors around the globe.

Of course, these are just a small sampling of the thousands of possible features that could be part of a successful essay, but we hope this helps your brainstorming session take flight!

Question 2: Extended Essay (Required; Choose one)

Before offering a few words about how one might address each of the following prompts, we want to stress to future UChicago applicants that there is no right way to talk about color-infused expressions, demoted planets, or Fermi estimation problems. What matters is that your response to any of the following prompts demonstrates your excellence and creativity as a writer. If the first five prompts don’t appeal to you, there is no downside in constructing your own via option #6.

University of Chicago Supplemental Essays

Essay option 1.

We’re all familiar with green-eyed envy or feeling blue, but what about being “caught purple-handed”? Or “tickled orange”? Give an old color-infused expression a new hue and tell us what it represents.

An applicant can quite easily take this in a very serious or seriously humorous direction. Our only suggestion is that your rule doesn’t include the phrase, “If it’s yellow, let it mellow.” Or, it can. This is the UChicago supplemental section. Anything goes. Get weird.

Essay Option 2

“Ah, but I was so much older then / I’m younger than that now” – Bob Dylan. In what ways do we become younger as we get older?

As with all UChicago questions, you can take this in a serious or off-the-wall direction. For example, as we get older, many of us need additional physical and/or mental support, similar to young children. Alternatively, we may adopt a “younger” attitude as we get older, perhaps not caring as much about what others think about us, or vowing to live life more spontaneously. Or, you could get a little wild and talk about how the version of yourself in any given photograph will seem younger and younger the older you get. Overall, if ruminating on Bob Dylan lyrics appeals to you, knock yourself out. If not, keep moving down the list of prompts…

Essay Option 3

Pluto, the demoted planet. Ophiuchus, the thirteenth Zodiac. Andy Murray, the fourth to tennis’s Big Three. Every grouping has something that doesn’t quite fit in. Tell us about a group and its unofficial member, why (or why not) should it be excluded?

A few years back, UChicago offered a prompt for imagining that the moon was made of cheese or Neptune from soap. To that prompt, we advised that it didn’t matter if you wrote about a quasar made of Jergens Enriching Shea Butter or Jupiter’s moons constructed from Bored Ape NFTs—your imagination and writing ability are what matters here. The latter half of that advice remains applicable to this prompt. There are an endless number of interesting groups that may be worth unpacking, so if you happen to have one in mind, go wild. The explanation will be far more important than the group itself.

Essay Option 4

“Daddy-o”, “Far Out”, “Gnarly”: the list of slang terms goes on and on. Sadly, most of these aren’t so “fly” anymore – “as if!” Name an outdated slang from any decade or language that you’d bring back and explain why you totally “dig it.”

If you, as a ridiculously busy applicant, have time to spare, this is a pretty fun prompt to ponder. The only downside is that—since this is so specific— you may not be able to reuse your composition for any other college to which you are applying. That said, if you’ve always felt called to muse about the near-constant use of “Booyah” in the ’90s or reflect on a Spanish slang word from the 70s that your grandmother still says on a regular basis, your day has come.

Essay Option 5

How many piano tuners are there in Chicago? What is the total length of chalk used by UChicago professors in a year? How many pages of books are in the Regenstein Library? These questions are among a class of estimation problems named after University of Chicago physicist Enrico Fermi. Create your own Fermi estimation problem, give it your best answer, and show us how you got there.

This essay affords applicants a chance to flex their intellectual muscles and show off a talent for navigating complex answers. As illustrated in the built-in examples, the estimation problems may be straightforward (number of book pages in a library) or zany (total length of chalk used in a year). Your explanation of how you arrived at your answer is where the real creativity comes in.

Essay Option 6

And, as always… the classic choose your own adventure option! In the spirit of adventurous inquiry, choose one of our past prompts (or create a question of your own). Be original, creative, thought provoking. Draw on your best qualities as a writer, thinker, visionary, social critic, sage, citizen of the world, or future citizen of the University of Chicago; take a little risk, and have fun!

If you elect to go with an archived prompt, you can locate some past entries around the internet such as here and here . There are also a number of past prompts listed directly on the UChicago admissions website . A good number of applicants we have worked with avail themselves of the flexibility offered by this restriction-free offering.

How important are the UChicago essay prompts?

The University of Chicago lists six factors as being “very important” to the admissions committee and the essays are among them. In addition to the essays, UChicago most heavily weighs the rigor of your secondary school record, recommendations, extracurricular activities, talent/ability, and character/personal qualities. Clearly, the Common App and supplemental essays are among the most important considerations for the University of Chicago in its decision-making process.

UChicago Supplemental Essays – Personalized Assistance

Lastly, if you are interested in working with one of College Transitions’ experienced and knowledgeable essay coaches as you craft your UChicago supplemental essays, we encourage you to get a quote  today.

Ready to start working on your essays? You might consider checking out the following:

• Common App Essay Prompts
• 10 Instructive Common App Essay Examples
• College Application Essay Topics to Avoid
• How to Brainstorm a College Essay
• 25 Inspiring College Essay Topics
• “Why This College?” Essay Examples
• How to Write the Community Essay
• College Essay

Dave Bergman

Dave has over a decade of professional experience that includes work as a teacher, high school administrator, college professor, and independent educational consultant. He is a co-author of the books The Enlightened College Applicant (Rowman & Littlefield, 2016) and Colleges Worth Your Money (Rowman & Littlefield, 2020).

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UChicago Essay Examples (And Why They Worked)

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

For more help with your UChicago supplemental essays, check out our UChicago 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.

Question 1 (Required; Choose one) How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Please address with some specificity your own wishes and how they relate to UChicago.

When I visited UChicago, a friend invited me to step into her Comparative Literature class: Monstrosity and the Monstrous. Desperate for refuge from the cold (as a Bay Area resident, I hadn’t packed for the Chicago winter), I quickly obliged. I expected to silently observe, but when I mentioned that I’d read Antigone , her professor was thrilled–he immediately invited me into the discussion. For an hour and a half, we weighed the pros and cons of civil disobedience: did Antigone’s actions permanently destabilize Thebes, and in the modern day, when does protesting against a government cross the line? Was Antigone justified in interpreting the will of the gods? And, if so, would Sophocles support pardoning well-intentioned criminals? Beyond the enthralling analysis of the play, I was captivated by the spirit of UChicago: a campus that invites everyone (including a loitering high school student) to contribute and develop their ideas.

Now, it’s surreal to imagine taking “The Economics of Crime” from someone as renowned as Professor Levitt (I’ve been a fan since reading Freakonomics ) and staying after class to clarify the finer points of the latest Freakonomics podcast (I particularly enjoyed “Speak Softly and Carry Big Data,” on using data analysis to perfect foreign policy decisions). I hope to add to UChicago’s legacy of pushing the boundaries of our economic understanding by participating in undergraduate research, and perhaps put my findings to use through crafting social policy for the Harris School’s Public Policy Practicum. Prior to graduating, I’ll sample tastes of future careers through the Fried Public Policy and Service Program or the Trott Business Program. Simultaneously, as someone who enjoys conversing and respectfully challenging ideas, I look forward to immersing myself in the Core Curriculum and obtaining a strong foundation of knowledge. Above all, I appreciate that UChicago teaches students how to think, encourages dialogue, and prompts students to question norms.

Beyond an unparalleled education, UChicago boasts an incredible student body. Whether it’s over $1 milkshakes, at a desk beneath the stunning glass dome of the Mansueto library, or over a game of pick-up basketball, students at UChicago have a reputation for cultivating the most interesting conversations, both miscellaneous and profound. I hope that culture will only intensify within groups like the student government, Muslim Student Association, or the (undefeated) Model United Nations team. Though I look forward to Scav, the prospect of another scavenger hunt is even more enticing; over the next four years, my peers and I will discover the impact we intend to have on the world. Whether I end up delving into politics, finance, or the nonprofit sector, I know UChicago will guide me through that process–more importantly, as a member of a campus of visionaries, I hope to learn how I’ll change any field I enter. I look forward to four life-changing years–this time, with a warm winter coat.

Why this UChicago essay worked, from an ex-admissions officer

The author of this essay did a great job highlighting their familiarity with the faculty’s research and the university’s traditions. In doing so, admissions officers know that this student conducted the necessary research and is not solely interested in the university based on its rankings and reputation but rather the intangibles- the things that set UChicago apart, from other colleges/universities.

A few days ago, I had the pleasure of visiting UChicago’s campus. What I found was exactly what I’d hoped for: an absurdly specific and drawn-out debate over which poem was better, The Iliad, or The Odyssey.

It happened in a dorm. After my official tour, a good friend of mine, Lizzie, who I’d met two summers ago on a writer’s retreat offered to show me around campus. The insider tour: coveted by many, enjoyed by few. As we were leaving the common space on her floor in Max P., we were discussing our respective class schedules. We came to find that we were doing similar coursework with regard to Classical studies, and with a simple groan at my mention of the adventures of Achilles in Ilion, the battle began.

Quickly, I found myself drawing my spear—the initial jab: “The portrayal of Odysseus in The Odyssey is lackluster and inconsistent with prior descriptions at best.”

She dodged, “Maybe, but The Iliad is just a bunch of gore. I want a real story.” The phalanxes were starting to form; war cries echoing, bouncing off doors which held the empty beds of students wintering at Mansueto, I stopped.

“Listen,” I said, with a ring reminiscent of a sword being gloriously drawn from its sheath. “Homer may not have even been the mind behind much of The Odyssey . On top of that, how do you reconcile Odysseus’ supposed military genius spanning ten years with his seemingly cavalier attitude towards his men’s safety on the voyage home?” In turn, she threw her arms up with a sigh of exasperation—a shield, a deflection.

“Maybe, but Achilles’ melodramatic fits aren’t worth reading. If I wanted to witness overwrought pouting, I’d go find a four-year-old. Besides, an inconsistency doesn’t damn a story to the pits of inadequacy.”

Round and round we went, like Achilles and Hector around the city of Ilion, neither of us gaining an inch, and neither of us drawing nearer escape. But then, for us, escape wasn’t the point, was it? It was the chase. The Iliad would have been far less exciting had Achilles settled for glory, fought for Agamemnon, and killed Hector immediately. Likewise, The Odyssey is nothing but a story of a journey, and therefore wouldn’t have a leg to stand on without the chase. From my point of view, this is what UChicago is all about—the chase; the journey—the questions asked and examined, not only those answered. Lizzie and I never came to a conclusion about which poem is better (thankfully we could agree that The Aeneid was objectively well written, and well told), but we had a riveting, impassioned conversation on a dime. My favorite part of this? It happened on the way to her Physics discussion.

That’s why I love UChicago; this is what I crave. The perpetual hall pass to unapologetically geek out with fellow cats whom curiosity didn’t kill, but strengthened. To walk by the chapel, and hear the bells playing Kiss the Girl, to sit in the Reading Room and write, to marvel at the marketing genius behind the naming of Grounds of Being ; to have conversations with poetry nerds, language lovers, people who can rant about the beauty of the C7 chord or the curvature of a parabolic function. I can only see myself in a place that emphasizes interdisciplinary studies, that offers a slew of majors, minors, and career courses—that not just allows, but encourages exploration—that finds its students discussing Homer on the way to a physics class. I would not be able to function without the camaraderie that comes with the $1 shake, or the friendships born of mutual vitriol at the notion of their disappearance. This community is not tied, but melded together—one that challenges, one that nips stagnancy in the bud. So, paint me maroon and point me towards Axelrod; I’m ready to join this Odyssey-loving, manhole-cover-thieving, Royal Tenenbaum-esque family.

In this essay, the writer connected her seemingly random conversation with a friend to the interdisciplinary focus of the university and the ways in which, others challenge her views. Oftentimes, when we think of a college education- there is so much focus on the rankings, reputation, and major, career opportunities, return on investments, and salary– all of which, are very important; however, one could argue that that true purpose of college is to challenge yourself, to step outside of your comfort zone, meet new people and challenge others as well. This writer understands those values are paramount to an education at UChicago. The admissions officer reading this essay, knows this student will thrive at UChicago, but most importantly, this student will leave UChicago in a better place than where they found it by challenging those around them.

Question 2: Extended Essay (Required; Choose one)

Editor’s Note: The UChicago supplemental essays change each year, as the University is known to reach out to newly admitted and current students for essay prompts. These are examples of previous successful approaches to essay prompts.

2017-2018 UChicago Essay Prompt

What’s your armor.

I won’t knock on wood for luck if the wood isn’t demonstrably pure as the waters of the Piscine Molitor. When I say I won’t, I don’t mean that I will knock on a table, or a bench occasionally through gritted teeth if I’m in dire need of cosmic intervention, no, I mean I will not, under any circumstance, on a train, a plane, or even in Spain, knock on anything other than natural, uncoated in any way, wood. I recognize the scientific irrationality, not just of superstitions, but of being picking nits within a particular superstition. I have my reasons.

Two years ago, while scrolling through my Instagram feed, I stumbled across a disconcerting “fact” that probably wasn’t a fact . The post asserted that more than ninety-percent of all wooden tables, benches, chairs, etc are not, in fact, strictly wooden. Rather, they are a mix of synthetic materials and wood. Granted, in most cases, the synthetic is likely just a coat of protective varnish, but you see, that tarnishes the product for the superstitious. It was a moment of earth-shattering ramifications. In a matter of three seconds, I questioned every bit of trust I’d ever placed in the universe. It all seemed futile, meaningless. Now, I’m not knocking on wood, I’m knocking on wood that has been coated once, twice, ninety-six times with preservative varnish. At that point, it’s just a synthetic graveyard with a foundation of wood. There is no luck to be found in an ungodly cemetery of bones like that. I might as well knock on glass, or grass, or a plastic container. It surpasses trivial in the scheme of things, but imagine I were to have something especially important looming, something that has the potential to frame the context of the rest of my life, something like college applications. Why would I take a chance on something that merely resembles pure wood for luck? I wouldn’t. I’d run straight outside, find the nearest tree (the only real guarantee), and knock until my knuckles resembled shredded calf-liver. It’s really not worth the risk.

Why does it even matter, though? Who, and/or what enforces frivolous matters like outdated pseudo-religious compulsions? I like to imagine that there is a being in charge of each superstition, both the common and obscure. The Being of Repetition would oversee all attempts to cheat one’s destiny by uttering a word thirty-seven times, the Being of Self-Induced Discomfort would superintend those who hold their breath while they cross bridges or drive past cemeteries, and the Being of Sylvan Knocks would assure that not a single soul who bops their knuckles on a tarnished, synthetic-wood abomination receives their prize of favor. This being watches and keeps tabs on those foolish enough to put their faith in the preternatural equivalent of fool’s gold, and shames them by leaving their worlds deservedly unaltered. However, those who are devoted enough to search out the nearest tree and give it a few raps for good measure, will find magnificent rewards from their generous karmic sugar daddy. Call me a purist, call me ridiculous, but I’m convinced that this is the indisputable truth.

So convinced, in fact, that those closest to me have picked up on my idiosyncratic neurosis. I’ve been lucky enough to enjoy the friendship of observant souls, one of whom, named Jack, happens to be a skilled woodworker. Upon confessing to him my cognitive dissonance of being vehemently non-superstitious, while also controlled like a marionette by this irrational belief, he took it upon himself to, at the very least, ease the inconvenience of finding a tree in my panic. He gave me a teardrop-shaped, knuckle-sized piece of pure wood. Not just that, but he put a small hole in it so that it would fit on my keychain. I carry it everywhere. I give it a little knock every now and then just for the extra luck. Knowing that no matter the place, no matter the scenario, I’m always in the good graces of the Being of Sylvan Knocks means that I never again have to add “find a tree” to my mental to-do list. It means release—means freedom.

Maybe one day I’ll get over my manneristic malady, but until that day comes, I’ll keep carrying my teardrop everywhere I go, and hope that Jack never tells me that my charm is anything less than Piscine pure, unadulterated luck. Knock on wood, right?

2013-2014 UChicago Essay Prompt:

The mantis shrimp can perceive both polarized light and multispectral images; they have the most complex eyes in the animal kingdom. human eyes have color receptors for three colors (red, green, and blue); the mantis shrimp has receptors for sixteen types of color, enabling them to see a spectrum far beyond the capacity of the human brain. seriously, how cool is the mantis shrimp:  mantisshrimp.uchicago.edu . what might they be able to see that we cannot what are we missing.

The red and purple hues of the sunset warm the chilly summer evening; the soft pastels blend perfectly under my fingers to emanate the photograph; each Van Gogh and Renoir mesmerize me as I creep through the brightly lit museum. Photographs and paintings capture the beauty that we see with our eyes. Our almighty sense of sight allows us to be immersed by the extraordinary, but at the same time, it hinders us.

Although breath-taking to witness, the mantis shrimp, majestic as a unicorn or narwhal from the outside, relates more closely to a soul-sucking dementor. Its mighty claws enable it to chomp nearby prey instantaneously. Is it possible that the violent behavior of a mantis shrimp is related in someway to its heightened abilities of sight?

Segregation, discrimination, isolation; so many “tion”s can be attributed to our sense of vision. In elementary school, the concept of being popular is already engrained in our minds. As a first grader, I got my first glimpse of this when a girl was forced to tell her best friend that they couldn’t hang out anymore because she “wasn’t cool enough.” And what deems someone to be popular? Of course, attitude and self-confidence are key, but popularity is equally derived from having the newest backpack and sparkly shoes that light up with each step. In the 1940s, having “the look” meant blonde hair and blue eyes with the emanating threat of concentration camps and execution. America, the land of the free, cannot forget its very own history of segregation that nearly split the nation in two. People were belittled and harassed due to the color of their skin. Throughout history, mankind has associated superiority with skin color and race. Our sense of sight has limited us oftentimes to fixate on seeing instead of understanding.

The kaleidoscopic exoskeleton of the mantis shrimp indicates its very own evolutionary emphasis on beauty. Why else would one attempt to look so radiant if not to mate and produce heirs? I would probably be pretty picky too if I had such a powerful pair of eyes—fixating on each segment, each tentacle, each antenna. Over the centuries, the selectivity of the mantis shrimp possibly eliminated less attractive members from the gene pool. It never thought “Oh well, maybe she has a nice personality and a good sense of humor.” In a world of plastic Barbie dolls and glossy magazine covers, I would hate to see an even greater emphasis on aesthetics.

As a child, I read A Wrinkle in Time and journeyed to the planet Ixchel where Madeline L’Engle’s fictional character Meg tries to explain the concept of seeing to a creature with no eyes. In response the beast states, “We do not know what things look like, as you say… We know what things are like. It must be a very limiting thing, this seeing.” As a child, I pondered the difficultly of explaining sight to someone incapable of it and all the words that a person wouldn’t understand—light, dark, colors, shades. When I initially read this prompt about the mantis shrimp, I was reminded of this passage. The difficulty of imagining all that the mantis shrimp can see is possibly just as difficult as it is for someone who is blind to imagine the red of a robin’s belly, the illustrious light blue sky, or the shades of skin tones. I was originally perplexed by the idea that seeing can be “a very limiting thing.” Over half a decade later, as I reread Madeline L’Engle’s words, I find the truth in this phrase. We do not need sight. It is convenient being able to color coordinate files and match shoes with shirts, but the ability to see can often overpower our other senses. We judge and make first impressions by the way a person dresses, often neglecting what that person says or thinks or knows.

Perhaps the mantis shrimp’s eyes allow it to see further than our color spectrum, into infrared, ultraviolet, or radio waves. Maybe this allows it to see its predators inching closer before they devise an attack. The shrimp’s vision could possibly replace its sense of feeling and hearing—observing sound waves in the wavy, salty sea or having thermal imaging abilities. However, the extent to its abilities is far greater than we can perceive. It would be impossible to imagine the full capabilities of the mantis shrimp without having a “Freaky Friday” moment and switching brains. As humans, we have become too accustomed to our perception of superiority that it is difficult to imagine abilities greater than our own. What we lack, we attempt to compensate for with technology and scientific advancements. We have escaped the mentality of our cavemen and cavewomen ancestors—scavenging for food and hiding from predators. Machine guns and others weapons of mass destruction have given humans the mindset that we are on the top of the food chain.

The short novel Flatland by Edwin A. Abbott was enforced upon my Geometry class over spring break. Although initially a lesson about the multiple dimensions, Flatland also explores the challenge of explaining higher realms to those who cannot experience it. The king of Pointland is so narrow-minded and insular that he refuses to believe that there are objects larger than he is. When confronted with a square, all he sees is another point. As humans, our abilities are limited as well. We do not have the innate skills of the mantis shrimp with its sixteen receptors; however, centuries of innovation have made us inept to fully perceive the skills we are incapable of.

The mantis shrimp can see a greater spectrum of rays and waves and possibly some great unknown, but perhaps, it is better that its abilities remain a mystery. At this time, we are probably not ready for such visual capabilities; our current ones have already proven to be overbearing. Maybe the best things in life are not meant to be seen because they must be felt or understood.

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

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University of Chicago Transfer Acceptance Rate, GPA, and Requirements

The University of Chicago is a school for the city life, which is no surprise considering it is located in the third most populous city in the US. 

As a people-focused university, UChicago has a commitment to providing an education that is accessible and that creates leaders who give back to their communities. 

UChicago is also known for being an urban research university; as such, students are able to conduct research that is about and for the city. 

Students will be able to be part of a range of institutes that are involved in urban initiatives, including The University of Chicago Civic Engagement, The University of Chicago Harris Public Policy, The University of Chicago Division of the Social Sciences, and more. 

Past and present home to excellence, including Nobel Laureates, Pulitzer Prize Winners, Rhodes Scholars, MacArthur Fellows, and even former President of the United States – Barack Obama – UChicago attracts and produces students and faculty of the highest caliber. 

For transfer students looking to switch to UChicago, they will find an application process that is intensive. That said, the effort and time is worth the chance to be part of UChicago’s tradition of social change and opportunity.   

Below is the basic information that transfer students will need to start their application process. To learn more, students should visit the University of Chicago admissions information page .

University of Chicago Transfer Acceptance Rate & GPA

The transfer acceptance rate at the University of Chicago is 5% .

There is no GPA requirement for UChicago’s admission process, but students will need to prove their academic record through submitting a high school transcript, all college transcripts, and two teacher evaluations. Most students who successfully transfer to Chicago have outstanding GPAs, however.

In addition, students who want to be considered a transfer will need to have completed one full-time term of college outside of high school. 

To complete the application process, students have to fill out the Coalition Application, complete the University of Chicago Supplement essays, the transfer-specific essay, pay the $75 application fee if students aren’t applying for need-based aid, and finally create a UChicago student account. 

Students can take comfort in the fact that they will not be required to submit SAT/ACT scores.    

UChicago throws one more curveball at students in the application process by having them decide between two application paths. 

Students who are sold on attending UChicago have the option to apply for the Early Decision deadline. 

For those who are looking at multiple options and need time to compare offers of acceptance, they have the ability to do the Rolling Decision. Both have a different deadline for submission.

University of Chicago University Transfer Deadline

For the Transfer Early Decision application route, students need to have all documents in by February 10 th . 

As noted above, deciding to pursue early decision is a binding process. This means that if accepted, a student is obligated to attend the university. 

For this application process, students will also need to submit an additional document called the Transfer Early Decision Agreement. 

Students who want to keep their options open can opt for the Rolling Decision application route which has a priority deadline of March 1 st . 

Technically the application will stay open after the 1 st , but students have the best chance of getting in if they submit early.

What is the Decision Date for UChicago Transfers?

For those who apply for the Transfer Early Decision, they will hear back on a decision by Mid-March, with a confirmation deadline of Mid-April. 

Those who are doing the Rolling Decision will hear back in early April and be required to respond by June 5 th .

Deciding Whether You Should Transfer to University of Chicago 

The University of Chicago is a good choice for any student, so the decision for transfers isn’t about whether UChicago is a ‘good choice’; the decision is more about whether this is a choice that fits a student’s goals and financial needs, and interests. 

A UChicago blog post entitled Advice for Prospective Transfer Applicants confirms this idea of seeking to understand the individual needs of a student and how they align with what the university has to offer. 

The writer lists some of the most important things that a transfer can do: learn about the university’s credit transfer policies, learn more about the university through virtual and on-campus tours, and ultimately craft strong admissions essays. 

In other words, transfer students should put their research skills to work by exploring the inner workings of the school so they can gain the right information to make the choice that makes sense for them. 

Outside of the blog articles advice, there are many ways to do this research process. Below are some ideas for where students can poke around to learn more about UChicago.

Social Media

This may seem obvious, but many students explore a university’s website and miss looking into a wide variety of other social media sources. By exploring Twitter feeds, Instagram stories, TikTock trends, Facebook events, and even LinkedIn connections students can learn a lot about the kind of messages a university is sending about its students and on-campus culture.

The School Newspaper

Student run newspapers and blogs have some of the best insider information about a university. Besides looking through the latest edition to see the most up-to-date news, students should look back at previous editions that were released during significant social events. By looking back, prospective students will get a small window into how the university has handled tough issues in the news and on-campus.

So many universities now have faculty and student-run podcasts that cover sports, current events, admissions, and even research methods. 

At UChicago, the school has a podcast series all about navigating admissions. Being able to listen will give students the chance to find out more about UChicago on the run if they are finding it hard to sit down and look through a lot of online information. 

Virtual Events 

In the age of advanced technology, universities have adapted to online methods of learning, community, and recruitment. Whether it is giving students VR tours of campus or offering Zoom Information sessions with admissions counselors, students don’t even have to leave the comfort of home to experience life and academics at UChicago. 

RECAP: How to Apply As a Transfer Student to University of Chicago 

Determine Eligibility and Pick a Date 

The first thing a transfer student needs to do is determine their eligibility. Eligibility hangs most heavily on how many credits a student has already taken at their former or current school. For UChicago, a transfer student is someone who has completed at least one full-time term. 

Once a student has established their eligibility, they will need to consider when and how they want to apply to UChicago. Those who know for sure that the university is the school they want to attend can apply for the Early Decision deadline on February 10 th . Choosing this path means that students are making a binding decision to attend UChicago if they are admitted. 

For students who would like to keep their options open, they can apply for the Rolling Decision. Priority deadline is March 1 st , but the application will stay open even after the March 1 st deadline.

Collecting all the Information 

It’s no secret that UChicago requires a lot of documentation. Students will be able to skip submitting SAT/ACT scores and don’t need to meet a specific GPA requirement, but they will have to work to show their academic qualifications. 

The application materials for UChicago includes a high school transcript, all college transcripts, two teacher evaluations, the Chicago Supplement essays, the transfer essay, and the Coalition Application. Students who have applied for need-based aid will be exempt from paying the $75 application fee.

For students who are applying for the Early Decision deadline, they will also need to submit a Transfer Early Decision Agreement. Finally, apart from all the application information, the university requires students to set up a UChicago student account to keep track of their application status. 

Hearing Back 

The deadline for hearing back about a decision will depend on the application path a student picks. Students who are Early Decision will know by Mid-March if they have been accepted. Those who choose to do the Rolling Decision will know by early April.

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University of Chicago 2021-22 Supplemental Essay Prompt Guide

Regular Decision: 

University of Chicago 2021-22 Application Essay Question Explanations

The Requirements: 2 essays of 1-2 pages each

Supplemental Essay Type(s): Why , Oddball

This is it, the infamous U Chicago supplemental application. These quirky prompts have been a rite of passage for generations of applicants. So before you dive in, just remember that if they could do it, so can you! Your goal in writing your Chicago extended essay should be the same as ever: to reveal something new to admissions. It might even help to have a few ideas in mind before reading through your options. These prompts are so specific and strange that, in the end, the key is just to follow your instincts. What speaks to you right away? What inspires you?

Question 1 (Required)

How does the university of chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future please address with some specificity your own wishes and how they relate to uchicago..

Think of this run-of-the-mill why essay as the overture to your magnum opus (i.e. the Extended Essay). Chicago wants you to cover all the bases – “learning, community, and future” – so as with any why essay, you’d best buckle down and do your homework. The more specific details you can incorporate into your essay, the more sincere and personal it will feel (and be!). Explore both academic and extracurricular opportunities. How will you pursue your interest in oceanography? With a major in biology and a semester in Australia? What research opportunities will you pursue? Will joining the club crew team help you feel more connected to aquatic life despite your midwest location? One thing you won’t find on the school website, though, is that third piece, that “future” thing. Think about where you’d like to be five or ten years from now – your career or the impact you’d like to have or even just a geographic location. How will a U Chicago education help you get there? How will your scholarly and social pursuits help you grow? Show admissions how U Chicago is the bridge between the person you are and the person you hope to be.

Question 2: Extended Essay (Required; Choose one)

Essay option 1, what if the moon were made of cheese or neptune made of soap pick a celestial object, reimagine its material composition, and explore the implications. feel free to explore the realms of physics, philosophy, fantasy…the sky is the limit.

—Inspired by Tate Flicker, Class of 2025

Your answer to this prompt should ultimately speak to your passions. Maybe Jupiter is made up entirely of salt water because you can’t think of anything cooler than alien sharks (and you’re an aspiring marine biologist). Perhaps Saturn is made up of string because you recently discovered a love for knitting and you would take full advantage of this bountiful new resource. If Pluto is made up of trampolines, would you take your love of gymnastics to new heights? (We’re too punny!)

Whatever the celestial object is made of, it has to link to some kind of story or revelation about yourself. You need to know what you’re choosing, why you’re choosing it, and how it relates to something about you that admissions doesn’t yet know.

Essay Option 2

What’s so easy about pie.

—Inspired by Arjun Kalia, Class of 2025

You could take this prompt as face value and literally write about pie. Maybe you’re a novice baker or pie serves as the centerpiece of all of your family reunions. Does pie smooth out  social interactions with your relatives? (Who can question you about your career path and life goals when they have a mouthful of delicious pumpkin pie in their mouth?!) 

On the other hand, maybe this prompt isn’t about pie at all. Or, if it is, perhaps you don’t think there’s anything easy about pie. This prompt can be interpreted in a hundred different ways. The extent to which you can push this open-ended question is virtually limitless. Admissions is looking to see how you think, process, and approach. So, flex your imaginative muscles and take the metaphor off a cliff (in a good way). In the end, if this prompt doesn’t speak to you, don’t worry, there are plenty of others to choose from!

Essay Option 3

In homer’s iliad, helen had a “face that launched a thousand ships.” a millihelen, then, measures the beauty needed to launch one ship. the sagan unit is used to denote any large quantity (in place of “billions and billions”). a new york minute measures the period of time between a traffic light turning green and the cab behind you honking. invent a new unit of measurement. how is it derived how is it used what are its equivalents.

—Inspired by Carina Kane, Class of 2024, and Ishaan Goel, Class of 2025

This question can be reflective of so many aspects of your life. It can refer to a subject that you enjoy studying, a place that is important to you, or a hobby you’ve invested a lot of time into. This prompt is meant for fun, so don’t hesitate to tap into your comedian side or engage in wordplay. Are the hours between dinner and twilight the “construction-zone,” as you try makeup tutorials in your free time? (Repurposed phrases are encouraged!) If this prompt appeals to you, your answer will become abundantly clear. What do you want admissions to know about you? You can make almost any topic work for this prompt, so long as you have the proper segue.

We here at CEA have a different definition of a New York Minute, which is the time it takes a New Yorker to mute the monitor in the backseat after getting into a cab. If we were responding to this prompt, we might explore what it’s like to grow up in a city filled with distractions or what it’s like to be part of a super fast-paced environment. 

The new unit of measurement you invent could be the octave your mom manages to reach when breaking into one of her hyena laughs (her “wild-note”), or the force in which your dog is able to wag his tail and knock over literally everything (the “demolition-wag”). Let your mind wander and see what comes up for you!

Essay Option 4

“there is no such thing as a new idea” – mark twain. are any pieces of art, literature, philosophy, or technology truly original, or just a different combination of old ideas pick something, anything (besides yourself), and explain why it is, or is not, original..

—Inspired by Haina Lu, Class of 2022

This prompt is for all the creatives out there. Like the rest of the University of Chicago’s prompts, it doesn’t really matter which side you take, so long as you’re using the prompt to write about something that is important to you. Maybe you want to write about recent social justice movements like Black Lives Matter or #MeToo . Are they introducing new ideas? Not necessarily. Does that mean they’re not important for us to engage with and pay attention to? Absolutely not. 

You can also argue that everything is new. Sure, every piece of music is composed of the same notes, but those notes can be arranged in an infinite number of ways, evoking joy with that classic G-major and melancholy with those minor keys. You could argue that, every time you play a song, it’s for the first time because it will never be played exactly the same way twice. Or you could argue that ideas are reflective of the times in which they are introduced, and thus, they’re always brand new because they’re explored through the lens of a new chapter in history. If this prompt calls to you, follow the sound, and we’re sure you’ll come up with something great (and maybe even new)!

Essay Option 5

It’s said that history repeats itself. but what about other disciplines choose another field (chemistry, philosophy, etc.) and explain how it repeats itself. explain how it repeats itself..

—Inspired by Ori Brian, AB’19

This prompt serves you with a fun, creative way to nerd out about an intellectual interest of yours. However, what you choose to focus on doesn’t have to be something related to your major or long-term goals; it can just show admissions that you’re multifaceted and think about things creatively.

Maybe you’re a music-lover and want to write about how lyrics or choruses repeat themselves. Or, perhaps, you’re an avid reader and you’ve read or seen the plot of Pride and Prejudice at least seven times (each time with a different title and new characters, despite being the same storyline). Maybe you’re a science geek and want to talk about asexual bacteria and how it replicates/repeats itself all the time. So long as you’re having fun while responding to this prompt, you’re doing it right!

Essay Option 6

In the spirit of adventurous inquiry (and with the encouragement of one of our current students) choose one of our past prompts (or create a question of your own). be original, creative, thought provoking. draw on your best qualities as a writer, thinker, visionary, social critic, sage, citizen of the world, or future citizen of the university of chicago; take a little risk, and have fun.

We love all the prompts from the past —there are so many quirky ones! If this year’s questions aren’t inspiring you, don’t be afraid to peruse the archives to find one that stands out to you. If you belong at UChicago, there is no doubt you will find a prompt that sparks a story within you. 

We’d also like to note that this is a great opportunity for recycling essays. If you wrote a strong longform essay for another school, see if any of the old prompts work in your favor, or make up your own question custom-built for your essay. Good luck! 😊

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2 Great UChicago Essay Examples

UChicago is famous —or shall we say infamous—for their highly-quirky essay prompts. In previous years, students have been tasked with mind-boggling questions like “Find X,” or “A hot dog might be a sandwich, and cereal might be a soup, but is a __ a __?”

These essays may seem silly, but they invite students to share their personalities and perspectives as fully as they wish. UChicago is looking for creative thinkers, and these essays help them distinguish the “kind” of applicant they want. After all, most applicants will have stellar grades and test scores, so these essays are your chance to stand out and beat the odds of the very low acceptance rate.

UChicago requires two essays—one that is a typical “ Why This College? ” prompt, and the other, your choice among seven zany prompts. The seventh option actually allows you to make your own prompt, or pick one from previous years.

In this post, we’ll go over some strong UChicago essay examples from real applicants and share what they did well and what could be improved.

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 UChicago essay breakdown to get a comprehensive overview of this year’s supplemental prompts. 

Essay Example #1

Prompt: “There is no such thing as a new idea” – Mark Twain. Are any pieces of art, literature, philosophy, or technology truly original, or just a different combination of old ideas? Pick something, anything (besides yourself), and explain why it is, or is not, original.

As I entered the bare-walled room, I could see the sky was painted blue through the tinted windows. It was my first day in my new high school where I’d have to spend the next two years. I wanted to make new friends.

I started walking towards a boy, introduced myself and exchanged pleasantries. After a few minutes of conversation, the topic of music came up and I introduced him to my love for the iconic classical ambient hit ‘Clair de Lune’. He put on my headphones, the song started playing, and he was amazed by the music’s ethereal, mellow, and serene chords. Or so I thought.

You know that awkward feeling when you show a funny video to your friends and nobody laughs? It was equivalent to that.

As days passed, I started noticing everyone was only listening to the loud pounds of the bass, the buzz saw synths, the crispy hi-hats, and every other element found in Electronic Dance Music, also known as EDM. Realizing that people in my school didn’t like Clair de Lune because they were emotionally invested in only the EDM genre, I had an idea– “What if I create an EDM remix of Clair de Lune to reach out to the audience of both genres?”

I tried to understand what the composer was trying to express through his composition and attempted to create an impression of the classical piece. The main challenge was to add musical elements from relatively two of the most unconventional music genres– Classical and EDM. Incorporating the rich and sometimes heart-wrenching chord structure of Clair de Lune to the multiple layers of EDM saw synths, I adjusted the volume of my instruments to the intensities with which the notes needed to be played and panned the sound in different directions to set the appropriate ambiance.

A few weeks later, I uploaded my work to the various Discord music servers that I am a part of with shaky hands. Nervous of what people might interpret my work to be, I awaited the replies I would receive. The server was filled with users from North America, and since I was in India, I realized that most people weren’t active at midnight when I uploaded my mix. I called it a night and went to sleep. When I woke up, my inbox was flooded with a mix of appreciations and suggestions. The users from the server really liked my idea and it went on to become a weekly competition where everyone would try to incorporate multiple genres into one song. I also made my classmates listen to the mix and later made friends who were interested in music production.

Music has constantly been transcending and bridging different identities cross-culturally through the fusion of genres. The key lies in capturing the emotions and the structure linked to the song, but most importantly, working to understand diverse cultures.

This raises a critical question– are the genres we listen to now truly unique on their own or just a complex amalgam of countless genres throughout history? The answer is that it depends on how experienced an artist is at the art of impression. Honoring instead of degrading, studying instead of skimming, crediting instead of plagiarizing, and transforming instead of imitating will lead an artist to a remix instead of a rip-off. As an artist keeps repeating this process, they’ll make unique decisions– maybe they’ll add an inimitable form of reverb on the synth or include a cymbal crash in their alien music structure. Regardless, those small changes and preferences– in the long run– will amount to a magnitude of alteration in style and develop a completely new identity for an artist. This is when the art practically becomes original while bearing into itself countless unoriginal remixes and impressions of different songs, artists, and genres.

What This Essay Did Well

This essay is a great example of taking a prompt that seemingly has nothing to do with the student on the surface and turning it into an exposé of the student’s personality and interests. The point of every college essay is to reveal who you are, so even when the prompt asks for something unrelated like a piece of art or technology, the ability to tie that back to you is key.

The reader is taken on a journey from seeing the defeat this student felt when no one liked their music taste, to their determination to produce a remix, to the success and positive impact caused by their creativity. Having a well-defined beginning, middle, and end creates a good pace and makes it easy to follow.

Another positive aspect of this essay is the way the student describes music and their process. When you write about your hobbies or interests in an essay, your passion, as well as your expertise, should shine through. The reader can clearly tell this student cares about musical motifs and sound mixing through their description of classical and EDM music, but they also demonstrate their knowledge in this area by explaining the steps they took to produce a remix.

What Could Be Improved

While this student did a great job of turning this prompt into a story about themselves, a definitive answer to the prompt fell through the cracks. After an entire essay focused on them, the student generalized in the last paragraph in an attempt to answer the prompt. The result was an essay that ended on a good note, but didn’t leave the reader with a final impression of the student.

To make sure the ending was as strong as other parts of the essay and that there was a concrete answer to the prompt, this student should have tied the lessons they learned through their experience into their perspective on originality.

For example, they could have decided there’s no such thing as originality because even when they were developing their remix they relied on known aspects of music to recreate genres. On the flip side, they could have concluded that of course there are new ideas because even though they had influences, the comments on the Discord server said they had created something no one had ever seen before. 

It’s okay to take a stance in a prompt like this one. You aren’t being evaluated on whether you picked the “right” answer because there is no right answer. The important part is to connect the answer back to the rest of the essay, and thus emphasize how the answer relates to you.

Essay Example #2

Prompt: Due to a series of clerical errors, there is exactly one typo (an extra letter, a removed letter, or an altered letter) in the name of every department at the University of Chicago. Oops! Describe your new intended major. Why are you interested in it and what courses or areas of focus within it might you want to explore? Potential options include Commuter Science, Bromance Languages and Literatures, Pundamentals: Issues and Texts, Ant History… a full list of unmodified majors ready for your editor’s eye is available here. —Inspired by Josh Kaufman, AB’18 

When I shared the video of me eating fried insects in Thailand, my friends were seriously offended. Some stopped talking to me, while the rest thought I had lost my mind and recommended me the names of a few psychologists. 

A major in Gastrophysics at UChicago is not for the faint hearted. You have to have a stomach for it! I do hope I am accepted to it as it is the only University in the U.S. with this unique major. My passion for trying unique food such as fish eye has made me want to understand the complexities of how it affects our digestive system. I understand that Gastrophysics started with a big pang of food, which quickly expanded to famish. Bite years are used to measure the amount of food ingested. I look forward to asking, “How many bite years can the stomach hold?” and “How do different enzymes react with the farticles?” 

Gastrophysics truly unravels the physics of food. At UChicago I will understand the intricacies of what time to eat, how to eat and how food will be digested. Do we need to take antiparticle acid if we feel acidity is becoming a matter of concern? At what angle should the mouth be, for the best possible tasting experience? When I tried crocodile meat, I found that at a 0 degree tilt, it tasted like fish and chicken at the same time. But the same tasted more like fish at a negative angle and like chicken at a positive angle. I want to unravel these mysteries in a class by Professor Daniel Holz in gravitational gastrophysics, understanding the unseen strong and weak forces at play which attract food to our stomachs. 

I find that Gastrophysics is also important for fastronomy. I want to learn the physics of fasting. How should we fast? Hubble bubble is a good chewing gum; an appetite suppressant in case you feel pangs of hunger. I have read how the UChicago Fastronauts are stepping up to test uncharted territories. Intermittent fasting is a new method being researched, and UChicago offers the opportunity for furthering this research. Which is better: fasting for 16 hours and eating for 8, or fasting for 24 hours twice a week? It is just one of the problems that UChicago offers a chance to solve. 

I can also study the new branch it offers that uses farticle physics. It is the science of tracking farticles and how they interact with each other and chemicals in the stomach space. It could give rise to supernovae explosions, turning people into gas giants. It would also teach about the best ways to expel gas and clean the system and prevent stomach space expansion. 

I want to take Fluid dynamics 101, another important course in Gastrophysics; teaching about the importance of water and other fluids in the body, and the most important question: what happens if you try to drink superfluids? 

I hope to do interdisciplinary courses with observational gastrophysicists and work with environmental science majors to track how much methane is given by the human and animal gastrointestinal tract in the atmosphere and how much it contributes to the global climate change. I believe, with the help of courses in date science, they have been able to keep a track of how much methane is entering each day, and they found that during Dec 24-Jan 3 period, a spike in the methane and ethane levels could be seen. Accordingly, algorithms are being programmed to predict the changes all year round. I would love to use my strong mathematical background to explore these algorithms. 

These courses are specially designed by the distinguished faculty of UChicago. Doing interdisciplinary research in collaboration with biological science students to determine what aliens may eat, with fart historians to know more about the intestinal structure of medieval Italians, Japanese, Chinese, Swedish and French people to better their lives is what I look forward to. The Paris study abroad program is an immersion course into fastronomy, where I will have the opportunity to test my self-control with all the amazing French food and desserts around! 

My stomach rumbles now, so I am going out to try out new food – hopefully it will be in Chicago a few months later. 

What the Essay Did Well

This is a fun essay! This student’s voice is present and their goofy personality is especially evident. Not only did they change the name of their major, but this student incorporated word play throughout the essay to showcase their imagination. Phrases like “the big pang of food”, “bite years”, “fastronauts”, and “farticle physics” keep the tone lighthearted and amusing. 

Beyond the humor and creativity that makes the reader chuckle—always a great way to stand out—this student still manages to incorporate aspects of their real intended major that fascinate them. While it might take a little extra connecting the dots to get from gastrophysic to astrophysics courses, the reader still understands what this student wants to study at UChicago and how they might use this knowledge.

While this essay definitely takes some risks, it’s safe to say that they paid off. They are able to delve into their love for astrophysics all while maintaining vivid, engaging language. The writing style is simultaneously playful and mad-scientist-esque. Truly “geeking out” about their interests makes for a great essay.

Even extremely creative essays like this one can always be made stronger. In this case, it would have been nice to get more background on what drew this student to astrophysics (not gastrophysics). We get a sense for their love of trying new foods, but the essay is lacking an explanation that relates to astrophysics. 

Obviously, in an essay about gastrophysics, astrophysics would be out of place. But given this student’s level of creativity, they could have found a punny way to tie their interest in space into the essay. It doesn’t need to be too extensive, but since this effectively serves as UChicago’s “Why This Major?” essay, a strong essay should include more background on why the student wants to pursue their actual major (not the fake one).

Where to Get Your UChicago Essays Edited

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

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

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Transfer-Profile

University of chicago.

• Private 4 year
• 6,891 Full + Part time Students
• 1:5 Faculty to Student Ratio
• 1% Transfer Student Ratio

Financial Information

• Scholarships and Financial Aid: Complete the Free Application for Federal Student Aid (FAFSA) and a CSS Profile or our free UChicago Financial Aid Worksheet. The University of Chicago meets a student’s full demonstrated need throughout their undergraduate career at UChicago. The number of quarters for which you receive financial aid will depend on your transfer credit evaluation, which you will receive after you are offered admission.
• Tuition and Fees: Estimated tuition is $57,642, while room and board on-campus costs roughly $17,004 per year, and we will work with your family to create a comprehensive aid package that fits your circumstances.

Information for Transfer In Students

• Accepts Transfers: Transfer students play a meaningful role in life in the College. If you have already completed at least one term as a full-time student in a degree-seeking program at another college or university, you should apply as a transfer student.
• Technical/Vocation Credit Accepted: Technical and vocational courses are not eligible for transfer credit.
• Credit For Life Experience: Prior learning experiences including work experience, trainings, certifications, etc. are not eligible for transfer credit.

Application Deadlines for Transfer

Transfer Application Requirements

• Official Transcripts: An official transcript should be sent from your high school. Request that official college or university transcripts from every post-secondary school you have attended be sent directly to the Office of College Admissions.
• Essay: The UChicago Supplement requires one extended essay of your choice and one short-answer essay on why you would like to attend. In addition, transfer applicants must submit a short essay telling us why you are planning to leave your current college.
• Application Fee: We do not charge an application fee for students applying for need-based financial aid. For students not applying for need-based financial aid, our application fee is $75 and can be submitted through the Coalition Application.
• Associates Degree Required: Courses taken during high school, or that were used toward an awarded associate’s degree, are not eligible for transfer credit.
• Other Requirements: If you would like to add your voice to your application, you have the option to submit a two-minute video introduction. You may also submit supplemental material representing a significant talent, passion, or achievement.
• Apply Here: https://collegeadmissions.uchicago.edu/apply/transfer-applicants

Transfer Credit Policy

• Minimum Grade: We grant transfer credit for liberal arts courses that carry at least 3 semester or 4 quarter hours of credit and were passed with a grade of C or better (in some cases a grade of B or better is required) from an accredited baccalaureate institution.
• Credits (Min/Max): More than half of the requirements for a major and/or minor must be met by registering for courses bearing University of Chicago course numbers.

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For Incoming Transfer Students

Transfer students play an integral role in the life of the College.  Your experiences at other institutions contribute to the vitality and diversity of our student body both inside and outside of the classroom. Orientation is a time for you to learn more about your new academic home and get organized to begin your studies at UChicago. O-Week is mandatory for transfer students, and we will have some specific programs designed to help introduce you to the College and answer questions you might have about your time here.

Below you will find some additional information for transfer students. If you have other questions, please feel free to contact the College Academic Advising Office at  [email protected] .

Additional Information

In order for credits earned at previous institutions to be evaluated here at UChicago, you will need to submit the following through the College Admissions Office: final transcripts from all institutions you’ve attended, the completed Transfer of Credit Form identifying the courses you’re submitting for evaluation, and syllabi for all such courses. Admissions will send you additional information about this after your offer of admission. You Transfer of Credit form and syllabi must be received within a week of your admissions offer if you would like to receive an initial credit evaluation by your reply deadline.

This initial evaluation is tentative and will focus on general credit only. A final evaluation later in the summer will depend on the receipt of your official final college transcript(s) and will include more information on specific approval for major or Core credit. All materials required for your final evaluation, including final transcripts as well as any additional courses or syllabi that you would like included, must be received by June 21 .

Courses undergo evaluation by a series of individuals, which can take much of the summer. Therefore, failure to return these materials by the deadline may result in a delayed transfer credit evaluation and prevent you from participating in pre-registration for Autumn courses. You should also have official test scores (AP, IB, A-Level) sent to the University and submit all other materials, including placement tests, required for incoming first year students.

You can learn more about Transfer Credit in the Transfer Credit section of the College Catalog.

In May, all incoming students will find a link in their UChicago Canvas portal to access the Mathematics, Chemistry, and Language placement tests. The Mathematics Placement Test should be taken by all students. More information can be found in the Placement Tests section of this New Student Advising website.

All new students start in the system as “first-years,” with an anticipated graduation date four years from matriculation at your first institution. Over the course of the year, you and your adviser will formulate your plan of study for both remaining general education and major requirements.

You are not required to have a major declared before matriculation into the College. If you have already declared an intended major but those plans change prior to matriculation, please be in contact with the College Academic Advising Office, as this might impact your credit evaluation. Once you matriculate into the College, you should talk to your adviser about formally declaring a major or minor.

Students will be assigned a window in August in which to pre-register for Autumn courses. This is one reason why getting your transfer evaluation materials in on time is so crucial: so that you will have an accurate sense of which courses you'll want to request. In the meantime you can review the College Catalog and the instructions on the New Student Advising site.

If you have any questions over the summer you can write to  [email protected]  (though we cannot give you a transfer evaluation before we've received your materials).

College Reality Check

How to Transfer to University of Chicago

Many college-bound high schoolers believe that the University of Chicago (U of Chicago or UChicago) is an Ivy League because it has a ridiculously low acceptance rate of 6%. Well, the private research university isn’t in the same group as Harvard, Brown, Columbia and the rest, but it’s considered a Hidden Ivy and an Ivy Plus, too.

Great news for those who wish to take their undergraduate studies to the prestigious school: U of Chicago has a higher acceptance rate for transfer students, which, based on the most recent data available as of this writing, is 13.6%.

In 2021, a total of 145 individuals were accepted out of the 1,065 transfer applicants.

Who is Eligible to Transfer to U of Chicago?

Individuals who have completed at least 1 semester as a full-time degree-seeking student at a college are eligible to apply to the University of Chicago as transferees. However, to earn a U of Chicago bachelor’s degree, transferees must be a resident for at least 6 semesters and complete a minimum of 18 courses in the institution.

At most other postsecondary institutions, you will have to wait until you have completed at least 1 year of college work before you become eligible to apply to them as a transfer student.

UChicago makes the long wait short — you just have to complete 1 semester before you can transfer to it.

But because it’s also a part of the Chicago, Illinois-based private school’s requirements for transfer students to complete not less than 6 semesters at the school for them to be able to get their hands on a 4-year degree, the best time to transfer to the prestigious institution is as an entering sophomore student.

When it comes to earning transfer credits to U of Chicago, it’s important to keep in mind that transferees may not receive more than 1,200 units, which is equivalent to 12 credit hours.

8 Steps to Transferring to U of Chicago

Transfer students can apply to the University of Chicago using either the Common App or Coalition App. Similarly, they can choose between applying early decision and rolling admission. U of Chicago requires transfer applicants to submit a lot of materials, including various college essays, recommendation letters and transcripts.

Below, you will come across the step-by-step process of applying to UChicago as a transfer student. Keep the following in mind to have the most smooth-sailing application to the prominent school:

Decide on the transfer application plan

When applying to U of Chicago as a transfer student, you can choose between the following plans:

• Transfer early decision – Just like any other ED application plan, applying transfer ED means you will have to enroll if accepted because it’s binding. The deadline for application is March 1 and admissions decisions are released on March 31. On the other hand, April is the deadline for accepted transfer applicants to reply.
• Transfer rolling decision – While it’s true that there is no hard deadline to beat when applying rolling decision to UChicago as a transfer student, you should hand in your completed Common App or Coalition App and some required documents by June 1. Needless to say, admissions decisions are released on a rolling basis.

The Hidden Ivy says that transfer applications go through the same review process regardless of the plan.

Fill out the Common App or Coalition App

Some institutions require transfer applicants to apply via the Common App only. And then there are also those that require transfer applicants to apply through their proprietary online transfer application form. UChicago, meanwhile, allows college students to choose between the Common App and Coalition App when applying.

As a result, you can opt for something that you feel can bring out the best in your application.

Pay (or waive) the application fee

The cost of applying to the University of Chicago as a transfer student is $75, which can be submitted through the Common App or Coalition App. But if you are applying for financial aid, too, and shelling out the said amount would cause financial hardship, requesting U of Chicago to waive your transfer application fee is a possibility.

Submit required essays and/or optional essays, too

Whether it’s the Common App or Coalition App you prefer to use when applying to UChicago as a transfer student, the fact remains that you will have to answer the college application essay.

A personal statement, on the other hand, is not required. However, you may also choose to submit it.

U of Chicago requires transfer applicants to submit 1 extended essay of their choice from a list of several different prompts. In addition, they are also required to submit 1 short essay, where, using around 500 words, they will have to talk about the reason/s why they would like to attend UChicago as transfer students.

Request high school and college transcripts

As expected, it’s not just your high school transcript you will have to submit to the University of Chicago when applying as a transfer student but also your college transcript. As an applicant, you can get your hands on unofficial copies of your high school and college transcripts and then upload them using the Common App or Coalition App.

Feeling confident that the elite institution will send an acceptance letter your way? Then don’t delay — request your high school and college to send your official transcript to U of Chicago.

Submit a college/transfer report

Other than your unofficial (and official, too, if accepted) transcripts, you will also have to submit a college/transfer report to U of Chicago when applying to it as a transferee.

Submitting it allows UChicago to have an idea of your academic and disciplinary standing at your current college.

Your college/transfer report should be completed by someone at the institution you are attending who has access to your official records, such as an academic adviser, registrar or dean. According to the University of Chicago, there’s no need to fret if the school is unable to provide a college-transfer report for whatever reason.

Obtain recommendations and/or the supplemental letter

Handing in 2 teacher evaluations is another very important step in your transfer application to U of Chicago. Needless to say, both should come from instructors of courses where there’s a substantial amount of reading, writing and discussions.

The school says that a recommendation may come from a teaching assistant or even a lab instructor if you feel that it’s best written by him or her for having more satisfactory contact with you. As a matter of fact, UChicago adds that you may actually obtain a recommendation letter from your high school teacher, especially if you haven’t been in college long enough.

Report optional SAT or ACT scores

U of Chicago has a test-optional admissions policy. It goes without saying that you may or may not submit your standardized test scores, depending on whether or not you feel that they are a true reflection of your academic achievement.

Just Before You Transfer to U of Chicago

Unlike most other highly-ranked institutions of higher education, the acceptance rate for transfer students at the University of Chicago is higher than the acceptance rate for first-time, first-year students — 13.6% vs. 6%.

Nonetheless, that’s a very small acceptance rate, which means that getting into it as a transferee can be difficult.

But what’s nice about UChicago is that it gives transfer students a couple of application plans: early decision and rolling admission. Which one you should go for depends on whether or not the school is your absolute first choice or you need more time to gather the requirements. Either way, you will need to have an impressive application to get in as a transfer student.

Related Questions

What is the minimum GPA requirement for transfer applicants to U of Chicago?

The University of Chicago does not have any published minimum GPA requirement transfer applicants must meet. But because the institution is highly selective, having an impressive GPA is a plus. As a matter of fact, the average GPA of students admitted to UChicago is a very high 3.95.

Does U of Chicago interview transfer applicants?

Alumni interview is not a part of the admissions process at the University of Chicago. This is true for both first-time, first-year applicants and transfer applicants. However, the elite school recommends the submission of an optional 2-minute video profile where an applicant may share his or her thoughts and ideas.

Other Colleges Worth Transferring:

• How To Transfer To Harvard
• How To Transfer To Yale
• How To Transfer To Columbia
• How To Transfer To Stanford
• How To Transfer To Princeton
• How To Transfer To Dartmouth
• How To Transfer To University of Pennsylvania
• How To Transfer To MIT
• How To Transfer To Brown

Independent Education Consultant, Editor-in-chief. I have a graduate degree in Electrical Engineering and training in College Counseling. Member of American School Counselor Association (ASCA).

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International Transfer Applicants

The University of Chicago considers you an international applicant if you are neither a U.S. citizen nor a U.S. permanent resident, regardless of where in the world you live. As an international student, you will apply in the same manner as any other transfer applicant, with an additional English proficiency test requirement.

International transfer students are not eligible to receive financial aid from the University of Chicago. International transfer applicants must document that they are fully able to finance their education at UChicago at the time that they enroll.

The  deadlines for international transfer applicants  are the same as those for all transfer applicants.

Application Materials

• All required and optional materials for transfer applicants
• English Language Proficiency Test Scores

Three Perspectives on Transfer

It’s time to reassess the transfer student pathway, Stephen J. Handel and Eileen L. Strempel write.

By  Stephen J. Handel and Eileen L. Strempel

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In a March 2024 Inside Higher Ed essay , we highlighted—lamented really—the outcomes of a study conducted by the Community College Research Center (CCRC), the Aspen Institute, and the National Student Clearinghouse Research Center (NSCRC), which concluded that only 16 percent of community college students transferred to a four-year institution and earned a bachelor’s degree within six years. This statistic was lower for minoritized groups. Worse still, the 16 percent figure was largely unchanged from an earlier study conducted on a cohort of students who began college in 2007. We concluded that the transfer pathway between two- and four-year institutions did not serve as a productive pipeline to the bachelor’s degree, especially for underrepresented students, and that our collective efforts to improve the pathway had largely failed.

Our disappointment was less about the 16 percent figure and more about the lost promise of the transfer function. Few avenues in American life allow individuals to ascend into elite, flagship, liberal arts or other four-year colleges and universities regardless of previous academic preparation, income level, or racial, ethnic or religious background. In today’s highly stratified postsecondary educational system, if we fail to improve the productivity of this educational onramp, we will abandon one of postsecondary education’s longest-running and progressive ideals.

Our essay spurred some disagreement from higher education colleagues—and understandably so. Over the past two decades, transfer has captured the interest of the philanthropic community , led to the formation of advocacy and research organizations , and spurred significant state and local policymaking . Calling out transfer’s failures was bound to generate a reaction. Arguments fell into three camps.

Declare Victory and Go Home

This group argues that the low transfer rate is a reasonable outcome given the institutions that actively participate in transfer, such as community colleges, and the students those institutions are most likely to serve. Their logic is persuasive: Community colleges are open-access institutions; anyone can enroll regardless of their previous educational success. As a result, these institutions welcome and serve many students who lack college-going skills. This situation is compounded by the fact that community colleges are often the least well-funded sector of U.S. higher education. As such, they have comparatively modest academic and advising supports to help students meet their transfer goals.

Even more problematic, this group also noted that the current transfer system is inherently complex, reducing the number of students who manage to navigate its considerable rapids. In a highly diffuse postsecondary system, where virtually every college or university operates autonomously, transfers get caught in the maw between sending and receiving institutions. There is no guarantee that a student will be admitted to his or her dream transfer destination. Even if they are, students are often unable to port all their community college credit to the four-year institution.

Our colleagues also stressed that the bachelor’s degree has lost a bit of its luster, especially among younger students drawn by the lure of earning family-sustaining wages directly out of high school rather than the prospect of paying off student loans. Price-sensitive students are frequently drawn to community colleges, and once enrolled, they may decide not to continue onto a four-year institution. Community colleges are in the enviable position of offering a variety of educational credentials that may look more appealing than transferring. In addition to associate degrees, these institutions offer, as a crucial part of their mission, short- and medium-term credentials and licensures that often lead to specific jobs in the local economy.

It might be easy for some to classify the 16 percent figure as the best we will ever achieve. College costs, unmet basic needs, student loan debt and concerns about post-graduation employment play into the worries that both students and their families have about whether going to college is a risk worth taking. Given the fraught and complex transfer pathway, our colleagues believe that we may as well celebrate the 16 percent figure as condemn it.

Wait and See — The Best Is Yet to Come

The ”wait and see” crowd believe that transformative and hard-won higher education reforms are only now beginning to impact students. More time is needed to see how they will influence the transfer rate. They specifically highlight two initiatives.

The first is the widespread reform of developmental (remedial) education , especially at community colleges. These reforms eliminate stand-alone remedial courses, in favor of credit-bearing courses supplemented with tutoring and advising services to help students pass. Earlier institutional practices, which often placed students in remedial courses based on a single high school grade or placement test score, diverted as many as 70 percent of community college students into developmental education courses for which students receive no credit while burning through their limited student aid . Worse, they could not enroll in college courses until they earned their way out of their remedial course placements. Students in this situation—higher education’s version of purgatory—might be stranded there for a year or more if they do not simply leave the institution in despair.

This group’s second hoped-for transformation is the implementation of “ guided pathways .” This approach channels students’ academic interests—which for many are initially inchoate or diffuse—into a limited number of “meta-majors” from which they can further refine their interests in later academic terms. With fewer, yet broader, disciplinary choices, students have a better chance, the theory goes, of enrolling in courses that build toward a specific major. Guided pathways are constructed to be especially helpful to first-generation students or others who lack sufficient college knowledge when they enter higher education. Previously, many such students struggled to make wise course selections, lengthening their time to degree and drawing down their available financial aid.

The reform of developmental education and implementation of guided pathways are both positive movements in higher education and are relatively recent. These reforms, widely supported by both policymakers and academics, nonetheless will take time to blanket the country. Early adopters have taken as many as five years to implement guided pathways on their campuses. Waiting for these initiatives to hit a scaling “tipping point” does little for transfer students in the interim.

The third set of responses come from colleagues who believe that the 16 percent rate confirms the false premise of transfer from its inception. For this group, transfer is a promise that can never be fulfilled. With about 40 percent of all undergraduates enrolled in community colleges and an estimated eight of ten first-time community college students hoping to earn a bachelor’s degree , the enormity of the potential transfer cohort exceeds the admissions capacity of four-year institutions.

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This harsh winnowing process is nothing new; it has been at the heart of the transfer pathway since its beginning more than a century ago. Transfer’s legacy is more about thwarting access than supporting it. The 16 percent figure is the latest empirical verification of sociologist Burton Clark’s often-quoted conclusion from 1960 that the community college transfer pathway serves to “cool out” the overheated aspirations of many community college students. If there is a success to be found, it is that the cooling out function is working better than ever.

Colleagues in this camp argue the traditional transfer pathway between two- and four-year institutions needs more than a refresh. They call for the abandonment of the current transfer pathway in favor of other models that have a better bachelor’s degree completion rate than 16 percent.

Where Does All This Leave Us?

You need not agree with all or any of the arguments from our colleagues and still believe that we can do better than 16 percent. With little evidence of an increasing transfer rate over the past decade—despite significant policymaking, investments and programmatic initiatives in the interim—reasonable people must surely pause to reassess our contemporary transfer pathway.

The key question for us is this: Can we mend transfer, or do we need to start with something new? As we have reviewed the CCRC/Aspen/NSCRC data, as well as reflected on the thoughtful commentaries of our colleagues (and of those who work daily in the transfer trenches), we offer the following:

• We know and should support those institutions where transfer is working —that is, where significantly higher transfer rates are being documented regularly. Sometimes those outcomes are aided by proximity: Northern Virginia Community College, for example, is just ten minutes from George Mason University. Our nation should further incentivize additional substantive partnerships among neighboring institutions.
• We should support different forms of credentialing and degree-granting. Today, 24 states allow community colleges to offer baccalaureate degrees . Many four-year institutions hate this idea on its face, but they should not uniformly oppose it given the degree of access it offers to students.
• We need to shift higher education’s incentive structure. Enrollment is a key element, but persistence, completion and student economic mobility must play a role in institutional funding models. Fiscal sustainability must be directly tied to the student outcomes that we’re seeking.
• We must solve the credit muddle and make a national commitment to academic credit mobility. This is not a plea for all colleges to accept each other’s courses for degree credit; this isn’t a realistic expectation from an academic or curricular standpoint. What we need is to mandate greater transparency for community college students by clearly showing how credit will transfer from one institution to another prior to their enrollment in four-year institutions. Students will vote with their feet and enroll at those institutions that accept more of their previous academic work toward their degree.

Rather than lament the fact that the transfer pathway has never lived up to its hoped-for potential, we support its rejuvenation in a more strategic fashion. We should strengthen the transfer pathway where it serves students well—by “well,” we mean a partnership between institutions that encompasses the tenets of a transfer-affirming culture and focuses on the needs of 21st century students — through strong advising, sane credit mobility policies, transfer-focused orientations and summer bridge programs, among other things. As noted above, this ideal situation is most likely to happen between two- and four-year institutions that are close to one another. However, where transfer may not serve students, such as in so-called “ education deserts ,” where, say, a community college is the only postsecondary resource available, why not let that institution offer four-year degrees? The reverse would apply to four-year institutions serving as a similarly singular education resource by allowing them to offer sub-baccalaureate degrees and other credentials.

The idea here is not to abandon transfer, wait for innovative solutions to bear fruit or believe that a 16 percent completion rate represents success. The problems that weaken transfer—lack of credit mobility, low completion rates, unmet student basic needs—afflict higher education generally. If we solve those challenges, we’ll solve transfer. In the meantime, rather than focus on special pleading for transfer students, we should advance broader strategies that better serve all students as they pursue their baccalaureate degree dream.

Stephen J. Handel is the strategy director for postsecondary education transformation at ECMC Foundation, a former senior strategist with the College Board and former associate vice president of undergraduate admissions for the University of California system.

Eileen L. Strempel is the inaugural dean of The Herb Alpert School of Music and a professor of education at the University of California at Los Angeles.  

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