learning environment essay examples

Essay on Enabling Learning Environment

Students are often asked to write an essay on Enabling Learning Environment in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Enabling Learning Environment

Understanding a learning environment.

A learning environment refers to the diverse physical locations, contexts, and cultures in which we learn. It’s not just about the classroom, but also includes homes, parks, or even virtual spaces.

Importance of a Learning Environment

A good learning environment is crucial because it can help students feel safe, comfortable, and engaged, making it easier for them to learn. It also encourages positive social interaction among students.

Creating an Enabling Learning Environment

Teachers can create an enabling learning environment by arranging the classroom in a way that promotes interaction and collaboration. They can also use technology to enhance learning.

Benefits of an Enabling Learning Environment

An enabling learning environment can improve student performance and motivation. It can also help students develop important skills such as critical thinking and problem-solving.

250 Words Essay on Enabling Learning Environment

Introduction, physical and virtual aspects.

A physically enabling environment is well-resourced, safe, and comfortable. It should be flexible to accommodate various learning styles and activities. In the digital age, virtual environments such as online learning platforms also play a crucial role. They should be user-friendly, interactive, and accessible to all students.

Social and Emotional Climate

The social-emotional climate is equally important. A positive climate is characterized by respect, trust, and mutual understanding between teachers and students. It promotes collaboration, reduces fear of failure, and encourages risk-taking in learning.

Teaching and Learning Approaches

Effective teaching strategies are central to an enabling environment. These should be learner-centered, promoting active engagement and critical thinking. Differentiation and personalization of instruction are key to cater to individual learning needs.

In conclusion, an enabling learning environment is a multifaceted concept that involves physical and virtual aspects, a positive social-emotional climate, and effective teaching strategies. It is crucial for promoting high academic achievement and fostering a lifelong love for learning.

500 Words Essay on Enabling Learning Environment

An enabling learning environment is a critical element in the educational process. It is a space that fosters a positive atmosphere conducive to learning, where students feel safe, comfortable, and engaged. It goes beyond the physical classroom and includes emotional, social, and academic support.

The Concept of an Enabling Learning Environment

Components of an enabling learning environment.

The enabling learning environment consists of various components. The physical environment includes the classroom’s layout, lighting, temperature, and noise levels. The emotional environment involves the relationships among students and between students and teachers. The pedagogical environment includes teaching methods, curriculum, and assessment.

Creating an enabling learning environment requires thoughtful planning and execution. It involves setting clear expectations, fostering a sense of belonging, encouraging student engagement, and providing effective feedback.

The Impact of an Enabling Learning Environment

An enabling learning environment has a profound impact on students’ learning outcomes. It enhances students’ motivation and engagement, leading to improved academic performance. It also promotes social and emotional development, fostering skills such as communication, collaboration, and self-regulation.

Challenges in Creating an Enabling Learning Environment

Despite its importance, creating an enabling learning environment is not without challenges. These include managing diverse learning needs, dealing with disruptive behavior, and maintaining a balance between academic demands and students’ well-being.

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37 Unique "Why This College" Essay Examples for Top-20 Colleges

Here's the secret to writing your "Why us?" and "Why this college?" essays:

Admissions officers ask these questions because they want to see if you'll be a good match for their school—both academically, socially, culturally, and otherwise.

Admissions officers are trying to answer these 4 questions about you with this essay:

• Are you genuinely interested in our school? Is there a good chance you'll go here if we accept you?
• Do you have what it takes to be a successful student here? What does this essay reveal about you that we didn't already know ?
• Are you a good fit for our school and the culture? Will you positively contribute to the school if you attend?
• Do you have an idea about what you want your future to look like, and will our school help you fulfill that vision ?

Biggest Mistakes Students Make in "Why This College" Essays

Most students approach these essays with generic answers that focus too heavily on the school itself.

Things like... "I want to go to Yale because it has..."

• "amazing academics"
• "world-class professors"
• "interdisciplinary education"
• "a hands-on approach to learning"

Then, most students throw in a few specific, but generic, qualities about the school, like...

• "I want to research with Professor Chiang about the impact of climate change on population decline"
• "I imagine joining the Yale Debate Team where I could continue my passion for public speaking"
• "I'd love to take ECON 142—Behavioral Economics as I'm interested in the intersection of psychology and economics"

This is generic .

It's super generic because it doesn't tell the admissions officer anything about you .

Anybody could write these things. Admissions officers already know these things about their school.

A Better Approach to "Why This College" Essays

A better approach is to focus on yourself .

Specifically, what's a unique, specific, and interesting idea that you can explore?

Exploring ideas always make for the best essays, because sharing your thoughts is what tells the admissions officer the most about who you are.

A better approach would be something like...

I've always been fascinated with abstraction. Whether within math, physics, or computer science, abstraction is what ties it all together. And at Yale, abstraction isn't an afterthought or begrudging obligation, but it's at the heart of learning. From the Engineering Physics Club, which focuses on abstracting the theoretical physics behind engineering feats and then instantiating those learnings to create new engineering solutions, to the Leitner Observatory, where I could work with astrophysicists and infers vasts amounts of knowledge from seemingly chaotic data, Yale embodies the cycle of learning I've come to love: abstraction and instantiation, understanding the mysteries of the universe and engineering solutions based on them.

So why does this approach work so much better?

• It focuses on an idea : a specific, unique reason that matters to you.
• It's not focused too heavily on the school itself, but rather what you value and how the school can help you fulfill that.
• It connects tangibly to the school's offerings, without just listing generically.

Find an interesting, unique, idea.

It could be...

• "solving systemic problems by taking full accountability"
• "promoting social justice through radical honesty"
• "reducing the latency of communication to deepen our learning experience"

Or any other ideas that matter to you.

Then, connect your idea to the school's offerings.

Any student could also mention the "Engineering Physics Club" or the "Leitner Observatory", but the difference in how you mention these things.

What do these opportunities represent? How do they tie into that idea ?

Now, let's look at some examples of "Why this college?" essays that worked for top-20 schools.

I've gathered 37 "Why us?" essays that range in topics, quality, and schools, so you can see what works and what doesn't.

Let's dive right in.

37 "Why This College" Essay Examples

1. "why northwestern" essay example.

Prompt: "Why Northwestern" Statement:

While other parts of your application give us a sense of who you are, we are also excited to hear more about how you see yourself engaging with the larger Northwestern community.

In 300 words or less, help us understand how you might engage specific resources, opportunities, and/or communities here. We are curious about what these specifics are, as well as how they may enrich your time at Northwestern and beyond. (300 words max)

I love Northwestern’s academic flexibility, including the freedom of the curriculum to explore a variety of fields and the emphasis on cross-department study. Also, the quarter system provides a faster pace of learning and the opportunity to take more classes than a semester school.

Specifically, I am excited by the Spanish and Portuguese department and the classes on Hispanic and Lusophone culture, literature, and phonetics. For example, the accelerated Portuguese program is a perfect way to pick up the language at a faster pace using my prior knowledge of Spanish. I intend to supplement my language acquisition through the study abroad programs offered at the Fundação Getúlio Vargas in Rio de Janeiro or an affiliate program in Santiago, Chile. Additionally, the GESI program in Costa Rica is another intriguing opportunity through its intersectionality. It will allow me to combine a practical application of my language skills with studies in environmental conservation that I find a pressing and interesting issue. As an open-minded learner keen to forge links between academic fields of study, I believe I would be an excellent fit for the program.

I am also interested in Linguistics and pursuing undergraduate research or possibly undertaking the coterminal BA/MA program. The opportunity to link my research to a modern language of choice and investigate, for example, regional variation in Latin American Spanish or how Portuguese loanwords have infiltrated native Amazonian languages sounds fascinating and exciting.

Finally, the unique sense of community at Northwestern captivated me when I visited campus. The residential college system, the school spirit at Wildcat games, and the friendliness of the students I met, one of whom described the school as “the most welcoming place ever”, were all emblematic of this atmosphere for me. I think I will thrive in such a dynamic and inquisitive place.

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2. "Why Northwestern?" Essay Example

The only reason I fear going for lunch in a hotel is probably because I wouldn’t choose between fried chicken and roasted meat and so is my dilemma over my college major. The multifaceted whole brain approach at McCormick, however, grants me the perfect opportunity to pursue my interest in Computer Science whilst acquiring the appropriate skills in entrepreneurship to a one day startup as an innovator.

As a NU computer scientist, I particularly look forward to Software Development EECS 473 – NUvention: Web, through which I would not only learn intricacies of Software development, but have related studies in real time software development in relation to market requirements in CS+X that would form a base for a startup. That would also provide a bridge for me to join Prof Todd Warren at Farley Center for Entrepreneurship and Innovation where I would specifically join the NUvention; Web + Media. Through this unparalleled program I would have the intimacy of working in a team with fellow wild cats towards an innovative business project. The results of which will be an introduction to the Northwestern Innovation and New Ventures Office (INVO) through which I look forward to gaining practical exposure in launching businesses to the general public.

Outside McCormick, I would be excited to pursue the Managerial analytics Certificate program at Kellogg to acquire intelligent business management skills, let off steam at SPARK exploring hacks while fostering entrepreneurial habits, and eventually joining preparations for the Benedictine Eagle Invite at the Henry Crown Sport’s Pavilion (SPAC) with the NU track club. I may not the best of singers, but I do have intense phases of music obsessions and where best to let it off than taking non major classes at Bienen and, joining one of the numerous Acapella groups as I await Armadillo day!

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3. "Why Northwestern?" Essay Example

Why Northwestern? Because this introduction was so difficult to write; because I cannot possibly summarize these reasons in one introductory sentence. Simply put, my interests span across a wide range, and Northwestern has a place for them all.

As an enthusiastic programmer and advocate for positive minority representation in the media, I hope to combine both these interests and conduct research on the influence of media on society. To my delight as a prospective communications major, the School of Communication's research labs showcase project topics ranging from the depiction of STEM in media to improving digital communication. I look forward to taking advantage of the high-quality research, internship and even career opportunities offered to explore my ideas.

My multiple passions keep me creative and energetic, and I plan to continue pursuing them at Northwestern. With years of editing and writing experience for school publications under my belt, for instance, I hope to join the staff of Helicon and North by Northwestern . Last but not least is the constant school spirit and sense of inclusion present within campus. During my campus tour, each tour guide seemed genuinely excited to introduce prospective students to the school. As my particular tour guide described the quarter system and tradition of guarding and painting the rock with passion in her eyes, I knew that only at Northwestern could I find students as enthusiastic about the school itself as they are about their majors. I also spotted many students of color while visiting; as an Asian woman, Northwestern's focus on diversifying reassures me that not only will I not be judged for my background, but that I will get to meet students of all ethnicities and cultures.

College is a time of self-discovery, and I firmly believe I can see my dreams become reality at Northwestern.

4. "Why Northwestern?" Essay Example

I felt the cold sheets beneath me and the beeping sounds of a monitor next to my bed, my chest moving up and down and my body sinking into the mattress. I opened my eyes and was greeted with a plastic surgeon holding the cyst that was once in the corner of my eye. Medicine, I decided, was my destiny.

Flash forward to 8th grade, the year I decided to read 100 books. Emerson, John Green, Ernest Cline--you name the author, I read them. I became instantly inspired to learn to write like the wonderful authors I had read. So, writing, I decided (maybe), was my destiny.

Wait--or was it medicine? Well, perhaps it can be both.

The thing I find most striking about Northwestern is its emphasis on the word “AND.” Northwestern students can love computer science AND music theory, poetry AND Latin History, journalism AND business--I can love science AND English. At Northwestern, my interests would not be hindered by strict and unwavering guidelines. Rather, they could be effortlessly streamlined and integrated into one another. I could go from ​PSYCH 361--Brain Damage and the Mind to ENG 206 - Reading and Writing Poetry to Carol Clayberger’s Lab to continue my extensive research on T-lymphocytes, similar to that I conducted at UPMC. I would be learning each level of the human psyche, communicating my thoughts through writing, and putting them into action through my research.

At Northwestern, I plan to take advantage of the various resources that would enable me to pursue my passions, find new ones, and combine them into one, pulling from both sides of my brain. I know that I am right for Northwestern and Northwestern is right for me because we have a mutual understanding of what education should look like--emphasis on “AND,” not “OR.”

5. "Why Tufts?" Essay Example

Prompt: Which aspects of the Tufts undergraduate experience prompt your application? In short, "Why Tufts?" (150 words max)

The cross-curricular focus and freedom of study at Tufts would allow me to pursue an interdisciplinary major and draw together my love for Spanish, Portuguese, Linguistics, and the natural sciences. This unique ability to design my own major by combining elements from a variety of academic fields definitely excites me. To support this, I intend to participate in the study abroad program in Chile or a civic semester in Urubamba, Peru that will allow me to practice my language skills while also benefitting the local community and gaining an invaluable cultural understanding through intimate homestay experience. Other than the academics, the vibrant community at Tufts also attracts me, with the warm and compassionate students acting as flattering adverts for the school. One student I spoke with described the average Jumbo as “goofy and loving” which I feel accurately matches my own character and outlook.

6. "Why Tulane?" Essay Example

Prompt: Please describe why you are interested in attending Tulane University (optional). (50-800 words)

I need a meaningful education to be a meaningful educator. Tulane is unparalleled in its dedication to development of the students, on a personal and intellectual level. From when I touch the Victory Bell after Convocation all the way to when I say farewell at the Wave Goodbye Party at Commencement, I’ll have changed and grown, both in my mind and in my heart.

Why This Essay Works:

For "Why Us" essays, it's critical that you imagine how you'll be involved on campus. One strategy is to research specific initiatives, events, or programs already taking place. The more unique these are to the school, the better. Then, talk about how your personal interests would make you a perfect fit for participating in these opportunities. Don't reference too many (over 5 is pushing it) in a committal way (i.e. saying "I will do XYZ") because it can seem unrealistic. Instead, focus on a handful that you're most interested in, and then you can reference others as "possible" ways you'd get involved.

For "Why Us?" essays, one of the hardest parts is finding what is super unique about the school that other colleges don't offer. Most colleges have similar research, curriculum, sports, clubs, etc. While those can be good references (if unique to the school), it can sometimes be easier to find unique aspects by focusing on the intangibles: the culture, approach to education, values, character of student body, ideals they uphold, etc. Having a combination of both unique offerings (programs, opportunities, curriculum, etc.) and ways the school is unique in its approach will make for the most compelling reasons for "Why Us?".

What They Might Improve:

Avoid telling admissions officers what they already know about their school. You don't need to repeat the school's history or information about its faculty, unless there is something exceptionally unique about it that you're pointing out. Admissions officers will already know these facts, so instead jump into the "meat" of your point. Focus on the unique aspects that make you interested in the school, rather than the ones that could be said about almost any school.

7. "Why Tulane?" Essay Example

What starts with the letter P and is distinct to Louisiana and not the other forty-nine states? This question stumped my fifth-grade class when our resource teacher was giving a lesson on Louisiana culture. Among hands that threw out guesses, such as ports and Lake Pontchartrain, my minuscule fingers, like unwrapping a Christmas present, unveiled the correct response: parishes. It was this moment that sparked my awakening of Louisiana’s profoundly unique traditions and history, ranging the gamut of culture, such as food, music, and holidays.

From Gumbo to Zydeco to Mardi Gras, these distinctions made Louisiana my home when I emigrated at the age of three from Mexico, which, like Louisiana, shared the status of owning an inimitable culture; from an early age, I took comfort in this common characteristic. Basking in rich traditions, Tulane joins Louisiana and my Hispanic background to form a trio of diversity. With staple practices, such as swinging beads into a tree or Crawfest, Tulane fosters a living and learning experience that is grounded in unparalleled traditions, offering enlightening and invigorating undergraduate opportunities to explore social milestones.

In its liberation from normal college practices, Tulane encourages students to kindle a life that is eccentric but indicative of the individual beliefs of a student. Because of Tulane’s vigorous ties to special traditions, I would be humbled to have Tulane advise me in crafting my art piece adorned with decorations, my life adorned with personal values.

In addition to the customs on Tulane’s campus, another reason I want to attend Tulane is because of the university’s integration with the most vivid city in the United States: New Orleans. Inside this bright, bustling city, Tulane students participate in myriad festivals and celebrations, cultivating a new social perspective. Aside from the social revelations, New Orleans is Tulane’s classroom, inviting students to apply classroom discussions and academic theories to the neurons of interactions between individuals, businesses, agencies, and other entities.

Tulane returns the favor to New Orleans through community service, serving as a catalyst for students to aid a city often decimated by natural or social injustices. Moreover, Tulane emphasizes its commitment to community service throughout its undergraduate population. As a Louisiana resident, I am invested in Louisiana’s unique physique, whether it is being ecstatic for a super bowl win secured by the Saints or being sympathetic to victims of flooding. Heeding the advice of a stockbroker, it is wise to invest in a system that will provide a generous, satisfying return. Therefore, I would like to make an investment of my leadership potential, my academic excellence, my service dedication, and my social experiences into Tulane University. This investment would reap mutualistic rewards because I would be the beneficiary of a robust education and Tulane would be the beneficiary of a loyal student, who is pious to the university’s commitments to diversity, learning, and service.

8. "Why University of Michigan?" Essay Example

Prompt: Describe the unique qualities that attract you to the specific undergraduate College or School (including preferred admission and dual degree programs) to which you are applying at the University of Michigan. How would that curriculum support your interests? (100-550 words)

Growing up, I always pictured myself as a great teacher as an adult. With the second best secondary education program in the country and an emphasis on the liberal arts and undergraduate education, I am confident that U-M will shape me into the great educator I’ve dreamed of becoming since I was a kid.

Hallmarks of a liberal arts education include teamwork, problem-solving, clear writing, and effective communication. These are also skills that any exceptional teacher needs. U-M offers an unparalleled curriculum that prepares students to successfully run classrooms and obtain Provisional Teacher Certifications upon graduation, exposing students to diverse classes and people in Ann Arbor, and providing them with an invaluable liberal arts education along the way.

Being an effective teacher means connecting with and stimulating all students at its core. The liberal arts foundation I will receive in the College of Literature, Sciences, and the Arts (LSA), married with the experiential education and training the School of Education (SoE) will provide, will mold me into that great teacher—a mentor and role model for any student, regardless of creed—I’ve always aspired to become.

The Teacher Education Preferred Admission (TEPA) for incoming freshmen piqued my interest because the program is the crossroad between the liberal arts and teacher education; two components I was looking for in a college. TEPA will allow me to build a strong liberal arts base in LSA my first two years on campus before entering SoE, while also gaining beneficial experiences in the education field early on.

The education-oriented programs WE READ and Students Empowering Education specifically appealed to me because they will bridge my liberal arts education with my anticipated career as a high school English teacher. Similarly, my Spanish classes will have a practical application in the Ann Arbor Language Partnership, a program that immediately interested me as a potential Spanish minor.

During my first two years as a pre-admit, I'll be supported by my TEPA peers and staff, specifically from my SoE personal adviser. TEPA will take the large campus and make it feel smaller, allowing me to form organic connections with like-minded people and groups that can cultivate my interest in education before entering SoE junior year.

I need a meaningful education to be a meaningful educator. Truthfully, I could go to almost any college to become a teacher, but only schools that synthesize in- and out-of-classroom learning like SoE produce great ones. U-M ranking sixth in the country for undergraduate teaching bolstered my interest in the university and confirmed what I already knew: I will receive an education in LSA and SoE that will change who I am as a person and not just a student, and prepare me to provide the same for others as a teacher.

The great educator I’ve always envisioned myself becoming is one that can inspire without bounds. From my time as a student, I’ve come to realize that a truly influential teacher can work with students who have little in common with themselves and still be impactful. LSA's purposeful and broad curriculum, paired with SoE's hands-on courses and fieldwork, and the additional opportunities available through TEPA, will shape me into that life-changing teacher, for any student who walks through my classroom door.

9. "Why University of Michigan?" Essay Example

Growing up in a community that bleeds maize and blue, the community represented by the University of Michigan has always been one that I could see myself representing as both a student and alumni. From football games at the big house to classes at Ross, each and every opportunity available at U of M represents a piece of my life that I hope to continue to incorporate into my life for the rest of my life.

The opportunity to take courses that allow for enriched experiences in developing a real business is one that I intend to be involved in as soon as possible. I will use this type of class as a way to test my skills and learn where I need to become stronger as a leader and student. Watching others equally driven as me, their tactics that are successful and not successful will imprint on how I attack problems in the future and shape my overall leadership style.

By being involved in the Multidisciplinary Action Projects down the road as a graduate student, I hope to learn firsthand what it takes to run and be involved with real businesses. Firsthand exposure is the best way to learn how to solve problems- especially surrounded by peers who are equally as driven and dedicated as I am.

Filled with students striving for nothing but the best they are capable of is a community that I am certain I will enrich and fit into. By sharing ideas and collaborating together instead of against each other, each and every one of us will contribute to the business world as leaders and innovators.

The University of Michigan is a place I can see myself learning and growing as a leader for the next four years as I intend to use all of the tools at my disposal to become a top business person. The opportunities within the school I will be involved in and the peers that I will work beside only enrich the values of what being a Wolverine mean to me.

10. "Why University of Michigan?" Essay Example

The University of Michigan’s College of Engineering has a proactive approach to career path discovery and job search. While I do hope to aspire to a corporate attorney, an engineering degree from the University of Michigan would provide me the advantage of readiness.

U.S News and World Report published an article about challenges law school applicants with STEM degrees face. Number one was the lack of research skills. Michigan Undergraduate Engineering has research opportunities for all undergraduate students. I hope to even take advantage of The College of Engineering (CoE) International Internship Program. The chance to see the world and contribute to the world-class studies conducted by Michigan Engineering students is a unique quality. The article also reported that STEM applicants often lack job experience. Michigan Engineering hosts internship fairs, which even freshman can participate in. By utilizing the opportunity to work in a professional setting, I will be more adapt to presenting myself in a mature and respectable manor in a corporate setting.

Many people are puzzled by my aspirations to become a corporate lawyer with an engineering degree. While I enjoy learning about many areas of study, math and science have always peaked my interest. Like my attraction to law, I am drawn to the definitiveness of engineering specifically. While there is a right and wrong in methods and procedures, there is a chance to be creative; for the end goal is functionality. Law requires critical thinking, problem solving, and the questioning of presented facts and figures. These skills are also encompassed in Michigan Engineering. With a technical understanding of industry and engineering, I will be able to more accurately represent a corporation. Like the professors at Michigan Engineering, I hope to be an expert in my field. At Michigan Engineering, I will be educated by the best of the best. Professors that have been exposed to their fields in every aspect; allowing them to provide the best guidance to students. Instead of just presenting facts and figures in a courtroom, I will be able to understand and explain them.

11. "Why University of Michigan?" Essay Example

In my junior year microeconomics class, my teacher extensively explored the ways in which people from different socioeconomic classes were affected by our economic system. I was frustrated by the ways our country forces those living in poverty to spend the little money they have on taxable goods. I began to empathize with them. How can people pull themselves out of poverty if their government seems to be working against them? More than anything, I was frustrated that I felt powerless to help them in any way.

Those lessons inspired and motivated me. I had always looked at economics as nothing more than an analysis of business models and resource allocation. I began to see it as a way to fix fundamental problems in our society, from examining the effects of healthcare expansion on crime and poverty rates to studying how shifts in our political climate affect how our country’s financial process will change. I now see economics as a way to help those in need in my country and throughout the world.

I volunteered after school for Representative Dingell and had the opportunity to attend numerous events hosted by the Ford School. Again and again, I was impressed by the extent of the Ford School’s student involvement in critical issues. Through my work with the Congresswoman, I was able to gain a greater understanding of how different groups of people were affected by shifts in political and economic priorities. My goal is to become a civil rights attorney or study economics as a way to promote sustainable growth in developing nations.

I want to begin my studies at the University of Michigan in LSA to gain a foundation in economics and political science-related courses. After my first year, I hope to gain admission to the Ford School. The connections that LSA and Ford have to Poverty Solutions solidified by interest in the University of Michigan. If I attended these schools as an undergraduate student, I would be able to assist with research on the causes and ramifications of poverty. Professor Michael Barr’s research on policy initiatives and our financial system is fascinating from the perspective of a prospective economics major. At the University of Michigan, I would be able to join teams of renowned researchers working toward the betterment of our society and our world.

The range of schools working in connection with Poverty Solutions is evidence of the University’s devotion to civic engagement. I would be able to participate in groundbreaking research regarding issues I am interested in; I would have the ability to study poverty and ways to stunt or alleviate its effects in other countries. As someone hoping to pursue a career in public service, it is truly incredible to have the opportunity to join a research community specifically geared toward solving problems I am passionate about solving.

I want to join the University of Michigan’s legacy of innovators. I want to be part of the LSA community, studying economics and political science. I want to attend the Ford School and understand how policy in America and abroad has an effect on global poverty. I want to be involved with the Poverty Solutions Initiative, conducting groundbreaking research on the ways we can reform our financial system to better serve the lower and middle classes.

12. "Why Oberlin?" Essay Example

Prompt: How did your interest in Oberlin develop and what aspects of our college community most excite you? (250 words max)

“Give Oberlin a look” my father suggested. A school I knew little about. I casually added Oberlin to the long list of schools of which Tufts was perched atop. My father had gone to Tufts and I had convinced myself that I should follow.

Adding Oberlin to my list begat the serendipitous series of events that ultimately saw a fly-in invitation to Oberlin in my email inbox. My father encouraged me to go; “It doesn’t hurt to listen”.

The most influential component of Oberlin were the people. My host, Estrella, like every Oberlin student I met, was generous with her time and her experiences. It wasn’t 24 hours before I could imagine myself laughing with friends at the 10 pm dinner, dozing off on a swing bench in Tappan square, spending late nights at the library in a womb chair, or petting kittens in some little art store. Sharing a day with these people who were clearly in the right place brought some force to my mind that Oberlin was the right place for me. My short trip revealed that Oberlin offered me both the academic rigor I seek and the visceral experience of living in a community of people with broadly varying backgrounds─an experience that I had in this small Ohio town and nowhere else.

I don’t know whose essay I’d be writing right now if this opportunity had never presented itself, but I am very grateful it did.

13. "Why Dartmouth?" Essay Example

Prompt: While arguing a Dartmouth-related case before the U.S. Supreme Court in 1818, Daniel Webster, Class of 1801, delivered this memorable line: “It is, sir,…a small college, and yet there are those who love it!” As you seek admission to the Class of 2026, what aspects of the College’s program, community, or campus environment attract your interest? (100 words max)

I see myself nestled under the wooden arches of Sanborn Library in my Dartmouth EMT jacket too enthralled in my work to notice the snow flurries outside. I'll take a quick study break with some cross-country skiing at the outing club and then take my professor, Dr. Ackerman, out to lunch at the Hanover Inn to talk about her groundbreaking research in vaccine development. After a conversation on protein engineering and immunology, I'll stop by Foco for an infamous chocolate chip cookie with my friends from our unforgettable freshman hiking trip. I know I'm home when I am at Dartmouth.

14. "Why Claremont McKenna?" Essay Example

Prompt: Why do you want to attend CMC? (150-250 words)

I’ve been able to get to know CMC well, since my sister has relished pursuing her undergraduate studies at this amazing school. I’ve visited Claremont many times, and I’m certain this is exactly the school best positioned to both challenge and support me during this critical stage of my education.

The person I aspire to be in the wake of my undergraduate studies is a knowledgeable, accomplished and compassionate leader ready to take over our family business. The privilege of diving into CMC’s unique undergraduate major in Economics will certainly enable me to attain the knowledge I will need. The rigorous classes of the inimitable Finance Sequence will definitely challenge me, but I will savor this. My sister often talks about the exuberance with which professors at the Roberts Day School conduct their classes and I hope to experience this. More specifically, I want to study Financial Economics under Dr. Lisa K. Meulbroek and get an insight into the world of corporate finance by evaluating everything from mergers to investments.

A CMC education also complements my intellectual curiosity, since it would enable me to pursue a second major in Religious Studies. This is immensely important to me since I come from an area where religious tensions are spiraling out of control. In addition, to enable me to develop the hard and soft skills of leadership, CMC offers experiential projects and countless opportunities for me to take on leadership roles in clubs and societies I’m passionate about, like the Blockchain club.

15. "Why Indiana University?" Essay Example

Prompt: Describe your academic and career plans and any special interest (for example, undergraduate research, academic interests, leadership opportunities, etc.) that you are eager to pursue as an undergraduate at Indiana University. Also, if you encountered any unusual circumstances, challenges, or obstacles in pursuit of your education, share those experiences and how you overcame them. (200-400 words)

Walking into school on the first day of my senior year, the excitement about college was evident as I passed through the halls. While many students discussed the local options, the one name I heard that really drew me in was Indiana. Unaware of the tremendous opportunities that would be within my reach as a student there, I began to learn more information through both individual research and from discussion with alumni. This was how I knew Bloomington was the place for me.

Always interested in business, the characteristics of the Kelley School run parallel to those that I value in numerous ways. First, because I have taken Chinese for most of my time as a student, international experience is vital to me. While classroom learning is no doubt helpful, continuing my education of the language within the culture will teach me more meaning to the words that I am speaking. Tying in with business, it also will give me leadership experience dealing with planning and collaboration around the globe.

The collaborative community is another aspect of Indiana that I truly appreciate. Dating back to the first group activities I worked on at school, I have always appreciated the helpfulness in working with my peers rather than against them. Working with others to solve problems is not only how I have accomplished so many of my goals, but also how I have made some of my closest friends. Additionally, I will utilize this emphasis of collaboration with my professors at the Kelley School as a way to enrich what I have learned in their classrooms.

While in collaboration with my classmates, friends, and professors, I will begin connecting myself with the future alumna- and eventually become one down the road. Since the Kelley School has the largest alumni population of any other business school, the community I am entering into is sure to be influential in the future. This opportunity to enter this prestigious group will open up doors and give me access to some of the top people in business today.

I cannot wait to be a part of the community within the Kelley School: for not just the next four years of my life, but the rest of my life.

16. "Why New York University (NYU)?" Essay Example

Prompt: Why NYU?

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

Living in a suburb my whole life, I've always felt as if I lived in a two-dimensional plane. I can go left, right, forward, and backward.

In a suburb, however, it is nearly impossible to get any meaningful altitude. Upon visiting New York City during the summer before my senior year, however, I found myself gazing up at the skyscrapers soaring high above me. I've always loved the views mountains and buildings; both from above and below. I also have spent time studying Mandarin, and Shanghai would offer a unique opportunity to further my linguistic studies while engaging in cultural immersion.

Beyond settings, NYU has the capacity and the resources available for me to engage in research in quantum computation. Playing video games got me into math and science beyond just playing with my calculator as a baby. There were practical applications of the numbers, and I wanted to understand how it all worked in order to get the best equipment and maximize ammo efficiency. I would watch "Mythbusters" and try to come up with my own hypothesis and see if it matched their conclusion.

In 8th grade, I figured out that I loved science along with math, but I didn't exactly know what science I loved. At the time I was in "physical science" and I did enjoy the class a lot, but I always thought of physics as "speed distance time" triangles which were no fun at all. I was convinced to take AP Physics in my junior year with my friends, and I loved it. It was almost every week we would learn something that completely altered my perception of the universe.

Once I learned about quantum physics and how it basically destroys our understanding of everything, I knew I wanted to pursue it further, and be at the forefront of quantum research.

At NYU, not only can I take courses to learn about the subject, but I can also participate in research through the "Center for Quantum Phenomena". Taking advanced courses and conducting research in a new setting, such as New York or Shanghai, can offer me a new perspective and a breath of fresh air. Conversely, I can help over NYU a new perspective on critical thinking and problem-solving. I chose to apply to NYU because NYU is fit for me, and I am fit for NYU.

17. "Why University of Michigan?" Essay Example

Riding the elevator to the seventh floor of Haven Hall, my heart was practically leaping out of my chest. I was meeting with Dr. Jenna Bednar of the College of Literature, Science, and the Arts Department of Political Science, and as I recalled her credentials- B.A. in Political Science from Michigan, M.A. and PhD in Political Science from Stanford- I felt increasingly out of place. As a junior in high school with limited political experience, I am grateful that she agreed to take time out of her day to meet with me and answer my numerous questions about LSA, Michigan, and political theory.

Upon entering her office, my eyes were drawn to bookshelves full of political literature, from the classics like De Tocqueville and Locke (which I read in a summer college program in 2017), to her own recently published work, The Robust Federation. Encouraged by her broad smile and having just completed an official campus tour, I launched into my questions. Dr. Bednar described the connections she and her students have made at Michigan, through LSA and in general.

This revealed to me that the faculty would take a personal interest in my academic career. We discussed the average class size in LSA and the Department of Political Science, her academic background, and how to survive Michigan winters. Dr. Bednar then brought my attention to the benefits that LSA Political Science gives its students.

For example, as head of the Michigan in Washington program, Dr. Bednar's passion for both political science and education was evident as she introduced me to one of Michigan's most influential academic programs. Although I hail from two miles outside the D.C. border, I aspire to participate in the Michigan in Washington program, to build on my internship of the past year with my delegate to the Maryland General Assembly.

Under his guidance, I conducted nationwide policy research, attended civic association meetings and development forums, and traveled to our state capitol to watch the legislative process unfold. Consequently, an internship at the federal level is my logical next step toward building the foundations of a political career.

Dr. Bednar, upon hearing about my internship with my delegate, suggested that I think about the Undergraduate Research Opportunity Program. I believe that this research program offers a unique means of building my understanding of political science. I am eager to apply to the UROP program in hopes of furthering my research skills within the complex political landscape of today. Furthermore, the variety of courses that I can explore as a political science major is remarkable: from "Sports, Politics, and Society", to "Nations and Nationalism," the scope of topics will keep me engaged.

When I sat down with Dr. Bednar, I expected a five-minute chat; I received forty-five minutes of helpful advice, political theorizing, and well wishes. Leaving her office, I felt energized and ready to dive into LSA Political Science right there. Her demeanor helped to build my confidence to boldly seek connections in my search for knowledge. I saw the Michigan difference firsthand, from various undergraduate opportunities for political science, to a universal love for the school from students and faculty alike.

18. "Why University of Michigan?" Essay Example

My favorite class in high school was also my hardest. It was World Culture/World Literature, an hour and a half each day of seeing history, art, and literature not as separate entities but as intricately connected, one incomplete without the other. I learned to see humanism in Greek sculpture, religious propaganda in the chiaroscuro of Baroque paintings, disillusionment in modern art. Although seemingly unrelated to my STEM-leaning interests, the analytical skills I learned there would prove invaluable in neuroscience research. Connecting electroencephalography results to mechanisms for chronic pain relief wasn’t all too different from drawing links between historical movements and paintings; both required an intimate knowledge of background information and a willingness to take risks, to see new relationships and forge unprecedented connections.

LSA embodies precisely this mentality, fostering interdisciplinary learning and problem-solving. With classes like “Health, Biology, and Society: What is Cancer?”, bridging humanistic and biological approaches to disease, and graduation requirements ranging from Natural Sciences to Race and Ethnicity, LSA prepares students for the real world, where problems necessitate not just single-minded expertise but also a diverse understanding of other factors involved. My internship experience only confirmed the practicality of this perspective; we used mindfulness meditation alongside spinal cord stimulation technologies to treat chronic pain.

This mindset is not confined to learning inside the classroom. The LSA Opportunity Hub is robust, connecting students to internships at Nike, Forbes, and the US Department of Education, among other places. To intern as a research assistant at Mayo Clinic, to use mathematical models to predict brain tumor growth like current Michigan junior Tatum Doyle would be an unequalled opportunity. Her work in incorporating mathematical concepts in medical research personifies the LSA culture, where problems are best solved holistically. LSA’s interdisciplinary approach does not detract from fostering specialization and excellence in specific fields, but adds; its Biochemistry program promotes innovation and independence in its students and is ranked top in the nation.

I remember boiling down cabbage with my dad to make acid/base indicators. In elementary school, my teacher wrote that I had been spending too much time reading animal books and too little time playing with other kids. I loved (and still love) all things living, often marvelling at the complexity of the animal kingdom, the human body, the organs, and the cells that were the foundation for everything else. The first time I read about the process of translation, of rendering mRNA into proteins, my eyes filled with tears; this is what I wanted to do, to apply the chemistry that had defined my childhood to my love of biology.

LSA shares that passion, dedicating a plethora of resources, both intellectual and material, to its Biochemistry department. With equipment like atomic absorption spectrophotometers, classes in Endocrinology, and distinguished professors, the University of Michigan has everything any biochemistry undergraduate student would need, and much more. To research under a PI like Dr. Kopelman, winner of the J. William Fulbright Research Award, would be a dream fulfilled. His work in employing 5-dimensional chemical imaging to visualize and treat tumors does what LSA does best; it uses an interdisciplinary approach to make academic discoveries both relevant and essential in the real world. It is a culture I would be honored to take part in, should I be accepted.

19. "Why University of Michigan?" Essay Example

Sweat drips down my face onto homework in front of me.

I just got home from a soccer game; I’m not stressed. This is until I realize I still have a plethora of edits to make on my lab report as well as emails to write for an upcoming NHS event. AND I have three tests the next day.

Although stressful, I enjoy every minute of juggling a variety of academics and extracurriculars. I appreciate all the opportunities my high school offers to me and I take advantage of as many as I can handle. Thanks to my involved years of high school, I have received a great education as well as many experiences I would never trade away.

Entering my senior year and researching universities I may want to attend, there is one question which continuously presents itself. What do I want to major in when I get to college? It is a scary question and I have never known the answer. Despite participating in many extracurriculars such as National Honor Society, Science Olympiad, Math Honor Society, and Future Business Leaders of America, I still have no idea what I want to do with my life.

As a student at LSA, I would be able to use the abundance of resources to explore possibilities for life after college. Since I am one of the many college applicants who has not decided upon a major, a large, liberal arts college like LSA is the perfect place for me to discover more about myself, pursue interests, and find my purpose. I have considered medicine, business, economics, and law. The two courses I have enjoyed the most are biomedical sciences and US History. I am truly all over the map!

With so much variety at LSA, I would be able to change majors or take a diverse group of classes so that I could find what I want to study. LSA is unique from its University of Michigan counterparts because it offers a broader range of departments, majors, and courses. The flexibility at LSA would help me discover what I want my life to be like while supporting me through my journey.

Additionally, LSA provides students with multiple opportunities not found anywhere else at University of Michigan. One program that caught my eye was Michigan Learning Communities. This program appeals to me because having the resources of this large university, yet finding a niche in the community to challenge myself and others, can help me grow as a student and a person. Similarly, the Opportunity Hub at LSA jumped out at me as I researched the University and toured the school. I would take full advantage of the great connections the Opportunity Hub provides, as it could help me find an internship or job offer when the perfect time comes. MLCs, the Opportunity Hub, and the many other programs which LSA offers are the main reasons why LSA would be the best college fit for me.

I was initially drawn to the University of Michigan by the beautiful campus, great athletics programs, unmatched prestige, and massive alumni network. However, as I dove deeper, I discovered LSA, a school that can help me realize my purpose and passions while providing a focused learning environment to lead me to a bright future.

20. "Why University of Michigan?" Essay Example

Throughout my college search, I had yet to come across the perfect undergraduate school for my interests. The safe pick was always the standard “College of Arts and Sciences” or its equivalent, with the most varied options for me to craft my experience. Something was different about Michigan. I didn’t need to craft my own academic experience at another university when the perfect one was already designed here: The School of Kinesiology’s Movement Science program.

In my house, we never eat scrambled eggs. We eat denatured albumin and yolk proteins served with a sprinkling of sodium chloride; cooking was chemistry, not just a chore. From a young age, my parents have cultivated a sense of curiosity in me. So when I injured my left wrist in the summer before freshman year, it was so much more than just an injury. I researched more into my growth plate dislocation and radial fracture. I got to see the details of the procedure, the recovery process, and the gradual reversion of my X-rays to a normal wrist image. This fascinating journey got me through an otherwise disappointing summer: no basketball and no french horn.

While the seeds were planted during my injury, they didn’t start blooming until I spent a week shadowing Dr. Kesavan Ramanujan in the Royal United Hospital, Bath, England. I realized that the field of orthopedics was a field where I could visually identify a problem, come up with a solution, implement the solution through operation, and help someone progress to full recovery. The gratification on the doctor’s faces when their recovered patients came back to visit them was infectious. While this trip was my first time staying abroad without my family, the biggest takeaway for me was that I had found a career I was truly interested in.

My volunteer work at the Robert Wood Johnson Hospital Physiotherapy Clinic has only strengthened this notion. While my work as a volunteer may be the more routine tasks: making schedules, doing paperwork, cleaning the beds and the gym, setting up hot packs, cold packs, and stimulation pads, I have learned so much about the subtle details of patient interaction through what I absorb from the physical therapists. Even if a PT is having a bad day, they have taught me how important it is to have a smile on your face for the next patient coming through the doors. They have also taught me how much of an intersection there is between teaching and medicine/therapy.

These experiences draw me to the School of Kinesiology, and specifically the Movement Science program. The opportunity to actively engage with skeletomuscular system studies as opposed to solely classroom learning appeals to me, as do the extensive research opportunities. The specialized IONM Intraoperative Neuromonitoring Program-- the only accredited IONM program in the world-- would give me the chance to engage in an exciting, interdisciplinary curriculum that cannot be found anywhere else.

From scrambled eggs to broken bones; from British adventures to lessons learned in the RWJ clinic. Discovering my passion for orthopedics and movement science has already been an exhilarating ride; yet, these have all been just the beginning steps of my journey. I cannot think of a better place to continue than the University of Michigan.

21. "Why University of Southern California (USC)?" Essay Example

Prompt: Describe how you plan to pursue your academic interests and why you want to explore them at USC specifically. Please feel free to address your first- and second-choice major selections. (250 words max)

All throughout my life, I always loved doing math no matter what the concept. My love for math led to me taking advanced math classes for my grade. I even had to take a bus to a high school when I was in middle school to take an advanced math class. I always knew that I would want to pursue a career dealing with mathematics, but I was not really sure until my junior year. I had not decided what I wanted to be in the future, so my uncle suggested being a CPA, and I looked into it. When I did my research, it interested me as they made a decent amount of money and they worked with numbers.

At USC, I would like to major in accounting and gain the opportunity to possibly receive an internship at one of the big accounting firms in Los Angeles through the networking of USC. If I were able to get an internship, I would be able to gain experience for when I graduate and search for a job. I would also consider going for a Masters of Business Administration as I know that USC has one of the best business programs in the country.

22. "Why University of Southern California (USC)?" Essay Example

I had never considered traveling across the country to pursue an education. In fact, living in Pittsburgh all of my life and growing up with people who are so adamant about staying put, forced me to believe that I too had to box myself into this small, yet evolving city. However, now I can confidently tell my friends and family that I want to travel to California for college (and ignore their odd looks).

What strikes me most about USC is its ability to maintain uniformity despite its diverse student body--in interests, ethnicity, and opinion. There are not many schools where I could be best friends with filmmakers, artists, photographers, chemists, potential CEOs, and writers. Although all of these people are spread across different schools, they still seem to maintain a cultural unity. Being surrounded by such a distinct trojan pride combined with the ambitious atmosphere would be both inspiring and propulsive.

At USC, I would not have to confine to merely one of my interests. I have always had aspirations of becoming a doctor and pursuing neuroscience, but have never felt comfortable ignoring the humanities. As a Trojan, I could pursue research at the Dana and David Dornsife Cognitive Neuroscience Imaging Center or even take part in PIBBS, while also honing my writing skills through the intricate Writing Program.

Much like the students, my interests could somehow be molded into a diverse uniformity, and I could prove my fellow Pittsburghers that perhaps they need to move around more.

23. "Why Cornell?" Essay Example

Prompt: Cornell Engineering celebrates innovative problem solving that helps people, communities…the world. Consider your ideas and aspirations and describe how a Cornell Engineering education would allow you to leverage technological problem-solving to improve the world we live in. (250-650 words)

For "Why Us?" college essays, one of the most important parts is to show ways you imagine being involved on campus. This student does a great job of showing that they've done their research about Cornell, by connecting their passion for studying heart disease to specific initiatives already taking place on campus. Try researching what events, research, or programs are being conducted. By referencing those specifics, you can create convincing reasons of why this school is fit for you.

When discussing your intended area of study, one effective strategy is to identify a problem that you see. This problem can be in the field itself, your community, or the world. Then, you can connect this problem to yourself by showing how you'd want to help solve it. Don't try to tackle it entirely yourself, but show how you'd "take bites" out of this larger problem. It is also important that you identify potential solutions to the problem. You definitely don't (and shouldn't) have all the answers, but what do you see as potential steps for combatting the issue?

Using technical language, such as referencing "semi-elliptical curves" and "modular form" in this essay, will help show your in-depth knowledge and passion. Don't be afraid to use technical jargon like this, and don't worry if admissions officers may not know all the terms. As long as they have context and knowing the terminology isn't critical to understanding your point, including "nerdy" language will make your essay more engaging and demonstrate your intelligence.

If you have personal connections to the school you're applying to (such as legacy, family members who work there, students or faculty you're close with), it can be a good idea to reference those connections. Showing personal connections to the school makes admissions think, "They're already practically one of us!" Just make sure that these connections aren't contrived: only write about them if you have a clear purpose within your essay for introducing them. In this essay, the student references their brother who attended Cornell, but does so in a way that naturally ties into the rest of their reasons for "why Cornell."

24. "Why University of Pennsylvania?" Essay Example

Prompt: Considering the specific undergraduate school you have selected, how will you explore your academic and intellectual interests at the University of Pennsylvania? For students applying to the coordinated dual-degree and specialized programs, please answer these questions in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay. (300-450 words)

As a child the world fascinated me. From questioning the makeup of the dirt I played in, to doubting the existence of gravity as I flew a kite, I was always thinking. Time passed, and my consciousness opened to more, like atoms, the Big Bang Theory, the psychology behind dreams, and the list goes on. Everything fascinated me; curiosity quickly became a part of my character. Some say ignorance is bliss, but I have to disagree. Ignorance is what fuels my curiosity; ignorance is what drives me to discover, learn, and initiate change. Living in a small rural town with my grandmother and disabled father, I have been limited by geography and socioeconomics. A perfect blend of humanities and factualities, the College of Arts and Sciences is an exploratory lab for all I do not know. At Penn, courses from Neurobiology of Learning and Memory to The Sociology of Gender allow me to rid my ignorance one class at a time. The unique and specialized curriculum provides a place to explore whatever I wonder and answer whatever I question. While my grandmother did not have the money for me to attend science camps, to visit museums, or to travel more than a few hours from my home, living in the country always provided me with endless exploration. My interest in trees in particular led me to specialize in the forestry portion of our Envirothon team for four years of high school. The passion I have for biology is second to my interest in helping others. Rural areas of Pennsylvania are in desperate need for physicians, especially in the field of women’s health. My goal is to return to my community and fill that need. As a low income, first-generation student, I have had limited opportunities, but I have seized any that I could and where there were none, I created some. As a seventh grader, I pioneered the colorguard of our newly formed high school marching band. Last year, as captain of 14 twirlers, I took my first plane ride to Disney World where my band performed. This experience taught more than I could ever learn in a classroom. Similarly, there are endless opportunities at Penn, both intra- and extra-curricular, and I plan to take advantage of all that I can to feed my fire.

25. "Why University of Pennsylvania?" Essay Example

This essay does a great job of conveying a thoughtful and candid applicant. Their phrasing, although verbose in some places, comes across genuine because the author walks you through how they learned about the school, what they're looking for in a school, and why the school would offer those specific things. Phrases like "I didn't know if I could honestly see myself studying that" are conversational and natural-sounding, which help create a sincere tone.

By referencing specific programs, like "Penn in Washington" as well as various minors and concentrations, it is clear this student has done their research about the school. One of the most important aspects for a "Why Us" essay is to find specific and unique opportunities and name them in your essay. These could be things like specific professors and their work, campus and its location, interesting classes, unique internship/study-abroad/job programs, special events, and many more. The key is referencing things that are entirely unique to the school and not many other schools too. Avoid broad terms like "renowned faculty" or "interdisciplinary studies" because virtually all colleges offer things like this, and these are some of the most over-used and artificial reasons used in "Why Us" essays.

This essay has many moments of repetition that are unnecessary. In general, avoid repeating your ideas and when editing, ask yourself of each sentence: does this add something distinctly new and important to my essay? There are two common mistakes that often create repetition: prefacing your ideas and summarizing your ideas. Unlike academic writing, you don't need to "prepare" the reader for what you're going to say, and you don't need to conclude it with a summary. By doing so, you only create unnecessary repetition and take up words which could otherwise be used to include new specific details or ideas.

This essay spends nearly half of its words explaining the "interdisciplinary" opportunities at UPenn. However, this reason is quite superficial and not at all unique to Penn, as almost all colleges offer some sort of interdisciplinary study (i.e. combining your interests or studying multiple fields). Talking about "interdisciplinary study" is one of the most common reasons students use in their "Why Us" essay, and it often comes across as generic and unoriginal. Instead, look for offerings that no other (or very few other) schools provide. Narrow down your reasons "why" to make them more specific to the school, even if they are smaller scale. You can mention things like "interdisciplinary studies" or "diverse student body" briefly as a reason why, but don't make them one of your primary reasons why, unless you have something particularly unique about it.

26. "Why Tufts University?" Essay Example

Prompt: Why Tufts? (100 words max)

What struck me most about Tufts was not only the warm, open, and energetic atmosphere, but also the students’ willingness to be walking contradictions. With the ExCollege ​encouraging interdisciplinary education through ​classes like ​EXP-0058-PS Health, Communication & Society, it is easy to be contradictory.

During my visit, I met Biological Poets, Singing Physicists, and Mathematical Artists. I know that Tufts is right for me because it preaches everything I believe about synergistic learning. Being a contradiction my entire life--the scientific, mathematically inclined, yet literature obsessed barista--it was comforting to find a community of people identical to and completely different from me.

27. "Why Tufts University?" Essay Example

Prompt: Which aspects of Tufts’ curriculum or undergraduate experience prompt your application? (100 words max)

Touring a college is not always enough to get a sense of what the college is like. But, I had the unique opportunity to meet with Professor Dennis Rasmussen and discuss Political Science at Tufts. He talked to me about the unique opportunities which Tufts students have, from the fantastic study abroad opportunities to a senior thesis which lets you dip your feet into research before moving onto higher education. The combination of Professor Rasmussen’s thoughtfulness and the school’s academic prowess proved to me that Tufts is the place to be.

28. "Why Northwestern?" Essay Example

Think Purple: Aspiring journalist dreams of being a Wildcat F​iled under ​A​dmissions​, ​Top Stories

After brochure browsing, website wandering, and campus canvassing what felt like hundreds of different schools, it took Daisy Conant exactly 32 seconds on the Northwestern University campus to realize she had found the one.

“Northwestern is undefinable in the best way, an addicting hub of intellectuality, creativity, and school spirit - something especially appealing to a football lover,” laughed Conant. “But what excites me most about NU is the opportunity to study at the Medill School of Journalism.”

A writer with hopes of becoming a foreign correspondent, Conant has always been drawn to people and their stories, especially those completely unfamiliar to herself and her experiences. Once learning she could start on day one at Medill acquiring investigative journalism experience writing an enterprise story and end on day 600 with a journalism residency and international experience already under her belt, she was hooked.

“Conducting groundbreaking research on the socioeconomic disparities in the CPS system for the Medill Justice Project, spending a semester abroad reporting on cultural crisis in Greece, interning at the Post - at Medill, my options are boundless,” remarked Conant. “I could explore the world of print news writing in-focuses for the Daily Northwestern, dabble in magazine editing laying out spreads for North by Northwestern, even try my hand at broadcast reporting for WNUR.”

A journalist at heart, Conant is fascinated with the intersections of other disciplines. As an NU student she would be free to engage her passions for international studies and business through outside concentrations in addition to investigative journalism, uncovering the adventures (and discovering the tenacious Wildcats) that lie between Evanston and the shores of Lake Michigan. “My story is just beginning,” said Conant. “And Northwestern is the perfect lede.”

29. "Why Notre Dame?" Essay Example

Prompt: What excites you about the University of Notre Dame that makes it stand out from other institutions? (200 words max)

Lou Holtz once said, “You don't go to Notre Dame to learn something; you go to Notre Dame to be somebody.” While I can hardly tell the difference between a linebacker, quarterback and fullback, I know that the advice from the former football coach rings true. Notre Dame will not only provide me with a wonderful education, but will equip me with the tools to pursue a career in government.

Notre Dame’s emphasis on a practical political science education is what first drew me in. The emphasis on equipping students with the ability to do research through the Research Apprenticeship Course and the ability to complete a thesis allow for an undergraduate to get hands-on experience in helping contribute to the body of knowledge in political science.

Further, the ability to obtain internships, especially with the U.S. Department of State and the City of Chicago Law Division emphasize the experiential learning I hoped for. Real-world experience will empower me to solve real-world problems and enter the workforce.

While I may never understand football, with a Notre Dame education I know I will learn to understand political science deeply and be equipped for a successful future.

30. "Why Notre Dame?" Essay Example

When I attended a Notre Dame information session, the admission representative, Zach, told us wonderful stories about campus life. One thing that especially stuck out to me was how diverse Notre Dame is. It was intriguing to think that I could sit down at a lunch table and there would be someone there from Hong Kong, Germany, and Korea. This nurtures my love of cultures different from my own. Also, I’ve spent my whole life in Kansas City, which is roughly 8 hours away from Indiana.

The idea of leaving everything that I’ve grown so familiar with frightens me. A family friend who attends Notre Dame says that you form a close bond with the people in your dorm, but it extends beyond that because it’s like everyone at Notre Dame is family. Even the Alumni stay involved long after they’ve graduated. People are proud to have graduated from Notre Dame, leading me to believe that when you attend Notre Dame, you become a family for life. Notre Dame has a history and legacy of greatness, and I would love to be a part of a school that changes lives like that.

31. "Why Ithaca College?" Essay Example

Prompt: Please tell us why you selected this specific academic program and what other academic programs interest you. (10-200 words)

Recording devices have been banned from the courtroom of the Supreme Court Building since 1946. Therefore, when the Court makes a landmark decision, interns must hand-deliver paper copies of the ruling to news organizations.

The interns often pair running shoes with their business attire, for the quarter-mile sprint from the Court building to the area where networks ​await.

When I first saw photographs of “The Running of the Interns”, I wanted nothing more than to ​be​ one of those people. I wanted to feel my running shoes beating against the sidewalks, to feel sweat staining my suit.

Why did this tradition attract me to journalism? Because it reminded me that the news is a race, a constantly-changing collection of stories shaping social and political development.

The opportunity to contribute to that collection is why, beyond Ithaca’s journalism program, I’m also interested in the College’s minors in Politics and Writing.

I think all of this desire to be part of a story defines what it means to be a journalist, a writer: When I become a journalism major at Ithaca College, and, later, perhaps a running intern, I get to be a contender in the race to change the world.

32. "Why Rice University?" Essay Example

Prompt: How did you first learn about Rice University, and what motivated you to apply? (250 words max)

I live in Ponchatoula, but I am from New Orleans. Most of my family is from there, including my parents, and as a result, I have grown up in a food-loving household. My parents and I decided to take a foodie vacation to Houston since we heard about how amazing the food is there. My mom suggested I research the schools in Houston so I could visit one while we were there. I will admit that I chose Rice simply because it was the highest-ranking school according to a quick Google search. I didn't do any further research.

However, as soon as I stepped through the Sallyport, my nonchalance faded, and I was entranced.

The beauty of the school was nearly enough for me to apply, but I was intrigued when my tour guide spoke about the importance of liberal arts at Rice because I have never been in an environment that held such respect for them. I also loved the housing system of Rice. It reminded me of the houses in Hogwarts from Harry Potter! I felt incredibly welcomed at Rice; I was pleasantly surprised when I asked the tour guide if I could visit the Shepherd School of Music by myself since it wasn't included in the tour, and she told me "of course." As I stepped through the unlocked doors and strolled through the maroon floors of the Shepherd School of Music, I didn't hesitate to inform my parents of my new dream school.

33. "Why University of Wisconsin-Madison?" Essay Example

Prompt: Tell us why you decided to apply to the University of Wisconsin-Madison. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided please describe your areas of possible academic interest. (80-650 words)

This essay uses a lot of a great, specific references about UW Madison that show that the author has done their research and know the school well. Your reasons for applying in these "Why Us?" essays should be as specific as possible. This essay uses references to specific professors and their work, lab equipment ("biolayer interferometry"), courses, and features about campus. All of this works to create a compelling reason why this student would be a good fit, while also demonstrating strong interest in the school. When writing "Why Us" essays, doing your research to find unique and specific aspects is most important.

Even for "Why Us?" essays that don't explicitly ask you to write about your major, referencing your intended major is often a strong reason "why." By connecting what you want to study with what the school offers, you can show how your studies would be made even better. Admissions officers are trying to imagine how you'd fit into campus, so try showing them how you'd be engaged in the specific department. Researching the department is also a good idea, as often times it is easier to find unique qualities about a department (like "Biochemistry department") than it is to find about the school as a whole.

This essay starts off with a somewhat unserious introduction, referencing Wisconsin's reputation for cheese-making. Although this is casual and humorous, it serves as an engaging introduction into their main ideas about what the school offers. Using humor can show your personality, while also making it more fun for admissions officers to read. They'll be more likely to find your essay likable if you can include small moments of lightheartedness. This student also shows their personality through interjecting their thoughts (like this is doing here) using parentheses, which works to bring the reader into your thought process.

In this intro, the author sets up three points that they use as criteria for what they want in a school. However, this ultimately ends up creating unnecessary repetition because they later they discuss each of those points in detail. In general, avoid prefacing your ideas or thoughts. That is, you don't have to "prepare" or "introduce" what you're about to say to the reader. Instead, it is usually more compelling to just start with those juicy details rather than setting them up.

34. "Why Cornell University?" Essay Example

Prompt: Describe two or three of your current intellectual interests and why they are exciting to you. Why will Cornell's College of Arts and Sciences be the right environment in which to pursue your interests? (650 words max)

35. "Why Brown University?" Essay Example

Prompt: Why Brown, and why the Brown Curriculum? (200 words max)

I believe any college should equip you with tools as you embark upon your journey. Brown provides the necessary. That is what the capstone experience does (not to mention the importance of internships given to Brown Students). You can never know everything about anything. But quench the questions is exactly what the Capstone Experience fosters.

The Open Curriculum was obviously the first thing that caught my eye. In school, you are sometimes forced to take the subjects you don’t like. College shouldn’t be the same. It is supposed to be a fresh start and that is exactly why you should be allowed to take the courses that appeal to you. Here is where the S/NC option was interesting. Only if you know perspectives from all subjects, can you determine a solution; S/NC promotes this. Group Independent Study Projects is also unique. Getting into the course is something hard. But creating your own course is amusing.

I would love to be a part of The Society of Women Engineers because I had to fight with my own family to study Computer Science in the United States. If it means providing the help for people I wish I'd got, never better.

36. "Why UPenn?" Essay Example

Prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying. (650 words max)

37. "Why Carnegie Mellon University (CMU)?" Essay Example

Prompt: Why Carnegie Mellon? (650 words max)

With a strong background in computer science and communications, I hope to incorporate both into a future career of building data systems, conducting research, and consulting for organizations that serve underrepresented citizens.

Specific details and anecdotes will almost always be more compelling than less specific ones. In this essay, the student does a great job of including specific, "nerdy" details, such as "an association test between melanoma associated variants and survival outcome." These details demonstrate your in-depth knowledge of an area and make your essay more engaging.

This essay does a fantastic job of addressing real-world problems and emphasizing the "bigger picture" impact of their studies. Rather than just explaining what they want to study, this student explains how their education will help them have an impact on the world. Make an argument for what problems you see in the world and how you could potentially help solve them.

For "Why Us?" college essays, one of the most important parts is to reference unique aspects to the school. Almost all colleges have strong academics, great faculty, etc. So instead of referencing those points, reference what makes the school unique and different. In this essay, the student talks about "CMU's Technology Consulting in the Global Community" program, which is both highly specific to CMU and relevant to their own interests.

In general, you should avoid simply listing your achievements. This student has many remarkable activities and experiences, but it comes across less interesting because the first half of the essay is simply describing these accomplishments.

For "Why Us?" essays, it is also a good idea to reference the values the school represents. Each school has a different "culture" and type of student body, and admissions wants to know how you will fit in.

What You Can Learn From These "Why This College" Essay Examples

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What are the key elements of a positive learning environment? Perspectives from students and faculty

Shayna a. rusticus.

Department of Psychology, Kwantlen Polytechnic University, 12666 72 Ave, Surrey, BC V3W 2M8 Canada

Tina Pashootan

The learning environment comprises the psychological, social, cultural and physical setting in which learning occurs and has an influence on student motivation and success. The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning. We recruited a total of 22 students and 9 faculty to participate in either a focus group or an individual interview session about their perceptions of the learning environment at their university. We analyzed the data using a directed content analysis and organized the themes around the three key dimensions of personal development, relationships, and institutional culture. Within each of these dimensions, we identified subthemes that facilitated or impeded student learning and faculty work. We also identified and discussed similarities in subthemes identified by students and faculty.

Introduction

The learning environment (LE) comprises the psychological, social, cultural, and physical setting in which learning occurs and in which experiences and expectations are co-created among its participants (Rusticus et al., 2020 ; Shochet et al., 2013 ). These individuals, who are primarily students, faculty and staff, engage in this environment and the learning process as they navigate through their personal motivations and emotions and various interpersonal interactions. This all takes place within a physical setting that consists of various cultural and administrative norms (e.g. school policies).

While many studies of the LE have focused on student perspectives (e.g. Cayubit, 2021 ; Schussler et al., 2021 ; Tharani et al., 2017 ), few studies have jointly incorporated the perspectives of students and faculty. Both groups are key players within the educational learning environment. Some exceptions include researchers who have used both instructor and student informants to examine features of the LE in elementary schools (Fraser & O’Brien, 1985 ; Monsen et al., 2014 ) and in virtual learning and technology engaged environments in college (Annansingh, 2019 ; Downie et al., 2021 ) Other researchers have examined perceptions of both groups, but in ways that are not focused on understanding the LE (e.g. Bolliger & Martin, 2018 ; Gorham & Millette, 1997 ; Midgly et al., 1989 ).

In past work, LEs have been evaluated on the basis of a variety of factors, such as students’ perceptions of the LE have been operationalized as their course experiences and evaluations of teaching (Guo et al., 2021 ); level of academic engagement, skill development, and satisfaction with learning experience (Lu et al., 2014 ); teacher–student and student–peer interactions and curriculum (Bolliger & Martin, 2018 ; Vermeulen & Schmidt, 2008 ); perceptions of classroom personalization, involvement, opportunities for and quality of interactions with classmates, organization of the course, and how much instructors make use of more unique methods of teaching and working (Cayubit, 2021 ). In general, high-quality learning environments are associated with positive outcomes for students at all levels. For example, ratings of high-quality LEs have been correlated with outcomes such as increased satisfaction and motivation (Lin et al., 2018 ; Rusticus et al., 2014 ; Vermeulen & Schmidt, 2008 ), higher academic performance (Lizzio et al., 2002 ; Rusticus et al., 2014 ), emotional well-being (Tharani et al., 2017 ), better career outcomes such as satisfaction, job competencies, and retention (Vermeulen & Schmidt, 2008 ) and less stress and burnout (Dyrbye et al., 2009 ). From teacher perspectives, high-quality LEs have been defined in terms of the same concepts and features as those used to evaluate student perspective and outcomes. For example, in one quantitative study, LEs were rated as better by students and teachers when they were seen as more inclusive (Monsen et al., 2014 ).

However, LEs are diverse and can vary depending on context and, although many elements of the LE that have been identified, there has been neither a consistent nor clear use of theory in assessing those key elements (Schönrock-Adema et al., 2012 ). One theory that has been recommended by Schönrock-Adema et al. ( 2012 ) to understand the LE is Moos’ framework of human environments (Insel & Moos, 1974 ; Moos, 1973 , 1991 ). Through his study of a variety of human environments (e.g. classrooms, psychiatric wards, correctional institutions, military organizations, families), Moos proposed that all environments have three key dimensions: (1) personal development/goal direction, (2) relationships, and (3) system maintenance/change. The personal development dimension encompasses the potential in the environment for personal growth, as well as reflecting the emotional climate of the environment and contributing to the development of self-esteem. The relationship dimension encompasses the types and quality of social interactions that occur within the environment, and it reflects the extent to which individuals are involved in the environment and the degree to which they interact with, and support, each other. The system maintenance/change dimension encompasses the degree of structure, clarity and openness to change that characterizes the environment, as well as reflecting physical aspects of the environment.

We used this framework to guide our research question: What do post-secondary students and faculty identify as the positive and negative aspects of the learning environment? Through the use of a qualitative methodology to explore the LE, over the more-typical survey-based approaches, we were able to explore this topic in greater depth, to understand not only the what, but also the how and the why of what impacts the LE. Furthermore, in exploring the LE from both the student and faculty perspectives, we highlight similarities and differences across these two groups and garner an understanding of how both student and faculty experience the LE.

Participants

All participants were recruited from a single Canadian university with three main campuses where students can attend classes to obtain credentials, ranging from a one-year certificate to a four-year undergraduate degree. Approximately 20,000 students attend each year. The student sample was recruited through the university’s subject pool within the psychology department. The faculty sample was recruited through emails sent out through the arts faculty list-serve and through direct recruitment from the first author.

The student sample was comprised of 22 participants, with the majority being psychology majors ( n  = 10), followed by science majors ( n  = 4) and criminology majors ( n  = 3). Students spanned all years of study with seven in their first year, three in second year, five in third year, six in fourth year, and one unclassified. The faculty sample consisted of nine participants (6 male, 3 female). Seven of these participants were from the psychology department, one was from the criminology department and one was from educational studies. The teaching experience of faculty ranged from 6 to 20 years.

Interview schedule and procedure

We collected student data through five focus groups and two individual interviews. The focus groups ranged in size from two to six participants. All sessions occurred in a private meeting room on campus and participants were provided with food and beverages, as well as bonus credit. Each focus group/interview ranged from 30 to 60 min. We collected all faculty data through individual interviews ranging from 30 to 75 min. Faculty did not receive any incentives for their participation. All sessions were conducted by the first author, with the second author assisting with each of the student focus groups.

With the consent of each participant, we audio-recorded each session and transcribed them verbatim. For both samples, we used a semi-structured interview format involving a set of eight open-ended questions about participants’ overall perceptions of the LE at their institution (see Appendix for interview guide). These questions were adapted from a previous study conducted by the first author (Rusticus et al., 2020 ) and focused on how participants defined the LE, what they considered to be important elements of the LE, and their positive and negative experiences within their environment. Example questions were: “Can you describe a [negative/positive] learning [students]/teaching [faculty] experience that you have had?”.

We analyzed the data using a directed content analysis approach (Hsieh & Shannon, 2005 ) that used existing theory to develop the initial coding scheme. We used Moos’s (Insel & Moos, 1974 ; Moos, 1973 , 1991 ) framework and its three dimensions of personal development, relationships, and system maintenance/change to guide our analysis. During the analysis phase, we renamed the system maintenance/change dimension to ‘institutional setting’ as we felt it was more descriptive of, and better represented, the content of this theme.

We analyzed student and faculty data separately, starting with the student data, but used the same process for both. First, we randomly selected two transcripts. We each independently coded the first transcript using the broad themes of personal development, relationships and institutional setting, and developed subcodes within each of these themes, as needed. We then reviewed and discussed our codes, reaching consensus on any differences in coding. We then repeated this process for the second transcript and, through group discussions, created a codebook. The first author then coded the remaining transcripts.

When coding the faculty data, we aimed to maintain subcodes similar to the student data while allowing for flexibility when needed. For instance, within the personal development theme, a subcode for the student data was ‘engagement with learning’, whereas a parallel subcode for the faculty data was ‘engagement with teaching’.

We present the results of the student and faculty data separately. For both, we have organized our analysis around the three overarching themes of personal development, relationships and institutional setting.

Student perspectives of the learning environment

Personal development.

Personal development was defined as any motivation either within or outside the LE that provide students with encouragement, drive, and direction for their personal growth and achievement. Within this theme, there were two subthemes: engaging with learning and work-life balance.

Engagement with learning reflected a student’s desire and ability to participate in their learning, as opposed to a passive-learning approach. Students felt more engaged when they were active learners, as well as when they perceived the material to be relevant to their career goals or real-world applications. Students also said that having opportunities to apply their learning helped them to better understand their own career paths:

I had two different instructors and both of them were just so open and engaging and they shared so many personal stories and they just seemed so interested in what they were doing and what I was like. Wow, I want to be that. I want to be interested in what I’m learning. (G6P1)

A common complaint that negatively impacted student motivation was that instructors would lecture for the entire class without supporting materials or opportunities for students to participate.

I’ve had a couple professors who just don’t have any visuals at all. All he does is talk. So, for the whole three hours, we would just be scrambling to write down the notes. It’s brutal...(G7P2)

Trying to establish a healthy work-life balance and managing the demands of their courses, often in parallel with managing work and family demands, were key challenges for students and were often sources of stress and anxiety. For instance, one student spoke about her struggles in meeting expectations:

It was a tough semester. For the expectations that I had placed on myself, I wasn’t meeting them and it took a toll on me. But now I know that I can exceed my expectations, but you really have to try and work hard for it. (G6P1)

Achieving a good work-life balance and adjusting to university life takes time. Many students commented that, as they reached their third year of study, they felt more comfortable in the school environment. Unfortunately, students also noted that the mental and emotional toll of university life can lead to doubt about the future and a desire to leave. One student suggested more support for students to help with this adjustment:

I think school should give students more service to help them to overcome the pressure and make integration into the first year and second year quicker and faster. Maybe it’s very helpful for the new students. (G7P4)

Relationships

Relationships was the second dimension of the LE. Subthemes within this dimension included: faculty support, peer interaction, and group work. Most students commented on the impact that faculty had on their learning. Faculty support included creating a safe or unsafe space in the classroom (i.e. ability to ask questions without judgement, fostering a respectful atmosphere), providing additional learning material, accommodating requests, or simply listening to students. Students generally indicated that faculty at this university were very willing to offer extra support and genuinely cared for them and their education. Faculty were described as friendly and approachable, and their relationships with students were perceived as “egalitarian”.

I think feeling that you’re safe in that environment, that anything you pose or any questions that you may have, you’re free to ask. And without being judged. And you’ll get an answer that actually helps you. (G1P4)

While most students felt welcome and comfortable in their classes, a few students spoke about negative experiences that they had because of lack of faculty support. Students cited examples of professors “shutting down” questions, saying that a question was “stupid”, refusing requests for additional help, or interrupting them while speaking. Another student felt that the inaction of faculty sometimes contributed to a negative atmosphere:

I’ve had bad professors that just don't listen to any comment or, if you suggest something to improve it which may seem empirically better, they still shut you down! That’s insane. (G2P2)

The peer interactions subtheme referred to any instances when students could interact with other students; this occurred both in and out of the classroom. Most often, students interacted with their peers during a class or because of an assignment:

I think the way the class is structured really helps you build relationships with your peers. For example, I met S, we had several classes with each other. Those classes were more proactive and so it allowed us to build a relationship… I think that’s very important because we’re going to be in the same facility for a long time and to have somebody to back you up, or to have someone to study with…”. (G1P4)

However, other students felt that they lacked opportunities to interact with peers in class. Although a few participants stated that they felt the purpose of going to school was to get a degree, rather than to socialize with others, students wanted more opportunities to interact with peers.

The final subtheme, group work, was a very common activity at this school. The types of group work in which students engaged included classroom discussions, assignments/projects, and presentations. Many students had enjoyable experiences working in groups, noting that working together helped them to solve problems and create something that was better than one individual’s work. Even though sometimes doing the work itself was a negative experience, people still saw value in group work:

Some of the best memories I’ve ever had was group work and the struggles we've had. (G2P2) I don’t like group work but it taught me a lot, I’ve been able to stay friends and be able to connect with people that I’ve had a class with in 2nd year psych all the way up till now. I think that’s very valuable. (G6P1)

Almost all students who spoke about group work also talked about negative aspects or experiences they had. When the work of a group made up a large proportion of the final grade, students sometimes would have preferred to be evaluated individually. Students disliked when they worked in groups when members were irresponsible or work was not shared equally, and they were forced to undertake work that other students were not completing.

A lot of people don’t really care, or they don’t take as much responsibility as you. I think people have different goals and different ways of working, so sometimes I find that challenging. (G7P2)

Institutional setting

The third overarching theme was the institutional setting. Broadly, this theme refers to the physical structure, expectations, and the overall culture of the environment and was composed of two key subthemes: importance of small class sizes; and the lack of a sense of community.

Small class sizes, with a maximum of 35 students, were a key reason why many students chose to come to this institution. The small classes created an environment in which students and faculty were able to get to know one another more personally; students felt that they were known as individuals, not just as numbers. They also noted that this promoted greater feelings of connectedness to the class environment, more personalized attention, and opportunities to request reference letters in the future:

My professors know my name. Not all of them that I’m having for the first time ever, but they try… That means a lot to me. (G6P4)

Several students also said that having smaller class sizes helped them to do well in their courses. The extra attention encouraged them to perform better academically, increased their engagement with their material, and made them feel more comfortable in asking for help.

Having a sense of belonging was a key feature of the environment and discussions around a sense of community (or lack thereof) was a prominent theme among the students. Students generally agreed that the overall climate of the school is warm and friendly. However, many students referred to the institution as a “commuter school”, because there are no residencies on campus and students must commute to the school. This often resulted in students attending their classes and then leaving immediately after, contributing to a lack of community life on campus.

What [other schools] have is that people live on campus. I think that plays a huge role. We can’t ignore that we are a commuter school… They have these events and people go because they’re already there and you look at that and it seems to be fun and engaging. (G4P1)

Furthermore, students commented on a lack of campus areas that supported socialization and encouraged students to remain on campus. While there were events and activities that were regularly hosted at the school, students had mixed opinions about them. Some students attended the events and found them personally beneficial. Other students stated that, although many events and activities were available, turnout was often low:

There isn’t any hanging out after campus and you can even see in-events and in-event turnout for different events… It is like pulling teeth to get people to come out to an event… There are free food and fun music and really cool stuff. But, no one’s going to go. It’s sad. (G5P1)

Faculty perspectives on the learning environment

Similar to the student findings, faculty data were coded within the three overarching themes of personal development, relationships, and institutional setting.

Personal development reflected any motivation either within or outside the LE that provided faculty with the encouragement, drive, and direction for their personal growth and engagement with teaching. Within this dimension, there were two main subthemes: motivation to teach and emotional well-being.

As with any career, there are many positive and negative motivating factors that contribute to one’s involvement in their work. Faculty generally reported feeling passionate about their work, and recounted positive experiences they have had while teaching, both personally and professionally. While recollecting positive drives throughout their career, one instructor shared:

It’s [teaching in a speciality program] allowed me to teach in a very different way than the traditional classroom… I’ve been able to translate those experiences into conferences, into papers, into connections, conversations with others that have opened up really interesting dialogues…. (8M)

Faculty also reported that receiving positive feedback from students or getting to see their students grow over time was highly motivating:

I take my teaching evaluations very seriously and I keep hearing that feedback time and time again they feel safe. They feel connected, they feel listened too, they feel like I'm there for them. I think, you know, those are the things that let me know what I'm doing is achieving the goals that I have as an educator. (1F) Being able to watch [students] grow over time is very important to me… I always try to have a few people I work with and see over the course of their degree. So, when they graduate, you know I have a reason to be all misty-eyed. (2M)

Emotional well-being related to how different interactions, primarily with students, affected instructors’ mental states. Sometimes the emotional well-being of faculty was negatively affected by the behaviour of students. One instructor spoke about being concerned when students drop out of a class:

A student just this last semester was doing so well, but then dropped off the face of the earth… I felt such a disappointing loss… So, when that happens, I'm always left with those questions about what I could have done differently. Maybe, at the end of the day, there is nothing I could've done, nothing. It's a tragedy or something's happened in their life or I don't know. But those unanswered questions do concern-- they cause me some stress or concern. (1F)

Another instructor said that, while initially they had let the students’ behaviour negatively affect their well-being, over time, they had eventually become more apathetic.

There are some who come, leave after the break. Or they do not come, right, or come off and on. Previously I was motivated to ask them ‘what is your problem?’ Now I do not care. That is the difference which has happened. I do not care. (4M)

This dimension included comments related to interactions with other faculty and with students and consisted of three subthemes: faculty supporting faculty; faculty supporting students; and creating meaningful experiences for students.

Most faculty felt that it was important to be supported by, and supportive to, their colleagues. For instance, one instructor reported that their colleagues’ helpfulness inspired them to be supportive of others:

If I was teaching a new course, without me having to go and beg for resources or just plead and hope that someone might be willing to share, my experience was that the person who last taught the course messaged me and said let me know if anything I have will be useful to you… When people are willing to do that for you, then you’re willing to do that for someone else….(7M)

Many faculty members also spoke about the importance of having supportive relationships with students, and that this would lead to better learning outcomes:

If you don't connect with your students, you're not going to get them learning much. They're not; they're just going to tune out. So, I think, I think connection is critical to having a student not only trust in the learning environment, but also want to learn from the learning environment. (3M)

Facilitating an open, inviting space in the classroom and during their office hours, where students were comfortable asking questions, was one way that faculty tried to help students succeed. Faculty also spoke about the value of having close mentorship relationships with students:

I work with them a lot and intensively…and their growth into publishing, presenting, and seeing them get recognized and get jobs on their way out and so forth are extraordinary. So, being able to watch them grow over time is very important to me. (2M)

Faculty also noted that occasionally there were instances when students wanted exceptions to be made for them which can create tensions in the environment. One instructor spoke about the unfairness of those requests arguing that students need to be accountable to themselves:

The failure rate, …it was 43%. I do not know if there is any other course in which there is a 43% failure rate. So, I do not want to fail these students, why? Instructors want these students to pass, these are my efforts […], and there are also the efforts of these students and their money, right? But, if a student doesn’t want to pass himself or herself, I cannot pass this student, that’s it. (4M)

Faculty were generally motivated to provide memorable and engaging experiences for students. These included providing practical knowledge and opportunities to apply knowledge in real-world settings, field schools, laboratory activities, group discussions, guest speakers, field trips, videos and group activities. They were often willing to put in extra effort if it meant that students would have a better educational experience.

Creating meaningful experiences for students was also meaningful for faculty. One faculty member said that faculty felt amazing when the methods that they used in their courses were appreciated by students. Another faculty member noted:

This student who was in my social psychology class, who was really bright and kind of quirky, would come to my office, twice a week, and just want to talk about psychology … That was like a really satisfying experience for me to see someone get so sparked by the content. (9F)

This third theme refers to the physical structure, expectation, and overall culture of the environment and it consisted of two subthemes: the importance of small class sizes, and the lack of a sense of community.

The majority of the faculty indicated that the small class sizes are an integral feature of the LE. The key advantage of the small classes was that they allowed greater connection with students.

Your professor knows your name. That’s a huge difference from other schools. It’s a small classroom benefit. (6F)

Similar to the students, nearly all the faculty indicated that a sense of community at the institution was an important part of the environment, and something that was desired, but it currently was lacking. They spoke about various barriers which prevent a sense of community, such as the lack of residences, a dearth of events and activities at the university, the busy schedules of faculty and students, the commuter nature of the school, and characteristics of the student population:

When I complain about the commuter campus feeling that occurs with students, we suffer from that too at a faculty level… People are just not in their offices because we work from home… And that really also affects the culture… We come in. We do our thing. We meet with students. And then we leave… I encounter so many students in the hallway who are looking for instructors and they can’t find them. (9F)

These findings have provided insight into the perspectives of both students and faculty on the LE of a Canadian undergraduate university. We found that framing our analysis and results within Moos’ framework of human environments (Insel & Moos, 1974 ; Moos, 1973 , 1991 ) was an appropriate lens for the data and that the data fit well within these three themes. This provides support for the use of this theory to characterize the educational LE. Within each of these dimensions, we discuss subthemes that both facilitated and hindered student learning and commonalities among student and faculty perspectives.

Within the personal development dimension, both students and faculty discussed the importance of engagement and/or motivation as a facilitator of a positive LE. When students were engaged with their learning, most often by being an active participant or seeing the relevance of what they were learning, they saw it as a key strength. Other studies have also identified engagement as a feature of positive LEs for populations such as high-school students (Seidel, 2006 ), nursing students (D’Souza et al., 2013 ) and college students taking online courses (e.g. Holley & Dobson, 2008 ; O’Shea et al., 2015 ). Faculty who reported being motivated to teach, often felt that this motivation was fueled by the reactions of their students; when students were engaged, they felt more motivated. This creates a positive cyclic pattern in which one group feeds into the motivation and engagement levels of the other. However, this can also hinder the LE when a lack of engagement in one group can bring down the motivation of the other group (such as students paying more attention to their phones than to a lecture or faculty lecturing for the entire class period).

Emotional climate was another subtheme within the personal development dimension that was shared by both students and faculty although, for students, this was focused more on the stress and anxiety that they felt trying to manage their school workloads with their work and family commitments. The overall emotional climate of the school was generally considered to be positive, which was largely driven by the supportive and welcoming environment provided by the faculty. However, it was the negative emotions of stress and anxiety that often surfaced as a challenging aspect in the environment for students. Past research suggests that some types of stress, such as from a challenge, can improve learning and motivation, but negative stress, such as that reported by our participants, is associated with worsened performance and greater fatigue (LePine et al., 2004 ).

For faculty, their emotional state was often influenced by their students. When things were going well for their students, faculty often shared in the joy; however, when students would disappear without notice from a class, it was a source of disappointment and self-doubt. For other faculty, the accumulation of negative experiences resulted in them being more distant and less affected emotionally than they had been earlier in their career. This diminishing concern could have implications for how engaged faculty are in their teaching, which could in turn influence student engagement and harm the LE.

The relationships dimension was the most influential aspect of the environment for both students and faculty. While both groups felt that the relationships that they formed were generally positive, they also reported a desire for more peer connections (i.e. students with other students and faculty with other faculty). Students commented that it was a typical experience for them to come to campus to attend their classes and then leave afterwards, often to work or study at home. Many of the students at this school attend on a part-time basis while they work part- or full-time and/or attend to family commitments. While this is a benefit to these students to have the flexibility to work and further their education, it comes at loss of the social aspect of post-secondary education.

The one way in which student–peer relationships were fostered was through group work. However, students held both positive and negative views on this: the positive aspect was the opportunity to get to know other students and being able to share the burden of the workload, and the negative aspect was being unfair workloads among team members. When group dynamics are poor, such as unfair work distribution, having different goals and motivations, or not communicating effectively with their groups, it has been shown to lead to negative experiences (Rusticus & Justus, 2019 ).

Faculty also commented that it was typical for them and other faculty to come up to campus only to teach their classes and then leave afterwards. They noted that their office block was often empty and noted instances when students have come looking for faculty only to find a locked office. Overall, faculty did report feeling congenial with, and supported by, their peers. They also desired a greater connection with their peers, but noted that it would require effort to build, which many were not willing to make.

Finally, student–faculty relationships were the most-rewarding experience for both groups. Students saw these experiences as highly encouraging and felt that they created a safe and welcoming environment where they could approach faculty to ask questions and get extra support. However, in some cases, students had negative experiences with faculty and these had an impact on their self-esteem, motivation and willingness to participate in class. Students’ negative experiences and feedback have been shown to result in declined levels of intrinsic motivation, even if their performance ability is not low (Weidinger et al., 2016 ).

Within the third dimension, institutional setting, a key strength was the small class sizes. With a maximum class size of 35 students, this created a more personal and welcoming environment for students. Students felt that their instructors got to know their names and this promoted more opportunities for interactions. Faculty concurred with this, indicating that the small classes provided greater opportunities for interactions with their students. This enabled more class discussions and grouped-based activities which contributed to a more engaging and interactive educational experience for students and faculty. For students, not being able to hide in the crowd of a large lecture hall, as is common in other university settings, encouraged them to work harder on their studies and to seek help from their instructor if needed.

Finally, both students and faculty commented that the lack of a sense of community was a negative aspect of the LE. This institution is known as a commuter school and both groups reported that they would often attend campus only for school/work and would leave as soon as their commitments were done. This limits opportunities to interact with others and could also potentially impact one’s identity as a member of this community. While both groups expressed a desire for more of a community life, neither group was willing to put in much effort to make this happen. Others have also found that sense of community, including opportunities to engage and interact with others, is important in LEs (e.g. Sadera et al., 2009 ). Schools with more activities and opportunities for student involvement have reports of higher satisfaction for both academic and social experiences (Charles et al., 2016 ).

Limitations

Because this study is based on a relatively small sample at a single university, there is a question of whether the findings can be applied to other departments, universities or contexts. However, it is a strength of this study that both student and faculty perceptions were included, because few past studies have jointly looked at these two groups together using qualitative methods. The use of focus groups among the student groups might have limited the openness of some participants. We also acknowledge that the analysis of qualitative data is inevitably influenced by our roles, life experiences and backgrounds. (The first author is a faculty member and the second and third authors were fourth year students at the time of the study.) This might have impacted our approach to the interpretation of the data compared with how others might approach the data and analysis (Denzin & Lincoln, 2008 ). However, the analysis involved consultation among the research team to identify and refine the themes, and the findings are presented with quotes to support the interpretation. Finally, because experiences were self-reported in this study, they have the associated limitations of self-report data. Despite these limitations, we believe that our findings add to what is known about LEs by capturing multiple perspectives within the same environment.

Future directions

Because our sample was comprised of students across multiple years of their program, some of our findings suggest that upper-level students might have different perceptions of the LE from lower-level students (e.g. work/life balance, access to resources, and overall familiarity with the environment and resources available). However, because the small sample sizes within these subgroups prevent any strong conclusions being made, future researchers might want to explore year-of-study differences in the LE. Additionally, the data collected for this study occurred prior to the COVID-19 pandemic and the mandatory switch to online teaching and learning. Future researchers might want to consider how this has impacted student and faculty perceptions of the LE regarding their personal motivation, the nature and quality of the relationships that have formed with peers and faculty, and the culture and norms of their institution.

This study increases our understanding of LEs by incorporating data collected from both students and faculty working in the same context. Across both groups, we identified important aspects of the LE as being high levels of engagement and motivation, a positive emotional climate, support among peers, strong faculty–student relationships, meaningful experiences, and small class sizes. Students identified negative aspects of the LE, such as certain characteristics of group work and struggles with work–life balance. Both faculty and students identified a lack of a sense of community as something that could detract from the LE. These findings identify important elements that educators and researchers might want to consider as they strive to promote more-positive LEs and learning experiences for students.

Appendix: Interview guide

[Faculty] Tell me a little bit about yourself. For instance, what department you are in, how long you have been teaching at KPU, what courses you teach, why you were interested in this study

• When I say the word learning environment, what does that mean to you?
• Probe for specific examples
• Relate to goal development, relationships, KPU culture
• Probe for factors that made it a positive environment
• Probe for factors that made it a negative environment
• How would you describe an ideal environment?
• Probe for reasons why
• Probe for how KPU could be made more ideal
• What recommendations would you give to the Dean of Arts regarding the learning environment? This could be changes you would recommend or things you recommend should stay the same.
• Do you have any final comments? Or feel there is anything about the learning environment that we have not addressed?

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Shaping a Positive Learning Environment

Several years ago, American surgeon, author, and public health researcher Atul Gawande experimented with using a two-minute checklist in operating rooms in eight different hospitals. One unexpected result was that a round of team-member introductions before surgery lowered the average number of surgical complications by 35%. Learning names and building a positive environment at the outset of this short-term medical community experience made huge impacts on their ability to function effectively together. How might we apply this and other community-building principles to establish positive learning environments that facilitate student learning?

Learning is an emotional process—we feel excitement when learning a new skill, embarrassment about mistakes, and fear of being misunderstood. Fostering positive emotions in your classroom will motivate students to learn, while negative emotions such as stress and alienation will inhibit their learning.

Research tells us students learn better when they are part of a supportive community of learners. When you create a positive learning environment where students feel accepted, seen, and valued, they are more likely to persist in your course, in their majors, and at the university.

In How Learning Works: Seven Research-Based Principles for Smart Teaching , Susan Ambrose et al. address the many and complex factors that influence learning environments, including intellectual, social, emotional, and physical (2010).

They offer a few key takeaways for educators:

• Learning doesn’t happen in a vacuum. Your classroom community is made up of individuals with diverse identities, backgrounds, and experiences; the act of learning is intertwined with a variety of socioemotional influences.
• Classroom climate is determined by both intentional and unintentional actions, and by both explicit and implicit messages. And their impact on students is not always obvious. Seemingly well-meaning or unimportant choices and remarks can have unintended effects on student learning.
• The good news: You have more control over the learning environment in your courses than you might guess. If you know how learning environments influence student learning, you can employ a variety of strategies to consciously shape a welcoming and inclusive classroom.

Sense of Belonging in College

In a welcoming and inclusive classroom, students are more likely to feel a sense of belonging . A sense of belonging is a basic human need. That is,  everyone  needs to belong. In the college context, sense of belonging refers to whether or not students feel respected, accepted, valued, included, cared for, and that they matter—in your classroom, at the university, or in their chosen career path (Strayhorn, 2012).

Although everyone needs to belong, students’ feelings of comfort in your class largely depends on their identities and experiences (Strayhorn, 2012; Walton & Cohen, 2007). Being the only student, or one of a few, of a particular identity group can lead students to feel detached, apathetic, or reluctant to participate. They may feel marginalized by the course content or by other students’ comments.

Indeed, research shows that minoritized students tend to report a lower sense of belonging than their peers (Johnson et al., 2007; Strayhorn, 2008a). Academic performance or preparation can also raise or lower students’ perceived sense of belonging (Hoops, Green, Baker, & Hensley, 2016; Strayhorn, 2008b; Zumbrunn, McKim, Buhs, & Hawley, 2014). Particularly for minoritized students, academic struggle can be internalized as a sign that they do not belong (Walton & Cohen, 2007).

Research by DeSurra and Church in 1994 provides a spectrum for understanding learning environments that ranges from explicitly marginalizing, where the course climate is openly hostile and cold, to explicitly centralizing, where multiple perspectives are validated and integrated into the course. While this particular research was based on sexual orientation, the earliest research on learning environments—the “chilly climate studies”—focused on gender and had similar findings (Hall, 1982; Hall & Sandler, 1984; and Sandler & Hall, 1986). These early studies demonstrated that marginalization of students does not require an openly hostile environment. Rather, the accumulation of microaggressions alone can adversely impact learning. Later studies showed similar effects based on the race and ethnicity of students (Hurtado et al., 1999; Watson et al., 2002).

Diversity and Inclusion 

Students, like all of us, are complex human beings—they have a gender, race, class, nationality, sexual orientation, and other axes of identity. These overlapping identities mean that an individual may face multiple barriers at once to feeling welcome in your class. Rather than thinking your course should support “a” student of color or “a” student with a disability, craft a learning environment that is welcoming to as many students—and their complexities—as possible. 

Students struggling with sense of belonging are less engaged. They may sit in the back of class, be inattentive during lecture, or avoid participation in discussion or group activities. They may even skip class or show up late more often than others. However, sense of belonging is not static but dynamic, and it can fluctuate with transitions from class to class, year to year, or situation to situation. For example, a student who feels they belong in your course today may suddenly doubt they belong if they score poorly on an exam tomorrow. Therefore, it is important to continually observe students’ behavior and support their belonging throughout the term.

Sense of belonging affects students’ academic engagement and motivation, as well as their emotional wellbeing. The bottom line is this: Students who feel they belong are more likely to succeed.

For more insight into college students’ sense of belonging, watch this engaging TEDx talk by Ohio State professor Dr. Terrell Strayhorn.

In Practice

You want all students to feel they belong in your course. What concrete strategies can you use to shape a positive learning environment?

Set a positive tone from the start

Simple efforts to establish a welcoming atmosphere in the early days and weeks of class can help students feel more comfortable, included, and confident.

• Use positive language in your syllabus . Your syllabus is the first impression students have of your course. Framing policies and expectations in friendly and constructive language, rather than with strong directives or punitive warnings, can increase students’ comfort.
• Get to know students and help them get to know each other . On the first day, ask students their preferred names and pronouns and facilitate icebreaker activities to build community. Use Namecoach in CarmenCanvas to have students record the pronunciation of their names and set their pronouns. Surveys and polling, such as through Top Hat , are great ways to informally assess students’ motivations, learning goals, and prior knowledge early in the course.
• Be warm, friendly, and present . Greet students when they enter the class, make yourself available before and after class, and set up office hours. Share your enthusiasm about the course and relevant personal experience—this can humanize you and increase students’ connection to the material.
• Share positive messages about student success . Show students you believe in their capacity to succeed. Avoid negative statements such as, “Only 1 in 4 of you will pass this class.” Instead, normalize academic struggle and assure students they can master difficult content with effort.

Online Instructor Presence

Strong instructor presence in online courses has been shown to increase participation, facilitate knowledge acquisition, and foster a healthy learning community. When teaching online, you can make meaningful connections to students through video introductions, online office hours, and regular and planned communication. Read more about online instructor presence .

Foster open discourse and communication

Meaningful class discourse requires more than a friendly demeanor. Be prepared to address complex issues, difficult questions, and conflict in collaborative ways.

• Develop a classroom agreement . Involve students explicitly in shaping the learning environment. Help them craft a (potentially living) document that outlines community norms and ground rules for respect, civil discourse, and communication.
• Resist “right” answers . Encourage discussion that promotes critical thinking rather than simple consensus. Invite students to offer their perspectives before sharing your own, and guide them to consider multiple viewpoints and avenues to solving problems.
• Respond to classroom conflict . Consider how you will frame controversial content or “hot topics” in your course. Rather than avoiding these conversations, plan in advance how to facilitate a productive and civil discussion. Refer students back to the ground rules they laid out in the classroom agreement. See Calling in Classroom Conflict for more information. 
• Get feedback from students . Provide opportunities for students to give frequent anonymous feedback on your course—and show you value their input by acting on it. Surveys or exit slips, in addition to conventional midterm feedback, can bring to light issues that affect students’ sense of belonging or inhibit their learning.

Create an inclusive environment

Embrace multiple perspectives, ways of learning, and modes of expression so all students feel included and supported.

• Choose inclusive course content . Do the authors of your course materials represent the spectrum of identities of people in your field? Of students in your class? Who is depicted in the readings and videos you assign? Include course material representing diverse identities, perspectives, and experiences to help all students connect to your content.
• Use a variety of teaching methods . Incorporate multiple strategies that appeal to various abilities and preferences: lecture, whole-group and small-group discussion, think-pair-share, in-class writing exercises, case studies, role-playing, games, technology tools, and more. And don’t limit yourself to conventional “texts”—film and video, podcasts, and guest lectures are all engaging ways to present content.
• Provide assignment options . Support student success by offering multiple modes to complete assignments. Options range from traditional, such as papers, presentations, and posters, to creative, such as websites, blogs, infographics, games, videos, and podcasts. Allow both individual and group work options, when feasible.
• Make space for differing participation . Fear of being called on can hinder students’ comfort and motivation. Encourage, but don’t force, participation during in-class discussions, and acknowledge introverted students when they contribute. Consider alternate ways students can share ideas, such as via written reflections, online discussion posts, and lower-pressure think-pair-shares. Giving students time to reflect on “big questions” before discussion can also increase their confidence to speak up.

Organize your course to support students

The structure and content of your course, in addition to how you deliver it, are key to creating a supportive course climate.

• Communicate learning outcomes . Being explicit about what you want students to do—and why it matters—can increase their motivation. Discuss the purpose of your course and its relevance to their lives, tell them what you will cover at the beginning of each class, and share a rationale for all assignments.
• Be transparent and efficient with grading . Create student-friendly rubrics that lay out clear expectations for all assignments. Grade and return student work in a timely manner, with actionable feedback that helps them understand their progress and areas for improvement.
• Ensure course materials are accessible . When content is accessible , students with vision, auditory, motor, and cognitive disabilities can successfully navigate, use, and benefit from it. Using heading structures in documents, providing alternate text for images, and captioning videos are a few practices that make your course material accessible, as well as more clear and user-friendly for everyone.
• Share resources . In addition to extended material on your course subject, link students to helpful resources for mental health, stress, and learning assistance.

Carmen Common Sense

Consult Carmen Common Sense , a student-authored list of ten solutions to a student-friendly course, to learn how to build a supportive learning environment in Carmen.

Icebreaker Activities

Tips for learning student names, addressing offensive comments in class.

Students are more likely to succeed in positive learning environments where they feel a sense of belonging.

There is no singular or perfect learning environment. Every class you teach is a unique community made up of individuals with diverse identities, backgrounds, and experiences. A number of strategies can help you foster a classroom climate that is welcoming, inclusive, and responsive to their needs.

• Set a positive tone from the start through your syllabus, community-building activities, a warm demeanor, and constructive messages about student success.
• Foster open discourse and communication through classroom agreements, addressing complex issues and conflict productively, and collecting regular feedback from students.
• Create an inclusive environment by choosing diverse and representative course material, using a variety of teaching methods, and providing options for assignments and participation.
• Organize your course to support students by making your goals, rationale, and expectations for the course and assignments clear, ensuring materials are accessible, and providing resources to support students’ wellbeing.
• Office of Diversity and Inclusion (website)
• Teaching for Racial Justice (website)
• Classroom Climate: Creating a Supportive Learning Environment (website)
• Encouraging a Sense of Belonging (video)
• Namecoach for Instructors (guide)

Learning Opportunities

Ambrose, S. A., & Mayer, R. E. (2010).  How learning works: seven research-based principles for smart teaching . Jossey-Bass.

DeSurra, C. J., & Church, K. A. (1994). Unlocking the Classroom Closet Privileging the Marginalized Voices of Gay/Lesbian College Students . Annual Meeting of the Speech Communication Association, New Orleans, LA. Distributed by ERIC. https://eric.ed.gov/?id=ED379697

Hall, R. (1982). A classroom climate: A chilly one for women?. Association of American Colleges. https://eric.ed.gov/?id=ED215628

Hall, R., & Sandler, B. (1984). Out of the classroom: A chilly campus climate for women?. Association of American Colleges. https://eric.ed.gov/?id=ED254125

Hoops, L. D., Green, M., Baker, A., & Hensley, L. C. (2016, February). Success in terms of belonging: An exploration of college student success stories. The Ohio State University Hayes Research Forum, Columbus, OH.

Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ERIC Clearinghouse on Higher Education in cooperation with Association for the Study of Higher Education. The George Washington University. https://eric.ed.gov/?id=ED430514

Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H. T., & Longerbeam, S. D. (2007). Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups.  Journal of College Student Development ,  48 (5), 525–542. https://doi.org/10.1353/csd.2007.0054

Sandler, B., & Hall, R. (1986). The campus climate revisited: Chilly for women faculty, administrators, and graduate students. Association of American Colleges. https://eric.ed.gov/?id=ED282462

Strayhorn, T. L. (2008). Sentido de Pertenencia: A hierarchical analysis predicting sense of belonging among Latino college students.  Journal of Hispanic Higher Education ,  7 (4), 301–320. https://doi.org/10.1177/1538192708320474

Strayhorn, T. L. (2009). Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions?  NASPA Journal ,  45 (4).  https://doi.org/10.2202/0027-6014.2009

Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement.  Journal of Personality and Social Psychology ,  92 (1), 82–96. https://doi.org/10.1037/0022-3514.92.1.82

Watson, L. W., Person, D. R., Rudy, D. E., Gold, J. A., Cuyjet, M. J., Bonner, F. A. I., … Terrell, M. C. (2002).  How Minority Students Experience College: Implications for Planning and Policy . Stylus Publishing.

Whitt, E. J., Edison, M. I., Pascarella, E. T., Nora, A., & Terenzini, P. T. (1999). Women's perceptions of a "chilly climate" and cognitive outcomes in college: Additional evidence.  Journal of College Student Development, 40 (2), 163–177. https://eric.ed.gov/?id=EJ590847

Zumbrunn, S., Mckim, C., Buhs, E., & Hawley, L. R. (2014). Support, belonging, motivation, and engagement in the college classroom: a mixed method study.  Instructional Science ,  42 (5), 661–684. https://doi.org/10.1007/s11251-014-9310-0

Related Teaching Topics

Creating an inclusive environment in carmenzoom, supporting student learning and metacognition, search for resources.

Home — Essay Samples — Education — Learning Styles — The Significance of a Flexible Learning Environment

The Significance of a Flexible Learning Environment

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Classroom Learning Environment for Younger Students Essay

The classroom learning environment is crucial to promote effective learning and ensure positive behavior of students. According to Guardino and Antia (2012), “The physical arrangement and features of the classroom environment, such as seating arrangements, lighting, and organization, can influence students’ behavior and attention to academic tasks” (p. 518). For younger students, the classroom environment is of primary importance, as students spend the vast part of their day in one classroom. The two classroom plans produced as part of the assignment fulfill the requirements defined by research studies, thus enabling students to learn more effectively.

The first plan is for a pre-K stage classroom (Figure 1). As seen from the labels, the classroom is separated into various learning and activity centers, such as a dramatic play center, arts center, and more. According to Rohrer and Samson (2014), ensuring that the classroom is separated into several sections used for different purposes enhances the learning environment. Each learning center in the classroom is equipped with the necessary materials to promote learning. For instance, the art learning center is located close to the sink and storage area, which allows students to have access to the necessary supplies, such as paper, paint, and other materials. The literacy learning center is located near the shelves and the teacher’s desk.

According to research ensuring the availability of reading and writing materials, as well as instructional support, is significantly associated with the development of alphabet knowledge and name-writing ability in preschool children (Guo, Justice, Kaderavek, & McGinty, 2012). The group work area, on the other hand, has comfortable seating. Individual chairs can be used by students who are shyer to reduce the anxiety of participating in a shared activity, whereas the sofa and beanbag chairs will be useful for more relaxed students. The group work area can also be used for rest and play; the presence of a comfortable area that is suitable for different activities contributes to a positive learning environment (Bautista & Borges, 2013). Overall, the constructed pre-K classroom enables students to collaborate and learn in a positive and comfortable environment.

The second floorplan was designed for children in the first grade of school (Figure 2) and represents a transition from a highly diverse classroom used mainly for academic play to a more traditional learning setting that is still equipped with all the necessary tools to ensure comfortable and efficient learning. Similarly to the pre-K classroom, it is separated into different activity areas. According to Rohrer and Samson (2014), distinctive classroom areas convey the teacher’s expectations about appropriate behavior to students, thus aiding them in entering the desired mindset for the activity.

The classroom plan contains a general learning area, designed for students to receive instruction and work on individual or paired task. The science learning and group work area use two kidney tables to form a large round learning space, allowing all students to see one another, which is crucial to engage in group work or discussion. Lastly, there is a rest and play area that is separated from the general learning area by a set of shelves. The rest and play area feature all the necessary components to provide students with a comfortable environment in-between activities. According to Bautista and Borges (2013), carpets, pillows, sofas, and other attributes designed to improve comfort promote student well-being.

Finally, maintaining the cleanliness and organization of learning and rest areas can help to ensure that the condition of the classroom is perceived as excellent both by parents and students, as student perception of classroom condition was found to be an important predictor of motivation and learning outcomes (Asiyai, 2014). Overall, both classroom floorplans exhibit features that help to establish a positive learning environment, thus allowing students to achieve their full learning potential.

Asiyai, R. (2014). Students’ perception of the condition of their classroom physical learning environment and its impact on their learning and motivation. College Student Journal , 48 (4), 714-723.

Bautista, G., & Borges, F. (2013). Smart classrooms: Innovation in formal learning spaces to transform learning experiences. Bulletin of the IEEE Technical Committee on Learning Technology , 15 (3), 18-21.

Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education , 17 (4), 518-533.

Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. (2012). The literacy environment of preschool classrooms: Contributions to children’s emergent literacy growth. Journal of Research in Reading , 35 (3), 308-327.

Rohrer, M., & Samson, N. (2014). 10 critical components for success in the special education classroom . Thousand Oaks, CA: Corwin Press.

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• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2020, September 1). Classroom Learning Environment for Younger Students. https://ivypanda.com/essays/classroom-learning-environment-for-younger-students/

"Classroom Learning Environment for Younger Students." IvyPanda , 1 Sept. 2020, ivypanda.com/essays/classroom-learning-environment-for-younger-students/.

IvyPanda . (2020) 'Classroom Learning Environment for Younger Students'. 1 September.

IvyPanda . 2020. "Classroom Learning Environment for Younger Students." September 1, 2020. https://ivypanda.com/essays/classroom-learning-environment-for-younger-students/.

1. IvyPanda . "Classroom Learning Environment for Younger Students." September 1, 2020. https://ivypanda.com/essays/classroom-learning-environment-for-younger-students/.

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IvyPanda . "Classroom Learning Environment for Younger Students." September 1, 2020. https://ivypanda.com/essays/classroom-learning-environment-for-younger-students/.

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