university of minnesota essay

University of Minnesota – Twin Cities Supplemental Essays Guide: 2021-2022

Not sure how to approach the University of Minnesota Twin Cities essay prompts? With tips from an Ivy League graduate, CollegeAdvisor.com’s guide to the University of Minnesota essay prompts will show you how to write s trong University of Minnesota application essays and in crease your chances of University of Minnesota admission.

For more resources on UM, click here . Want help crafting your University of Minnesota supplemental essays? Create your free account or schedule a free consultation by calling (844) 343-6272.

University of Minnesota Twin Cities Essay Guide Quick Facts:

• The University of Minnesota has an acceptance rate of 70%— U.S. News ranks University of Minnesota Twin Cities as a competitive school. 
• We recommend answering all University of Minnesota Twin Cities essay prompts with thought and care.

Does University of Minnesota require essays?

Yes. In addition to the Common App Personal Statement, there are two University of Minnesota Twin Cities essay prompts. Although the University of Minnesota essay prompts are optional, we suggest writing all the University of Minnesota application essays. This will help boost your chances in the University of Minnesota admissions process. 

Need tips on writing your Common App essay? Check out our blog article .  

How do I get into the University of Minnesota?

The University of Minnesota admissions process is like any other. You should apply via either the Common App or the University of Minnesota portal, the Golden Gopher Application . The platform you use will not affect your University of Minnesota admissions chances.  

You should include your extracurriculars and awards. You should also highlight what makes you unique. Additionally, you should write strong University of Minnesota supplemental essays. Your application should show University of Minnesota admissions officers who you are and how you’ve grown throughout high school. 

You do not, however, need to submit your ACT/SAT scores, letters of recommendation, or academic transcript. Some of those materials may be required for other colleges, but not for University of Minnesota admissions. You can view the University of Minnesota admissions process in more detail here . 

How many essays are there for University of Minnesota?

There are two University of Minnesota essay prompts. Both of these University of Minnesota application essays are optional. However, we suggest that you write both University of Minnesota supplemental essays. This will help increase your odds in the University of Minnesota admissions process. 

You can view the University of Minnesota Twin Cities supplemental essays on the Common App website . 

What does the University of Minnesota look for in essays?

In the University of Minnesota Twin Cities essay prompts, your readers want to see clear, well-written prose. They also want to see how you’ve grown during your high school career. In your responses to the University of Minnesota essay prompts, University of Minnesota admissions officers want to see what makes you special. You should highlight what makes you unique as you complete the University of Minnesota essay prompts. 

Be authentic

Your University of Minnesota application essays should also show that you’ve done research on the school. Colleges like to know why they are special to you. So, use the University of Minnesota application essays to discuss why UM would be the best fit for you. Most of all, you should strive to sound genuine and thoughtful in your University of Minnesota Twin Cities essay prompts. Strong essays will boost your chances in the University of Minnesota admissions process. 

University of Minnesota Supplemental Essay 1 (Optional)

Please include an explanation of why you would like to study the major(s) you have selected. You may also use this space to indicate your interest in other major(s) in the colleges listed above. (Maximum 150 words)

How do I write the University of Minnesota essays?

This University of Minnesota application essay is the classic “Why Us” question with a little twist. Rather than asking why the school attracts you, this University of Minnesota supplemental essay asks about your chosen major. Here are a few guidelines to follow as you complete this University of Minnesota Twin Cities essay prompt. 

To best answer this University of Minnesota essay prompt, you should read all you can about your major on the UM website . You could even read about the courses you would take in your chosen program. This will help you write an informed response for this University of Minnesota Twin Cities essay.

Avoid general statements such as “I think the University of Minnesota has a great biology program.” Instead, use details to show what makes the UM biology major special. The more specific you can be, the better.

In this University of Minnesota supplemental essay, you might also address what made you want to pursue this major. You could also include an anecdote that sparked your passion for whatever you intend to study. Don’t just talk about what you want to study; instead, highlight why this field matters to you.

Don’t list

As this University of Minnesota essay prompt notes, you can also express interest in more than one major. You should, however, remain concise. After all, you only have 150 words, so make the most of them. You don’t want your University of Minnesota application essay to just list all the majors which might appeal to you. Instead, make sure you address the why of this University of Minnesota essay prompt rather than just stating the what. 

For example, if you are applying to major in Electrical Engineering, you should first read the entire department website . You could also check out their faculty news and student & alumni news pages to get a full overview of the department. The University of Minnesota Department of Electrical & Computer Engineering offers two degrees: Bachelor of Electrical Engineering (BEE degree), and Bachelor of Computer Engineering (BCompE). Make sure you use the right language when discussing your future major in your University of Minnesota application essay. 

Connect your interests to career goals

If you know you want to study Sociology of Law, Criminology, and Justice, you should, again, read the website . You could discuss how this major will prepare you for a career in healthcare or policy. As you research, look at what makes this program unique. For instance, you could address how this program lets you pursue advanced courses in one of four different clusters. Then, you could talk about which cluster interests you and why. 

Overall, for this University of Minnesota supplemental essay, ensure you have done detailed research about your chosen major. You only have 150 words to respond to this University of Minnesota essay prompt. However, you can maximize the space you have by doing in-depth research. Be specific, concise, and detailed.

University of Minnesota Twin Cities Essay Prompt Key Questions :

• Does your essay demonstrate that you’ve done research on the school?
• Do you explain what unique programs at UM interest you? 
• Does your draft provide details about what you hope to do on UM’s campus?  

University of Minnesota Supplemental Essay 2 (Optional)

The University values diversity, broadly defined to include diversity of experiences, perspectives, backgrounds, and talents. Enrolling a diverse community of scholars interested in learning with and from each other fosters discussion and discovery inside and outside of the classroom. Please share briefly how you might contribute to, or benefit from, our community of scholars. (Maximum 150 words)

This University of Minnesota Twin Cities essay prompt is twofold. First, you should describe how you will enrich the University of Minnesota community. Then, you should address how you will benefit from a diverse learning environment.

The wording of this University of Minnesota essay prompt suggests that you can answer only the first or second part. However, we suggest you address both sections of this University of Minnesota essay prompt to strengthen your essay. Your readers want to see that you’ve addressed all parts of the prompt.

This University of Minnesota supplemental essay may be listed as optional. However, you should still complete it. Some students might ignore this prompt, so writing this essay can help you stand out. 

A diverse learning experience is the cornerstone of any college campus. Your response to this University of Minnesota essay prompt should show why this diversity matters to you on both an academic and personal level.

Pick something unique

For the first part of this University of Minnesota supplemental essay, choose something that makes you unique. This might be an identity, a view, an experience, or even a rare talent. Then, you should discuss how this aspect of yourself would enrich UM’s campus. How will you use your chosen skill or experience to engage with other students? Your readers want to be able to see how you will fit in into their student body. This means your University of Minnesota application essays should show how you will add to UM’s campus. 

Then, turn to the second part of this University of Minnesota Twin Cities essay. In this part of your essay, describe how a diverse college experience will benefit you . Perhaps you come from a very homogeneous area, either racially, politically, or economically. How will engaging with those from other backgrounds broaden your views and enhance your education? Despite the word limit, you should still address both parts of the University of Minnesota Twin Cities essay prompt. 

University of Minnesota Twin Cities Essay Prompt Key Questions:

• Does your essay describe an experience, background, or talent that you have which would enrich the University of Minnesota campus?
• Have you shown a desire for growth and collaboration during your time as a student at UM?
• Do you use concise and specific language to maximize the space you have in this prompt? 

University of Minnesota – Twin Cities Supplemental Essay Final Thoughts

The University of Minnesota supplemental essays can seem daunting. However, don’t let that keep you from applying. The University of Minnesota supplemental essays will help you show who you are to the University of Minnesota admissions team. The University of Minnesota supplemental essays can boost your application if you have a below-average GPA or SAT score .

Use this guide as a step-by-step aid for the University of Minnesota supplemental essays. Start writing earlier than you think you should. Given the University of Minnesota acceptance rate, these optional University of Minnesota supplemental essays are even more crucial.

Some students might ignore this part of the University of Minnesota admissions process. So, writing these essays will strengthen your application. Don’t be afraid to ask for edits; it’s helpful to have someone check your University of Minnesota supplemental essays for grammar, tone, and clarity. Good luck!

This guide was written by Laura Frustaci , Harvard ’21. This guide to the University of Minnesota supplemental essays shows you how to write strong essays and increase your chances in the University of Minnesota admissions process. For more resources on UM, click here . Want help crafting your University of Minnesota supplemental essays? Create your free account or schedule a free advising consultation by calling (844) 343-6272.

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Research paper

Assignment start and due dates.

Enter the date you plan to start work and the due date of your assignment.

Required. Example: 12 31 2020

Assignment steps

Understand the assignment and select a topic.

• Read through and understand your assignment  (from UNC).
• Email or visit your instructor's office hours with questions.
• Choosing and refining topics  (from Colorado State). 
• Try a specialized online encyclopedia . 
• Get background on current topics using online tools like  CQ Researcher  or  Opposing Viewpoints in Context .
• Write down 5-10 keywords about your topic including terms, jargon, events, people, places, etc. to use as keywords or search terms when you do more searching for sources.

Percent time spent on this step: 8

Draft your thesis or research question

• Move from topic to develop a thesis statement  (from Harvard).
• Moving from Topic to Thesis  (from York University)
• Thesis Statement Creator
• Get online writing support at the U of M's Center for Writing
• Have questions?  Ask us! Chat 24/7, email, online consultations from librarians

Percent time spent on this step: 7

Find/evaluate evidence and sources

• Design your research strategy and try different keywords until you get results that are useful. 
• As background or to provide a context?
• To introduce and situate your thesis within existing conversation on topic?
• To demonstrate the value of your working research question?
• To support or counter an argument?
• Search subject-specific databases  to find articles in a specific discipline or subject (e.g. Business journals, film studies journals, health sciences journals, etc.).
• How do I find articles?
• What does it mean to be a scholarly source?  (video, 2 mins)
• How to read and comprehend scientific research articles  (video, 5 mins)
• Finding online newspaper articles
• Can you believe what you'll do after watching this video? Assessing sources of information
• Specialized sources such as h istorical or primary documents and archives ,  facts or statistics  or  government publications and websites
• Consider using Zotero or tools to save PDFs and create in-text citations and bibliography .
• Watch  Citation: A (Very) Brief Introduction  (from UNC) (video, 2 mins)

Percent time spent on this step: 20

Critically read & evaluate sources

• Evaluate sources based on your research question or working thesis.
• How to read and comprehend scientific reserch articles  (video, 5 mins)
• Take notes on readings while reading. Make notes on margins. Use tools to comment or highlight PDFs. 
• Try  close reading  (from Harvard) and  read to write  strategies (from UNC).
• Conduct more research to fill in gaps as needed (see step 3).
• As you read your sources, think about how the sources talk to each other or could talk to each other. Watch  what is the scholarly conversation  (video, 2 mins) and  the rules of the scholarly conversation  (video, 2 mins).

Percent time spent on this step: 25

Develop structure. Draft citations.

• Polish or refine your arguments  as a response to your research question (from Wisconsin). Read  Developing a thesis  (from Harvard).
• Outlines  (from Indiana).
• Diagram such as  brainstorming  (from UNC), concept mapping, idea trees or quadrants. 
• Talk out your structure. Record yourself talking about your topic and ideas. Transcribe your thoughts to the computer.
• Become familiar with the  academic essay structure  from U of M's Center for Writing (PDF)
• If you are ready to start writing, begin with segments or chunks, not necessarily the introduction or beginning. As you write you will discover more of what you want to say and then you can fit the chunks or segments together. 
• Watch  Citation: A (Very) Brief Introduction (from UNC)  (video, 2 mins)

Percent time spent on this step: 5

Write first draft

Keep in mind there are many ways to approach writing your first draft.  You do not have to start at the beginning. Instead begin drafting segments or chunks. Concentrate on writing your rough ideas and not on revising.

• Draft additional segments. Develop connections between segments.
• Take breaks. Use breaks as a way to keep your brain and your writing fresh.
• Use strategies to avoid plagiarism   (from UNC).
• Quote and paraphrase sources  (from Wisconsin).
• Integrating quotations from sources from U of M's Center for Writing  (PDF).
• Get online writing support at the U of M's Center for Writing.
• In light of your draft, you might need to revise your thesis.
• Revising drafts  (from UNC).
• Draft your bibliography or works cited page.  Consider using Zotero or other tools to create your bibliography.  Be sure to double check the citations.

Polish & put paper in final form

• Style ,  grammar  and  punctuation  Quicktips from U of M's Center for Writing.
• Editing and proofreading your essay  (from UNC).
• Writing an effective title from U of M's Center for Writing  (PDF).
• Resources for multilingual writers  from the U of M's Center for Writing.
• What are citations?  (from Libraries)
• Consider using Zotero or other tools to create your bibliography.  Be sure to double check the citations.

Prompt's How-to Guide for the University of Minnesota-Twin Cities Essays

Our best advice for impressing university of minnesota admissions officers with the application essays..

Good news — just 300 little words stand between you and a complete application to the University of Minnesota-Twin Cities. (And 150 of those words are optional - though we strongly advise using them to make yourself shine.)

Better news — we’ll help you make the absolute most of them without too much sweat in our complete guide to the UMTC essay prompts — drawn from our long experience at Prompt helping applicants get accepted.

And if you’d also like personalized guidance from people who’ve done this thousands of times, get started with us here .

University of Minnesota-Twin Cities essay prompts for 2020-2021

• Required: Please include an explanation of why you would like to study the major(s) you have selected. You may also use this space to indicate your interest in other major(s) in the colleges listed above. (Maximum 150 words)
• Optional: The University values diversity, broadly defined to include diversity of experiences, perspectives, backgrounds, and talents. Enrolling a diverse community of scholars interested in learning with and from each other fosters discussion and discovery inside and outside of the classroom. Please share briefly how you might contribute to, or benefit from, our community of scholars. (150 words)
• Our tip: Write up this essay! Once admissions hears how much you have to contribute to their campus, you’ll have given yourself a big leg up.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the University of Minnesota, Twin Cities Essays 2017-2018

The University of Minnesota is a public university with an acceptance rate of 45 percent, with two separate campuses three miles apart in Minneapolis and Saint Paul. The Minneapolis campus is divided into the East and West Bank by the Mississippi River. Considered a “Public Ivy,” UMN typically ranks in the top 50 universities in the world.

UMN is considered the top University of Minnesota school, with 19 academic divisions, from the College of Continuing Education to the College of Veterinary Medicine. The alumni of the university have been credited with major discoveries and inventions such as Melvin Calvin with the Calvin Cycle and Robert Gore’s GORE-TEX.

The university does not have an early-action or decision date, but it has two different application deadlines, with one letting you know your admissions decision early: November 1st and January 1st. If you want to enroll in the Freshman Nursing Guarantee Program, you must apply by November 1st. University of Minnesota offers a University Honors Program and certain scholarships that you do not need to apply for separately.

However, there are certain non-university-wide scholarships that do require a separate application. CollegeVine has prepared the following guide to help you tackle the application essays!

UMN Application Essay Prompts

Please include an explanation of why you would like to study the major(s) you have selected. you may also use this space to indicate your interest in other major(s) in the colleges listed above. (response required in 150 words.).

In approaching this prompt, try to think of it as straightforwardly as possible; the university wants to briefly know what your reasoning behind studying your major is, and whether you are considering other fields as well. You only have 150 words, so keep your answer succinct.

That being said, steer away from generic answers, such as “I like biology.” Write about why you enjoy a certain subject: Why do you have a personal connection to it? For instance, if an applicant were to write about biology, he or she could explain that biology is a way of understanding how the world works and functions, from an amoeba moving using pseudopods to a friend devouring a hamburger.

Explain why the subject is significant to you personally. Does it allow you to have a clearer understanding of your environment? Is it a way of expressing yourself and your thoughts? Does it allow you to understand others and yourself more fully? There are countless ways of thinking of why the topic is important to you and your life, as well as your surroundings. Avoid at all costs speaking about money or prestige — the admissions officers want to see that you are genuinely passionate about what you do or want to pursue.

If you have another major you are considering, split the 150 words to devote enough time to both subjects. Explain why both subjects are interesting to you, and if you have any space left, you may want to write about how the subjects relate to each other, and why studying one gives you a deeper understanding of the other. This will tie the essay together, and give a clearer picture to admissions officers as to why you would like to pursue both.

For instance, a student could first write about studying mathematics, then follow-up with writing about art as a second interest, and end with how mathematics influences art in symmetry, space, and perspective, and how the study of mathematics is necessary for creating art.

Remember, answer the question honestly and with what you genuinely want to study. There are no loopholes in the essay prompt — be direct, concise, and specific.

The University values diversity, broadly defined to include diversity of experiences, perspectives, backgrounds, and talents. Enrolling a diverse community of scholars interested in learning with and from each other fosters discussion and discovery inside and outside of the classroom. Please share briefly how you might contribute to, or benefit from, our community of scholars. Please limit your short answer to 1,000 characters. (Response required in 1000 characters.)

So, once more, the college is asking for a short supplement — you will run out of the 1000 characters quickly. Therefore, keep your writing concise: a “short answer” is a short answer. In this question, the college defines diversity for you, so as with the first question, you can give a rather direct answer.

In the first part of the paragraph, speak to some of the diversity you would bring to the college: What are some interests or talents that you have? Any interesting familial experiences? A specific culture you are proud of being a part of? Attempt to stay away from any political topics (especially in the “perspectives”) case, because it may make the admissions officers uncomfortable, detracting from your application. Write about what makes you unique, what makes you “you.”

If you are having troubles coming up with a topic, you can utilize the following ideas for brainstorming:

• Experiences – Choose a life-changing experience, such as going to a summer camp that had a profound impact on you, volunteering at a local nonprofit that affected you, reading a certain novel that changed your perception of the world; etc.
• Moments that were significant to you, for example – 1. Your grandfather teaching you how to fish 2. Your family having a specific dinner together that stuck with you as emblematic 3. A touching moment with one of your friends that you weren’t expecting
• Perspectives – This should be an example of how you approach understanding the world. For example: You try to have an open mind when approaching any situation; you attempt to understand others’ stories; you try to facilitate a safe environment that would support others; etc.
• Background – Your culture can be a specific ethnic group you are part of, the culture of your family, or another group you belong to (if you have certain traditions, if your family has certain qualities that it holds above all, etc.). Some examples: Watching Ferris Bueller’s Day Off every Christmas with your family, making origami with your little sister, celebrating your French culture, your parents stressing the importance of honesty; etc.
• Talents – Interests and extracurriculars you spend the most time doing, such as collecting items, making origami turtles, theater, dance, soccer, etc.

After first describing your experience, perspective, background, or talent, discuss how it has shaped you. Has it changed the way you perceive the world? Has it allowed you to grow and learn a certain idea? Then, write about how that will help you to contribute to the university’s community.

UMN wants to know that you can self-analyze and reflect on what diversity means to you, and whether you will be an active participant in the community if you are accepted. Don’t be afraid to be yourself, and think not only about what makes you unique, but how you could learn from others’ individuality as well. If you are having a lot of trouble coming up with what makes you diverse, you can focus your essay on why being in a diverse, supportive environment at the school would “benefit” you, from an academic or emotional perspective.

Don’t forget that with these supplements, the university wants to see you more fully as an individual. Your transcript has already done a lot of the talking on how you are as a student. Utilize these supplements to add a bit of your personality to your application — UMN does not want to see another rehash of your resume. Answer the questions honestly, and remember to not overthink the prompts: The university writes exactly what it wants to know about.

We hope you found this guide useful in writing your University of Minnesota, Twin Cities supplements!

View the essay prompts for hundreds of schools in our Essay Prompts Database.

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

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This section will help you understand the different types of writing and how you can improve your writing skills.

Avoiding Plagiarism

What is plagiarism.

The University of Minnesota defines plagiarism as "representing the words, creative work, or ideas of another person as one's own without providing proper documentation of source. Examples include, but are not limited to:

• copying information word for word from a source without using quotations marks and giving proper acknowledgement by way of footnote, endnote, or in-text citation.
• representing the words, ideas, or data of another person as one's own without providing proper attribution to the author through quotation, reference, in-text citation, or footnote.
• producing, without proper attribution, any form of work originated by another person such as a musical phrase, a proof, a speech, an image, experimental data, laboratory report, graphic design, or computer code.
• paraphrasing, without sufficient acknowledgement, ideas taken from another person that the reader might reasonably mistake as the author's.
• borrowing various words, ideas, phrases, or data from original sources and blending them with one's own without acknowledging the sources."

Reference: University of Minnesota Student Conduct Code , p. 2.

Plagiarism Quiz 

Decide if the below situations are examples of plagiarism or not.

How to Quote, Paraphrase, and Summarize

Citation resources.

What are citations?

This UMN Library tutorial explains how to cite books, articles, websites, and other sources both in the text of a paper and in the reference list at the end of a paper.

Citation Guides and Style Manuals

The UMN Libraries have many resources on using different styles (APA, MLA, Chicago, etc.) in your citations and other information for using citations correctly in your writing.

Types of Writing

As a college student, you will need to produce many different types of writing, including essays, lab reports, and emails.

Annotated bibliography

An annotated bibliography is a collection of sources (books, articles, etc.) in which you write a paragraph or two describing and evaluating each source.

• Why they're useful, what they are, and examples (UNC Chapel Hill's Writing Center)
• Definitions, reasons, format (Purdue's Online Writing Lab)

Argument paper/essay

An argument (or persuasive) paper or essay requires you to take a stance on an issue, and present arguments to support your opinion.

• Advice for writing and organizing argument papers (Purdue's Online Writing Lab)

Book reports and book reviews

A book report is a summary of a book and is usually more descriptive and objective.

A book review is more critical, in which you evaluate the strengths and weaknesses of the book.

• How to write a book report
• How to write a book review

Business writing assignments

Here are some guidelines to writing a variety of business class assignments:

• Business memo writing guidelines
• Business letter writing guidelines
• Press release writing guidelines
• Executive summary writing guidelines

All guidelines above are from Colorado State University's Writing Studio.

There are several parts to include in a polite email:

Always include a subject that summarizes the topic of the email.

• Do not leave the subject empty.
• Do not use a general subject like “hello,” “help!” or your name (they can see your name in the sender information).
• Do not reply to an old email that has a subject about a completely different topic to start a message about a new topic.

The greeting you use shows how formal or informal your email is.

• More formal greetings: Dear, Good morning, Good afternoon, Good evening,
• Less formal greetings: Hi, Hey,
• No greeting: If you are emailing someone that you are in frequent contact with, or if you are responding to an email conversation that has been going back and forth for a few messages, you might not need to use any greeting because you are continuing an ongoing conversation.

How to address instructors:

• If your instructor has asked that you use his/her first name, then use their first name in email greetings ( Dear Sara, Hi John, ).
• If you are not sure what to call your instructor, use the instructor’s title + family name ( Dear Dr. Johnson, Hi Professor Smith, Dear Ms. Jones, Hi Mr. Anderson ).
• It is not correct to use their title + first name ( Dear Professor Sara, Hi Dr. John ).
• Identify who you are if necessary.; “I’m a student in section 3 of your Physics 1301 class.”
• Explain the reason you are writing early in the email. “I wanted to let you know I won’t be in class tomorrow." "I lost the handout from yesterday.”
• Be polite and clear about what you want the recipient to do. “Please let me know if I can reschedule the quiz." "Could you send me a copy of the handout?”
• Each paragraph should have its own main idea.
• Paragraphs can be shorter, just one or two sentences.
• Paragraphs do not need to be indented.

The closing signals that your email is finished.

• More formal closings: Thank you in advance, Thank you very much, Thank you, Regards, Sincerely,
• Less formal closings: Thanks a lot, Thanks, Best,
• No closing: In less formal situations you can just sign your name with no closing.

You should always type your name at the end of an email, especially if your email account doesn’t show your English name. Don’t make the recipient look up your email address to find your name. In professional settings, people often use more detailed electronic signatures that might include their:

• Company/Department/Program
• Other contact information (address, phone number, etc.)

Essays for exams

Writing an essay for an exam is different than writing an essay as a homework assignment because you have a much more limited time frame to organize and write your essay.

• Advice for writing essays for exams (Purdue's Online Writing Lab)

Exploratory paper

An exploratory paper or essay requires you to explore a problem and possibly some potential solutions to the problem. Purdue's Online Writing Lab has a couple resources to help:

• Introductions, Body Paragraphs, and Conclusions for Exploratory Papers
• Organizing an Exploratory Essay

Lab reports

Lab reports typically include:

• an Introduction (which may include a Prediction),
• a Methodology or Procedure section,
• a Results section (which may be called Data and Analysis),
• a Discussion or Conclusion section.

The sections may vary depending on your discipline or class, so check with your instructor to confirm which sections are required in your lab reports.

• The sections of scientific papers (Colorado State University's Writing Studio)
• Writing a science lab report (Monash College)

You might also need to write an abstract (a one-paragraph summary) of your experiment. Colorado State University's Writing Studio explains different types of abstracts and how to write them .

For discipline-specific advice on writing lab reports, visit:

• Chemistry writing format (The American Chemical Society style guide)
• Electrical engineering lab reports (Colorado State University's Writing Studio)
• Civil engineering lab reports (Colorado State University's Writing Studio)
• Physics lab report example (University of North Carolina at Chapel Hill)

In technical science writing we use a lot of common phrases. Browse this list of phrases often used in engineering writing (which could also be useful in other science writing).

Research papers

Research papers are common assignments in many different departments on campus. In a research paper, you use several sources to investigate a topic. You evaluate and interpret this information, and add your own insights and perspectives on the topic.

• Purdue's Online Writing Center has advice on writing research papers , including choosing a topic .
• The University of Wisconsin Writing Center has a step-by-step guide for writing research papers .
• This research paper assignment calculator from the University of Minnesota Libraries can help you manage your time and resources in completing all the parts of a research paper.

Response (to literature or other prompt)

In some classes, your instructor might ask you to respond to an essay, article, poem, story, book, event, film, or other prompt.

• Advice for writing responses  (Colorado State University's Writing Studio)

Resumes and CVs

In the United States, resumes are more common for undergraduate students and people with bachelor's degrees. A CV (curriculum vitae) is more common when applying for jobs in academia (where the applicant has a graduate degree). However, this can vary depending on the field. Advisors in your department and in Career Services can help guide you on the best format to use depending on your experience and field.

• Resume resources from UMN's Career and Internship Services
• Resume Guide from UMN's College of Liberal Arts
• Undergraduate Resume Guide from UMN's College of Science and Engineering

Science writing assignments

Colorado State University's Writing Studio has resources on a variety of science writing assignments:

• the sections of scientific papers
• review essays for biological sciences
• environmental policy statements
• poster sessions
• engineering technical reports
• engineering proposals
• engineering project notebooks

In technical science writing we use a lot of common phrases. Browse this list of phrases frequently used in engineering writing (which could also be useful in other science writing).

Thesis statements

To write a strong paper, you need a strong thesis statement. This is the main point of your entire paper. You can find advice for writing thesis statements at:

• How to Write a Thesis Statement from Indiana University's Writing Tutorial Services
• Thesis Statements from UNC Chapel Hill's Writing Center
• Thesis Statements from Colorado State University's Writing Studio

Need help thinking of a good title for your paper? The UMN Center for Writing has advice on writing effective titles .

Assignment Expectations

First, read the assignment and the writing prompt carefully to make sure you fully understand it. The Online Writing Lab has step-by-step advice for help Understanding Writing Assignments .

Secondly, ask questions ! If something about the assignment is unclear, ask your instructor in class, in an email, or during office hours. Instructors want you to succeed so they will help make sure you understand the assignment.

Also, ask your instructor if there is a grading rubric for the assignment. A rubric is usually a table or chart that explains all of the categories you will be graded on, and what you need to do to get points in each category. Use the rubric as a checklist to make sure you are including everything in the assignment that the instructor will be looking for.

Not sure what the assignment is asking you to do? Here are common words used in writing prompts and what they mean.

Organization

Different languages have different standards for organizing ideas in writing. English writing tends to be very direct. The introduction has a clearly stated thesis or main idea and an overview for how you will support the thesis or main idea. The body of the paper supports the thesis. Each paragraph usually has one main idea, with supporting sentences to further explain or clarify that main idea. The conclusion summarizes the main points and restates the thesis in other words.

Compared to some cultures, this writing style can seem repetitive and insulting to the reader, since all ideas are directly stated rather than letting the reader make his or her own conclusions. However, this is the general organizational style expected in most American writing assignments.

Reference: Kaplan, R.B. (1966). Cultural thought patterns in inter-cultural education . Language Learning, 16 (1-2), pages 1-20.

Organizing Your Writing

• This organization worksheet from the Center for Writing can help you organize your thesis and supporting ideas as you plan a paper or essay.
• This tip sheet on paper cohesion and flow from the Center for Writing can help you organize your ideas and sentences into a clear and logical order.
• Using sentence transitions can also help you better organize your ideas in writing.

Writing Resources

• Schedule a consultation with the Center for Writing's Student Writing Support.
• Tutorials, guides, and workshops : The UMN Libraries resources can help you find and cite research.
• Resources for Multilingual Writers : The Center for Writing has a collection of useful websites, including good online dictionaries,
• The Purdue Online Writing Lab is an excellent resource for writing with tips and information on organization and outlines, grammar, citations, different types of writing assignments, and more.
• This collection of writing videos includes topics such as how to write a summary, sentence fragments, paragraph structure, combining sentences, and different types of paragraphs and essays.
• Voices of Minnesota's Multilingual Writers : In these short videos, international students at the University of Minnesota describe how they learned to write American academic English, and writing experts' give advice for adjusting to American academic writing expectations.

How to Prepare for Your Written and Video Essays

Monday, October 18, 2021

Carlson School Graduate Programs

There are many crucial steps in the MBA application process, and one that can sometimes be overlooked is the essay or personal statement portion. While all application materials are taken into consideration, this portion of the process allows you to highlight your authentic self and connect all the components of your application into one cohesive story.

When you apply to a business school, they want to know about you. You’re more than a GMAT score and a resume, and the essay or personal statement portion of your application is the best way for you to showcase who you are and what you would bring to a business school program. Below are some examples of what might be included in this portion of the application as well as some tips to get you started.

Written Essay and Personal Statement

A written essay or personal statement is a chance for the business school to get to know you more closely. Most universities will give you a prompt, some guidelines, and the rest is up to you. Each prompt will likely be different for this written portion, with some business schools asking about your career goals, how you can add to their school’s community, your previous experiences, or more.

For example, the Carlson School’s MBA and Master's programs personal essay statement could ask you to address the following (or something similar):

• Why are you choosing to pursue a graduate at this time in your career? What are you hoping to accomplish by doing so?
• What excites you about being part of the Carlson School graduate program? Do you have an enterprise program that you are currently interested in and why?
• Can you tell us about how you have participated in and/or advocated for building more inclusive communities in your career?  

So what makes for the best-written essays? Here are five tips to get you started.

• Be authentic. Business schools want to learn about YOU. Schools aren’t looking for just one answer, so make sure your personality shines through in your writing.
• Talk about real-life examples. Adding specific anecdotes and details can have a tremendous impact.
• Don’t just repeat your resume. Business schools have already seen your resume and your other materials, so use the essay as a way to expand on why you would be a great fit for the school. You can build on things that are mentioned on your resume, but make sure it’s additive to the rest of your application.
• If you’re a unique applicant to a business school, play it up. Business schools across the country are looking to diversify their programs, and that includes people from unique backgrounds or who have an unorthodox path to getting an MBA.
• Sell yourself. Ultimately, the essay portion of your application is your chance to sell yourself to a business school. Offer a convincing argument about why you would be a great fit for a particular school. Be sure to highlight what you will bring to the table and make sure your can-do attitude shows through.

Video Essays

In addition to written essays, some business schools also include a video essay portion of the application process. Think of this as a short elevator pitch where you’re answering a 'getting to know you' question with a member of the admissions team.

For instance, at the Carlson School, you will be asked one impromptu question from a bank of imaginative or behavioral questions selected by the school’s admissions team. You will then be given two minutes to prepare for an answer and then two minutes to record an answer.

Video essays are another great way for you to show a business school your individuality. Here are three tips for this portion of the process:

• Be yourself. Programs are using this format as a way to get to know you, your personality, and how you would fit at the school. The best video essays reveal the applicant’s personality.
• Practice, practice, practice. While students applying for the Carlson School only get one attempt at recording themselves, you can practice responding to the impromptu questions offline with a friend or colleague. Make sure you’re answering the questions directly and staying within the timeframe.
• Don’t study too hard. The video essay questions are assigned at random, so while you should practice cadence and timing, it is not recommended you memorize all of the questions. Remember, you want to share your experiences, not a script!
• Relax. The video essay is often one of the last pieces of your application. Your GMAT, letters of recommendation, and most of your application is finished. All the hard work is done, so take a deep breath to help you not come across as nervous in your video.
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Email [email protected] for questions about Student Writing Support

Phone 612-625-1893

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Student Writing Support

Welcome to student writing support, what is a writing consultation.

A writing consultation is a conversation between a writer and a consultant. During that conversation, the participants will set an agenda for the session, talk about the work in progress, and work together to meet the writer's goals.

SWS offers four kinds of consultations:

• appointments in 15 Nicholson Hall
• walk-in consultations in 9 Appleby Hall
• appointments in Zoom
• appointments in SWS.online

In all consultations, writing consultants can work with writers to

• Get started on assignments
• Break through writer’s block
• See their work from a reader’s perspective
• Prepare questions to bring back to their instructor or advisor
• Learn strategies for revising, editing, and proofreading
• Access writing resources
• Get some writing done in an "accountabilibuddy" session !

In addition to writing consultations, we offer a variety of videos, printable handouts, and web resources in our  Quick help  section.

What is an in-person consultation like?

You can bring a draft with you, but it’s also fine if you don’t have anything written at all yet!

You won’t share or send anything ahead of time; instead, your consultant will read anything you share during the consultation.

Nicholson Hall location: Let the front desk attendant know that you've arrived for your appointment.

Appleby Hall location: Walk-in consultations in Appleby Hall take place on a first-come, first-served basis. You sign in on a digital waitlist when you arrive in 9 Appleby Hall, and consultants will work with writers in the order they arrived. Typically, there are between 3–5 consultants at any given time.

What is a Zoom consultation like?

All Zoom consultations are by appointment through mySWS .

You can have a draft ready, but it’s also fine if you don’t have anything written at all yet!

• You won’t upload anything ahead of time; instead, your consultant will read anything you share during the consultation.
• Zoom consultations can last up to 40 minutes.

What is an SWS.online consultation like?

All SWS.online consultations are by appointment through mySWS , and they require you to keep track of two times: (1) the deadline to submit your writing and your questions/concerns about it, and (2) the time you will meet with the consultant for your 40-minute online chat.

After you submit your writing, the consultant will have 40 minutes to read it in preparation for your chat appointment. 

During your scheduled SWS.online chat, your consultant will give you feedback, answer questions, and collaborate with you through a chatbox next to your document. (There is no audio or video component.)

At the end of your consultation, you will receive a transcript of your chat to keep for yourself.

To learn more about what to expect and how to get the most from your visit to the Center, look at our general and graduate-student-focused informational handouts.

Please be aware of the Center's  important policies  related to appointments, privacy, and identification.

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University of Minnesota Secondary Application Essay Prompts

• Cracking Med School Admissions

The University of Minnesota Medical School secondary application with several medium-length essays. The UMN medical school admissions committee wants to understand you as a holistic person.  It wants to recruit a diverse, culturally competent, and socially aware class. Read our University of Minnesota secondary application tips below so you can learn how to stand out question by question! Read more about the University of Minnesota culture and curriculum in our blog post  University of Minnesota Medical School: Tips to Get Accepted.

The University of Minnesota medical school changes its secondary essay prompts dramatically each year for the past couple of years. We would definitely not pre-write these secondaries and wait for the official University of Minnesota secondary application. 

Our Cracking Med School Admissions team has a track record of helping our mentees receive acceptances to University of Minnesota medical school . Submitting a strong secondary application is essentially in getting accepted. Stand out on your University of Minnesota Medical School secondary application with our secondary essay editing packages !

• Personally Tailored Essays
• Edits by Stanford & Harvard-trained Doctors
• We study your application strengths to see what unique attributes we’ll bring to the medical school

University of Minnesota Secondary Application Questions: 2023 – 2024

University of minnesota secondary application essay prompts – all md applicants.

• Diversity, equity, and inclusion are core values of the University of Minnesota Medical School. Explain how a learning environment that embodies these values is crucial to the education of tomorrow’s physicians. Reflect on how you might contribute to this learning environment. (1,500 characters max)
• How have your individual experiences and identity shaped who you are and who you will be as a physician?  (1,500 characters max)
• Describe a time when you used critical thinking to solve a problem that you encountered in any realm where you asked questions, gathered information, thought through possible solutions and their alternatives, and evaluated what you did critically. Please include in your discussion what you learned from this experience. (1,500 characters max)
• (Optional) What other pertinent information would you like to bring to the attention of the Admissions Committee? This is an opportunity for you to discuss an aspect of your journey to medicine that you have not already presented in your application. You may also update us with any current experiences that were not included in your AMCAS application. (900 characters max)

University of Minnesota Medical School Secondary Application – Indigenous Health Pathway Essay Prompts

The University of Minnesota Medical School is dedicated to educating future physicians who have demonstrated an interest in serving Indigenous communities. 

• Describe your experience in and ties to Indigenous communities, including your familiarity with life in an Indigenous community or your Indigenous community. 
• What do you view as the greatest healthcare needs in Indigenous communities?  Describe your future practice and how you will help fill these needs as a future physician.
• List each city or town you’ve lived in, starting with your place of birth and indicating which is your hometown. We define hometown as the place you lived the longest between birth and age 18. You are limited to listing 15 residences. If you need to include more, please contact the Office of Admissions for assistance. Please use only numbers in the population field.

University of Minnesota Medical School Secondary Application – Rural Health Pathway Essay Prompts

The University of Minnesota Medical School is dedicated to educating future physicians who have demonstrated an interest in serving patients and families in rural Minnesota. 

• Tell us how you define the term “rural community” as it applies to Minnesota.  
• Describe your experience in and ties to rural Minnesota areas, including your familiarity with life in a rural Minnesota setting.  
• What do you view as the greatest healthcare practice needs in rural Minnesota communities?  Describe your future practice and how you will help fill these needs as a future physician.
• List each city or town you’ve lived in, starting with your place of birth and indicating which is your hometown. We define hometown as the place you lived the longest between birth and age 18. You are limited to listing 15 residences. If you need to include more, please contact the Office ofAdmissions for assistance. Please use only numbers in the population field.

University of Minnesota Medical School Secondary Application – Urban Communities Pathway Essay Prompts

The University of Minnesota Medical School trains a culturally aware workforce qualified to meet the needs of the diverse populations we serve.

• Tell us why you are interested in  engaging and/or working with urban underserved communities, and describe any experiences you have had serving underserved communities.

University of Minnesota Medical School Secondary Application – 2SLGBTQIA+ Pathway Essay Prompts

The University of Minnesota Medical School is committed to dismantling the health disparities affecting Minnesota’s 2SLGBTQIA+ communities.

• Describe your experiences engaging and/or working with 2SLGBTQIA+ communities and explain why 2SLGBTQIA+ inclusive health care is important.

University of Minnesota Medical School Secondary Application – Immigrant / Refugee / Global Health Pathway

The University of Minnesota Medical School strives to have our community better reflect the broad identities of our state.

• Describe your interest and/or experience engaging or working with refugee, immigrant, and global health communities. How do their experiences differ from the traditionally underserved and how will your experience prepare you to serve our refugee, immigrant, and global populations?

Tips to Answer University of Minnesota Medical School Secondary Essays

University of Minnesota Secondaries Pre-Writing Guidance: The University of Minnesota medical school changes its secondary essay prompts dramatically each year for the past couple of years. We would definitely not pre-write these secondaries and wait for the official University of Minnesota secondary application. However, you should work on this secondary as soon as you receive it, especially if you are a Minnesota resident because you’ll have an in-state advantage.

• Download  all  our HIGH-YIELD tips for secondary essays:  Cracking Med School Admissions Secondary Essay Guide
• Read our school profile with University of Minnesota medical school admissions statistics: University of Minnesota Medical School: Tips to Get Accepted 

University of Minnesota Secondary Application Tip #1: Make sure to discuss specifics about why you want to go to the University of Minnesota Medical School. The essays don’t necessarily directly ask “Why University of Minnesota medical school” all the time, but you could write “Why University of Minnesota” in the optional essays and link why University of Minnesota is the perfect medical school for you, related to your individual experiences.

• Use our blog post University of Minnesota Medical School: Tips to Get Accepted  to learn more about the medical school’s culture and curriculum.  We looked up a lot of the information for you! 

University of Minnesota Secondary Application Tip #2: Tell stories and give examples. For instance, if you tell a story of a time when you saw bias rather than wrote an essay with general observations, your essay will be stronger.  

Here are the essay prompts we would strongly recommend writing stories for: 

• Diversity, equity, and inclusion are core values of the University of Minnesota Medical School. Explain how a learning environment that embodies these values is crucial to the education of tomorrow’s physicians. Reflect on how you might contribute to this learning environment.
• How have your individual experiences and identity shaped who you are and who you will be as a physician?
• Describe a time when you used critical thinking to solve a problem that you encountered in any realm where you asked questions, gathered information, thought through possible solutions and their alternatives, and evaluated what you did critically. Please include in your discussion what you learned from this experience.

University of Minnesota Secondary Application Tip #3:  For the University of Minnesota secondaries question, “ Diversity, equity, and inclusion are core values of the University of Minnesota Medical School. Explain how a learning environment that embodies these values is crucial to the education of tomorrow’s physicians. Reflect on how you might contribute to this learning environment ” make sure to first get an understanding of the University of Minnesota curriculum. There are specific tracks in which you can specialize in electives that help specific populations, including indigenous populations and rural Minnesota populations. You can link your learning environment (like a class) to the specific track you want to pursue.

University of Minnesota Secondary Application Tip #4: University of Minnesota Medical School favors students who have lived or had experiences in the state of Minnesota and more generally, the Midwestern United States. If you have done any work in Minnesota state, mention it in your University of Minnesota Medical School secondary application essays!  Write about any affiliations you have had with Minnesota. For example, some applicants lived in Minnesota during their childhood. Others have visited friends and family throughout college. Establishing a commitment to Minnesota is important. 

University of Minnesota Secondary Application Tip #5: For the University of Minnesota secondaries question, “ How have your individual experiences and identity shaped who you are and who you will be as a physician ” we would recommend writing a story that  shows your identity. Relate your upbringing and values to what you want to do as a physician.

University of Minnesota Secondary Application Tip #6: Get our help to edit your University of Minnesota secondary application essays. Ask us for help with  tailoring and personalizing your University of Minnesota secondary application essays.  We have a track records of our students receiving acceptances at University of Minnesota in the past several years! Contact us  below if you have questions or want our editing help through our  secondary essay packages . 

[ Read Other Secondary Essay Tips:  University of Michigan , Michigan State University , Washington University St. Louis , Case Western ]

Your medical school application Coaches, Mentors, & Cheerleaders

We Personally Advise Every Student We Work With.

Rachel Rizal, M.D.

Changing the trajectory of people’s lives.

Undergraduate Princeton University, cum laude

Medical School Stanford School of Medicine

Residency Harvard, Emergency Medicine

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Rishi Mediratta, M.D., M.Sc., M.A.

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Undergraduate Johns Hopkins University, Phi Beta Kappa

Residency Stanford, Pediatrics

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Download your secondary essay guide.

Use this essay guide and workbook to write standout secondaries.

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University of Minnesota Secondary Application Questions: 2022 – 2023

• Our physicians pride themselves on giving outstanding care to patients, while looking for better and more equitable ways to do so. As you think about being a future physician and advocate for patients, describe a time when you advocated for  someone or something. What did you learn from this situation?  (1,500 characters max)
• Describe a time when you experienced an obstacle, challenge or failure. How did it affect you? What did you learn? (1,500 characters max)
• Describe a time when you personally experienced, observed, or acted with explicit bias. What did you learn about yourself and the experience? (1,500 characters max)
• Our families and communities tend to shape our individual worlds and perceptions. Think about the communities that you are an active part of, whether it be a cultural group, family, religious group, neighborhood, etc. Describe the world that you are most comfortable in and how it has shaped who you are. How will this impact your future as a physician and the patients you will serve? (1,500 characters max)
• Why do you want to go to medical school in the state of MN?  (Consider the state of Minnesota and its population.) (1,500 characters max)
• The COVID-19 pandemic has created innumerable challenges, loss, and uncharted territory in public health. Describe your thoughts, feelings, and experiences with navigating COVID-19. Please tell us what impact, if any, this has had on your path to medical school.  (1,500 characters max)
• The University of Minnesota Medical School is committed to building an anti-racist community. Please share your reflections on, experiences with, and greatest lessons learned about systemic racism. (Consider this country’s history, racism, racial injustice, anti-black racism, and the impact of the murder of Mr. George Floyd on the Minnesota/Twin Cities community). (1,500 characters max)
• How will your unique attributes (religion, race, ethnicity, socioeconomic status, ideology, intellectual heritage, and/or experiences) add to the overall diversity of the University of Minnesota Medical School community? (1,500 characters max)
• (optional) What other pertinent information would you like to bring to the attention of the Admissions Committee? This is an opportunity for you to discuss an aspect of your journey to medicine that you have not already presented in your application. You may also update us with any current experiences that were not included in your AMCAS application.  (900 characters maximum)

Minnesota Health Pathways Description

The University of Minnesota Medical School is a world class leader in medical education, research and patient care. Our mission is to provide innovative education and training, research that advances medicine and clinical care that improves the lives of our patients. We are one school with two campuses. Beginning in Fall 2023, a new curriculum designed in three phases: a systems-based Foundations Phase; Clinical Immersion Phase; and Specialty-specific Transition Phase, will launch. The new curriculum will include a component called Minnesota Health Pathways. These pathways are longitudinal courses completed during the Foundations phase focusing on one of five different underserved and/or under-resourced communities in MN.  The Minnesota Health Pathways have been designed to allow students to individualize their experience while still achieving a set of shared learning goals. All pathways will be available at both campuses and all students will have to enroll in one pathway. 

Select your pathway interest(s) below (you may select more than one).  Once you make your selection there will be additional questions that you will be required to answer  

• Indigenous Health Pathway
• Rural Health Pathway
• Urban Communities Pathway
• 2SLGBTQIA+ Pathway
• Immigrant | Refugee | Global Health Pathway

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University of Minnesota Secondary Application Questions: 2021 – 2022

• Tell us about a time when you recovered from a non-academic setback. How did you recognize the setback and what steps did you take to recover? (1,500 characters max)
• Tell us about a time when you advocated for someone or something? What did you learn from this situation? (1,500 characters max)
• Tell us about a time when you observed, personally experienced, or acted with implicit or explicit bias. Through either situation we are interested in what you learned. (1,500 characters max)
• Please tell us about your identity. How has your identity impacted the development of your values and your attitude toward others, particularly those with values different from your own? How will this impact your future patients through the practice of medicine? (1,500 characters max)
• Why do you want to go to medical school in the state of MN? (Consider the state of Minnesota and your interest in the University of Minnesota.) (1,500 characters max)
• The COVID-19 pandemic has created innumerable challenges and loss and uncharted territory in public health. Please share with us your thoughts, feelings, and experiences with navigating COVID-19. Please tell us what impact, if any, this has had on your path to medical school. (1,500 characters max)
• Our country is reckoning with its history, racism, racial injustice, and especially anti-black racism. Please share your reflections on, experiences with, and greatest lessons learned about systemic racism. (1,500 characters max)

University of Minnesota Secondary Application Questions: 2020 - 2021

• Tell us about a time when you recovered from a non-academic setback. How did you identify the setback and what steps did you take to recover? (1,500 characters max)
• Tell us about a time when you played a role in improving a process. How did you identify the areas for improvement and what steps did you take to change the process? (1,500 characters max)
• Tell us about a time when you observed, personally experienced, or acted with implicit or explicit bias. If you observed or personally experienced implicit or explicit bias what did you do to address this situation or what would you do in the future? If you were implicitly or explicitly biased how did you become aware of this and what did you do to address the situation or what will you do in the future? Through either situation we are interested in what you learned. (1,500 characters max)
• Please tell us about your identity. How has your identity impacted the development of your values and attitudes toward others, particularly those with values different from your own? Please include how your values and attitudes will foster a positive learning environment during your training and benefit your future patients through the practice of medicine. (1,500 characters max)
• Why do you want to go to medical school in the state of MN? (This question seeks to understand why you are interested in the state of MN not the University of Minnesota.) (1,500 characters max)
• (Optional) If you are not submitting an MCAT score with your application briefly explain why. This question is required of any applicant who will ultimately not include an MCAT score in their application. (1,500 characters max)
• 2020 has proven to be unprecedented times and uncharted territory in global health. Please feel free to share with us your thoughts and experiences with navigating Coronavirus Disease 2019 (COVID-19). This could include the barriers you have faced in applying to medical school this cycle, feelings of complicated grief and loss, thoughts on the role of health care professionals, challenges associated with racial health inequities as more Black and Brown people are disproportionately impacted, or other reflections on living through a global pandemic crisis. (1,500 characters max)
• (Optional) Right now is a watershed moment in American history and this country’s reckoning with race, racism, racial injustice, and especially anti-Black hatred. If you feel comfortable, we welcome you to please share with us your reflections on, experiences with, and greatest lessons learned about systemic racism that is receiving international attention with the murders of numerous Black, Indigenous, and People of Color including but not limited to George Floyd, Breonna Taylor, Vanessa Guillen, Rayshard Brooks, and Elijah McClain. (1,500 characters max)

University of Minnesota Secondary Application Questions: 2019 – 2020

• Please describe your experiences with intentionally expanding your cultural awareness in an effort to promote acceptance, respect, and inclusivity. (1,500 characters max)
• Reflect on your background and the impact it has had on developing your own values and attitudes toward others, particularly those with values different than your own. Please include how your values and attitudes will foster a positive learning environment during your training, and benefit your future patients through the practice of medicine. (1,500 characters max)
• (Optional) Beyond what you have shared in question two, please share information about important aspects of your personal background or identity as it relates to your desire to pursue medicine. Examples might include, but are not limited to, cultural context, disabilities, ethnicity, gender identity or expression, lived experiences, race/ethnicity, religion or spirituality, sexual orientation or socioeconomic status. (1,500 characters max)
• (Optional) If you have a specific interest in the study or practice of medicine please share it here. Please include specific experiences that have informed your interest. (1,500 characters max)
• Please describe a challenging life experience and how you dealt with it. (1,500 characters max)
• Briefly describe why you are interested in attending the University of Minnesota Medical School Twin Cities campus. (1,500 characters max)
• Are you a resident of the state of Minnesota?
• If you selected OTHER, please provide a brief explanation as to why.
• (Optional) If you are a non-resident applicant, do you have any special or significant ties to the state of MN? (Non-resident applicants are not required to have ties to MN)
• Please explain any gaps in your education and/or work experiences since high school graduation that are not previously described in your application. (300 characters max)
• Have you ever been convicted of a misdemeanor and/or felony? If YES , you must include a full explanation below.
• (Optional) What other pertinent information would you like to bring to the attention of the Admissions Committee? This is an opportunity for you to discuss or highlight any aspect of your journey to medicine that you may or may not have already presented in your application. You may also update us with any current experiences that were not included in your AMCAS application. (1,500 characters max)
• Re-Applicants Only : If you are a re-applicant, how has your current application changed or what additional information would you like to highlight for the Admissions Committee? Re-applicant refers to having applied to any medical school in the past. (1,500 characters max)

University of Minnesota Secondary Application Questions: 2018 – 2019

University of minnesota secondary application questions: 2017 – 2018.

• The University of Minnesota strives to ensure diverse educational experiences that promote acceptance, respect and inclusivity. Please describe your experiences with diversity and diverse groups of people. Reflect on your background and the impact it has had on developing your own values and attitudes toward others. Please include how your values and attitudes will foster a positive learning environment during your training, and benefit your future patients through the practice of medicine. (1,500 characters max)
• (Optional) Please share information about important aspects of your personal background or identity as it relates to your desire to pursue medicine. Examples might include, but are not limited to, cultural context, disabilities, ethnicity, gender identity or expression, lived experiences, race/ethnicity, religion or spirituality, sexual orientation or socioeconomic status. (1,500 characters max)
• Tell us about your most significant accomplishment to date. (1,500 characters max)
• If you selected OTHER, please provide a brief explanation as to why. (1,500 characters max)
• (Optional) If you are a non-resident applicant, do you have any special or significant ties to the state of MN? (Non-resident applicants are not required to have ties to MN). (1,500 characters max)
• (Optional) What other pertinent information would you like to bring to the attention of the Admissions Committee? This is an opportunity for you to discuss or highlight any aspect of your journey to medicine that you may or may not have already presented in your application. You may also update us with any current experiences that were not included in your AMCAS application. (900 characters max)
• Re-Applicants Only : If you are a re-applicant, how has your current application changed or what additional information would you like to highlight for the Admissions Committee? Re-applicant refers to having applied to any medical school in the past.  (900 characters max)

University of Minnesota Secondary Application Questions: 2016 – 2017

• Beyond what you have written in your AMCAS Personal Comments and the Experience section, please describe your medically related experience(s) and how they have contributed to your understanding of medicine and your motivation to pursue this career? (900 characters max)
• Please describe a challenging life experience and how you dealt with it. (900 characters max)
• The University of Minnesota strives to ensure diverse educational experiences appreciating individual differences by creating learning environments that promote acceptance, respect and inclusivity. Please describe your experiences with diversity and diverse groups of people by reflecting on your background and the impact it has had on developing your own values and attitudes toward others. Please include how your values and attitudes will foster a positive learning environment during your training, and benefit your future patients through the practice of medicine. (900 characters max)
• We invite you to share information about important aspects of your personal background and identity as they relate to your desire to pursue medicine. Examples might include, but are not limited to, information about your culture, disabilities, ethnicity, gender identity or expression, lived experiences, race, religion or spirituality, sexual orientation or socioeconomic status. (900 characters max)
• Are you a resident of the state of Minnesota? (900 characters max)
• Briefly describe why you are interested in attending the University of Minnesota Medical School. (900 characters max)
• Briefly describe what you are currently doing. If you have already graduated, please indicate what you have been doing since graduation, and what your plans are for the coming year? (900 characters max)
• Please explain any gaps in your education and/or work experiences since high school graduation that are not previously described in your application. (900 characters max)
• Please talk about what you might do if you are ultimately not accepted to medical school. (900 characters max)
• What other pertinent information would you like to bring to the attention of the Admissions Committee? This is an opportunity for you to discuss or highlight any aspect of your journey to medicine that you may or may not have already presented in your application. (900 characters max)
• If you are a re-applicant to the University of Minnesota Medical School, how has your current application changed or what additional information would you like to highlight for the Admissions Committee?

University of Minnesota Secondary Application Questions: 2015 – 2016

• Beyond what you have written in your AMCAS Personal Comments and the Experience section, please describe your medically related experience(s) and how they have contributed to your understanding of medicine and your motivation to pursue this career?  (1,500 characters max)
• Please describe a challenging life experience and how you dealt with it.  (1,500 characters max)
• The University of Minnesota strives to ensure diverse educational experiences appreciating individual differences by creating learning environments that promote acceptance, respect and inclusivity. Please describe your experiences with diversity and diverse groups of people by reflecting on your background and the impact it has had on developing your own values and attitudes toward others. Please include how your values and attitudes will foster a positive learning environment during your training, and benefit your future patients through the practice of medicine.  (1,500 characters max)
• We invite you to share information about important aspects of your personal background and identity as they relate to your desire to pursue medicine. Examples might include, but are not limited to, information about your culture, disabilities, ethnicity, gender identity or expression, lived experiences, race, religion or spirituality, sexual orientation or socioeconomic status.  (900 characters max)
• Are you a resident of the state of Minnesota?  (300 characters max)
• Briefly describe why you are interested in attending the University of Minnesota Medical School.  (1,200 characters max)
• Briefly describe what you are currently doing. If you have already graduated, please indicate what you have been doing since graduation, and what your plans are for the coming year?  (1,200 characters max)
• Please explain any gaps in your education and/or work experiences since high school graduation that are not previously described in your application.  (300 characters max)
• Have you considered alternate career options to fulfill your commitment to providing healthcare other than medicine? (900 characters max)
• What other pertinent information would you like to bring to the attention of the Admissions Committee? (900 characters max)

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Minnesota Law

• How to Apply

J.D. Applications

All J.D. applications are for a full-time program. They are available online beginning September 1 through the Law School Admissions Council (LSAC) website . Our Early Decision application deadline is December 31.

+ J.D. Regular & Early Decision Application Process

Eligible candidates for admission to the J.D. program must have completed their Bachelor's degree, or be in the final year of a Bachelor's degree program. The Bachelor's degree must be awarded by an accredited U.S. college or university or be an equivalent degree from a recognized non-U.S. institution.

Admissions decisions are made on a rolling basis, and priority consideration for scholarship awards is March 1. 

Typically, it may take up to 8 weeks for decisions to be made in accordance with the following timeline:

• Regular JD applicants will begin to receive decisions in early January.
• Early Decision applicants will begin to receive decisions in mid-November.

In order to enroll a highly qualified, diverse class each year, the Admissions Committee conducts a holistic review of each applicants' materials and considers factors such as student engagement and leadership, professional experience, writing ability, community service, and references.

In addition to a bar examination, there are character, fitness, and other qualifications for admission to the bar in every U.S. jurisdiction. Applicants are encouraged to determine the requirements for any jurisdiction in which they intend to seek admission by contacting the jurisdiction. Addresses for all relevant agencies are available through the National Conference for Bar Examiners.

Deferrals are not routinely granted and are reviewed on a case-by-case basis. Admitted students may contact the Assistant Dean of Admissions to request a deferral of up to one year.

+ Early Decision Program

Candidates who have determined that the University of Minnesota Law School is their first choice may submit an application to the Early Decision program. This program is binding; therefore, applicants admitted through the program commit themselves to matriculating at Minnesota Law, withdrawing all applications at other law schools, and not initiating new applications after being admitted to the Law School. Early Decision applicants receive the same scholarship consideration as regular candidates; if not admitted through Early Decision, students may be considered for regular admission at the discretion of the Admissions Committee.

Admissions decisions will begin mid-November for Early Decision applicants who submitted their application between September 1 and November 15. If you submit your Early Decision application after November 15, your application will be reviewed on a rolling basis within 2-3 weeks. The early decision application deadline is December 31.  All Early Decision applicants will receive a decision by January 15.

Application Components

+ application form.

All applicants are required to submit their application electronically through the Law School Admission Council (LSAC).

+ Application Fee

The nonrefundable application fee is $60 and is paid via credit card through LSAC when submitting the application. You may be eligible for an application fee waiver for financial hardship if LSAC grants you a financial waiver to take the LSAT. If so, please submit a copy of the LSAT financial waiver to [email protected] . If you are eligible for a merit-based fee waiver, we will reach out to you individually. We encourage all candidates to register for the Candidate Referral Service (CRS) through LSAC.

+ Character and Fitness

You are required to answer two Character & Fitness related questions on our application.  After law school matriculation, all states require bar exam applicants to establish their character and fitness to practice law. Bar applicants should carefully review these requirements for the state in which they intend to practice, available at Character and Fitness Investigations  through the National Conference of Bar Examiners website

+ Registration with Credential Assembly Service (CAS)

All applicants, including international, must first register with the Credential Assembly Service through the LSAC website. The service will act as a repository for academic transcripts, testing scores, and letters of recommendation. CAS will summarize your transcripts and send them to each law school to which you apply.  We do not waive the CAS report fee.

+ Transcripts

Once registered with CAS, applicants must contact every previous college or university attended (even if a degree was not earned) to request a transcript be sent directly to CAS. Universities and other educational institutions should send transcripts to: Law School Admission Council CAS P.O. Box 2000-M Newtown, PA 18940-0993

+ Law School Admission Test (LSAT)

Applicants are required to take the Law School Admission Test (LSAT). The LSAT score is considered current for five years. The LSAT requirement will not be waived for any applicant. If multiple scores are available, the highest score will be used for review of your application. If you intend to retake the test after you have submitted your application and wish to have your application held until the newest score is available, please submit an addendum making this request with your application or email [email protected] . International students also must have completed a post-secondary degree at an English-speaking institution OR must submit the Test of English as a Foreign Language (TOEFL). For more information, visit the TOEFL website .

+ Letter of Recommendation

One letter of recommendation is required and must be submitted through CAS. The Law School will accept a maximum of two letters.

The letters should be from persons in an academic setting who are personally familiar with an applicant’s work and can attest to his or her ability to enter a competitive professional program. If an applicant has been out of college for more than two years, letters from an employer may be submitted instead. Letters from family friends or personal acquaintances are discouraged.

+ Personal Statement

The varied backgrounds and exceptional talents of our students contribute tremendously to the quality of the education at the University of Minnesota Law School. Through the personal statement, the Admissions Committee seeks insight into the abilities, motivation and experiences of an applicant, as well as an assessment of writing ability. Your personal statement (two pages, double spaced) should articulate significant achievements, professional goals, and reasons for pursuing a law degree. It is also helpful to the Committee to discuss specific interest in the University of Minnesota Law School (you may attach a supplemental statement for this, if you prefer).

Applicants should include a detailed résumé with their application. The résumé should contain work history during college and since college graduation, including paid and unpaid employment. Resumes should also include academic or professional honors, co-curricular activities and community service, or hobbies and special interests.  There is no page limit to resumes we accept.

Applicants may also submit one or more supplemental statements (one page, double-spaced) to highlight diversity perspectives and/or demonstrated commitment to racial justice/equity, explain absences or breaks in academic history, discuss any obstacles or adversity you overcame, or present other matters that may be of importance to the Admissions Committee.

+ Video Interview (Optional)

Applicants are strongly encouraged to participate in our pre-recorded interview process, which provides an additional opportunity for you to introduce yourself to the committee. Priority consideration will be given to candidates who participate. Interview details will be sent via email about seven days after your application has been submitted. Please watch your inbox for this important email.

International Students

+ application process.

Applicants receiving their undergraduate degree from institutions outside the United States must submit their transcripts to the CAS for evaluation. 

Questions about the J.D. Credential Assembly Service can be directed to LSAC at 215-968-1001, or  [email protected] . A Foreign Credential Evaluation will be completed by the American Association of Collegiate Registrars and Admissions Officers, and the evaluation will be incorporated into your CAS report.

+ Test of English Language Proficiency

International applicants, whose English is a second language, need to submit a current TOEFL or IELTS score to the Law School Admission Council (LSAC).  Please see LSAC instructions regarding reporting of these scores. This requirement is waived if you have received an undergraduate or graduate degree from an accredited U.S. institution. This requirement may also be waived if you received an undergraduate degree from an international institution for which English is the official language and submit documentation to that effect, for example a letter from your school's Registrar's office.

+ Scholarships and Financial Aid

All applicants, regardless of international student status, are considered on a holistic basis for merit scholarships. Scholarships are based on admission applications and are awarded at the time of admission.

+ I-20 Process

If you're admitted, the process to receive your I-20 begins when you make your seat deposit securing your seat in the class. Then you will receive an email from the JD Admissions Office with the necessary forms and documentation to complete. When we receive all of your completed paperwork, we will process everything and send a request to the International Student and Scholar Services (ISSS) office at the University of Minnesota to have an I-20 generated and sent to you. This process can take 2-4 weeks after your completed documents are reviewed by the JD Admissions Office.

For more information or for answers to specific questions related to your individual circumstances, please reach out to the International Student and Scholar Services (ISSS) office at the University of Minnesota. 

Waitlisted Students

+ frequently asked questions, who is on the waitlist.

Due to the strength of the applicant pool and limited seats in the entering class, we are unable to immediately admit all strong candidates. The waitlist consists of applicants who we believe have the talent to be successful at the University of Minnesota Law School. Students who choose to remain on the waitlist are those who are willing to wait, sometimes up to orientation, to enroll at the University of Minnesota Law School.

Is the waitlist ranked?

No, the waitlist is not ranked. If space becomes available on the waitlist, applicants will be selected in an attempt to round out the class with regard to the academic and personal attributes outlined in the admissions criteria stated on our website.

When is the waitlist used?

The waitlist can be used at any time between now and the beginning of orientation with an effort to utilize the waitlist sooner rather than later. An exact date of whether or not we go to the waitlist cannot be determined, but is more likely to occur following our April 15 deposit deadline and typically from mid-May through late-July.

What is the likelihood of being offered admission from the waitlist?

The likelihood of gaining admission from the waitlist varies greatly from year to year. As each admission cycle is independent from previous cycles, but we typically see about 5-8% of our waitlist applicants get admitted (20-40 people).

What can a waitlist candidate do in the meantime?

• Fill out the form to indicate whether or not you’re interested in remaining on the waitlist. • Submit your letter of continuing interest (LOCI) through the Applicant Status Portal • Complete your optional virtual interview if you have not already. If you need your individual link resent please contact [email protected] • Make sure your contact information is up-to-date. Email us at [email protected] with any changes. • Send updated transcripts to LSAC via CAS. • If your status changes and you no longer wish to be on our waitlist, please let us know promptly.

If the waitlist is used, how will candidates be informed?

We will notify you by phone and/or email if you are admitted and send an admittance packet in the mail. Please keep us updated with any changes in your contact information. We sincerely appreciate your continued interest in the University of Minnesota Law School and your patience during the waitlist review process.

+ Waitlist Information Session 2024

As required by Title IX, the University does not discriminate on the basis of sex in any of its education programs or activities, including in admissions and employment. Inquiries about the application of Title IX can be directed to the University’s Title IX Coordinators or to the U.S. Department of Education, Office of Civil Rights. Please see the University of Minnesota’s Title IX Statement  and the University’s policy for information about: (1) how to contact the Title IX Coordinators on the University’s campuses; (2) how to report or file a formal complaint of sexual harassment, gender-based harassment, sexual assault, stalking or relationship violence; and (3) the University’s procedures for responding to reports and formal complaints.

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University of Minnesota Twin Cities 2020-21 Supplemental Essay Prompt Guide 

Regular Decision: 

University of Minnesota Twin Cities 2020-21 Application Essay Question Explanations

The Requirements: 2 essays of up to 150 words each

Supplemental Essay Type(s): Why , Community

The University of Minnesota’s brief supplement asks you to envision your life on campus, both as a student and community member. The only way to do that, dear students, is to learn about the school. So set aside some quality time to gather information any way you can: campus tour , phone call with a professor, or even reading through the school website. So prepare to read our guide and then set aside a good hour or so to get your research on.

Please include an explanation of why you would like to study the major(s) you have selected. You may also use this space to indicate your interest in other major(s) in the colleges listed above. (Maximum 150 words)

We’ve said it once and we’ll say it again. The three steps to writing a good Why essay are research, research, and research. Spend some quality time on the school website (or visit campus, if you can) and get to know the University of Minnesota beyond the basic facts and figures. In this case, you’ll want to focus on your major (or majors) of choice. Learn all about the department, faculty, notable alumni, and any special programs or opportunities for undergrads. Jot down the details that excite and appeal to you. At the end of your research sesh, you should have a good constellation of information that will show admissions exactly why you and the University of Minnesota were meant to be. And don’t be afraid to get enthusiastic and share some of your personal story. Maybe your family’s tendency to move around has made you think a lot about what makes a house a home, and the University of Minnesota’s Housing Studies program provides an ideal outlet for your musings. To get this essay right, you need to go beyond listing the reasons you like the program, and make a compelling case for exactly why you and your program of choice are a match made in heaven.

Optional Short Answer: The University values diversity, broadly defined to include diversity of experiences, perspectives, backgrounds, and talents. Enrolling a diverse community of scholars interested in learning with and from each other fosters discussion and discovery inside and outside of the classroom. Please share briefly how you might contribute to, or benefit from, our community of scholars. (150 words)

This so-called optional question is absolutely not optional. It’s essentially a secondary Why essay (rolled in with a Community essay) and an ideal opportunity to tell admissions a little bit more about yourself and commitment to the school. Luckily, 150 words amounts to a slim paragraph. Not to mention the fact that diversity-centered Why and Community essays like this one are becoming increasingly common. In other words, it’s very likely you’ll be able to recycle an essay you wrote for another application, which we highly recommend for optional questions. Just make sure you meet the correct word limit and swap out any school-specific details. And, as always, aim to tell admissions something new. Focus on an aspect of your background that you haven’t yet covered elsewhere on your application.

Despite the relatively tight word limit, you’ll make this essay memorable by packing it with personal details. Any research you conducted for the first prompt will definitely come in handy here as well. But at the end of the day, this essay is about your background, so think about the most defining communities in your life, from your family and school, to your fellow cellists or Harry Potter fans. How has a key community or affinity impacted the person you are today? By pushing you or sheltering you? Use your research to envision your life on campus. Could you be someone that would benefit from leaving a protective bubble? Or you might you enter the University of Minnesota community hoping to raise awareness about a particular issue? Or is this a new opportunity for you to find like-minded individuals?

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Student Protest Movement Could Cause a Tumultuous End to School Year

Columbia University offered students a virtual option for classes. Protesters were arrested at the University of Minnesota and Yale. And new protest encampments popped up on several campuses.

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By Troy Closson

As a wave of pro-Palestinian activism on college campuses showed few signs of abating on Tuesday, the demonstrations have raised new questions about what shape the end of the semester may take for thousands of students across the United States.

At Columbia University, where the arrests of more than 100 protesters unleashed a flurry of national protests, students will have the option to attend their last week of lectures remotely for safety reasons. At the University of Texas at Austin, protesters announced plans to occupy a campus plaza and said that, at least for them, “class is canceled.”

And at the University of Michigan, administrators were already looking ahead and bracing for graduation. They set up designated areas for demonstrations, and agreed to “generally be patient with lawful disruptions.”

“Commencement ceremonies have been the site of free expression and peaceful protest for decades,” the university said in an online message, adding, “And they will likely continue to be.”

The steps are an acknowledgment that the last weeks of the spring could be among the most difficult for administrators at some of the nation’s most prestigious universities. On Tuesday, the campus police at the University of Minnesota took nine people into custody after they erected a protest encampment, following dozens of arrests at Yale and New York University.

Other demonstrations continue to emerge from coast to coast, including at the University of New Mexico and Emerson College. At California State Polytechnic University, Humboldt, students took over a campus building, and barricaded the exits with chairs and trash bins.

The pro-Palestinian student movement has disrupted campus life, especially for Jewish students. Many have said they no longer feel safe in their classrooms or on university quads as the tone of protests at times has become threatening.

At the same time, many school leaders may face the possibility of graduation ceremonies transforming into high-profile stages of protest over the war in Gaza.

No matter how administrators approach these final weeks, the stakes are uniquely high for students who are graduating. Many graduated from high school in the first months of the coronavirus pandemic, and never walked across the stage or celebrated alongside their classmates.

The tumult on campuses escalated after Columbia’s administration called in the police last week to arrest student protesters who had organized a large encampment on a school lawn and refused to leave.

At the New School in Manhattan, where protesters have set up tents inside a school lobby, a couple dozen students formed a picket line on Tuesday as they chanted to the beat of a drum. When one student was asked how long protesters intended to continue the demonstrations, she said there was no immediate end in sight.

“We’re demanding something,” said the student, Skylar Schiltz-Rouse, a freshman who joined the protest on Monday. “So if it doesn’t happen, we’re going to have to keep going.”

It was not yet apparent whether the turmoil at schools would prompt additional arrests, or whether college leaders would adopt a less aggressive playbook as the semester winds down.

Many administrators, watching the uproar at Columbia, seem to be choosing other strategies to handle the protests. Several universities, including Harvard and schools in the California State University system, have shut down parts of their campuses in an effort to avoid major clashes and conclude the school year quietly.

“What you’re seeing is an inability to find spaces for dialogue and conversation and understanding,” said Benjie Kaplan, the executive director of Minnesota Hillel, a Jewish student group.

After school leaders often inflamed unrest with their initial responses, some have begun to hit the brakes.

At Barnard College, Columbia’s affiliate school, many student protesters had received interim suspensions for last week’s tent demonstration. But in a Monday night email, the school’s president, Laura Ann Rosenbury, extended an olive branch.

The school would lift most of the suspensions and restore students’ access to campus, she said, as long as they promised to follow the rules. Those who still face discipline would have access to hot meals, mental health counseling and academic support. And with a professor’s permission, they could also finish out the semester virtually.

“I strongly believe that exposure to uncomfortable ideas is a vital component of education, and I applaud the boldness of all of our students who speak out,” Ms. Rosenbury said in the email, her first message since the arrests of protesters on Columbia’s campus last week, several of whom were Barnard students.

“But,” she said, “no student should fear for their safety while at Barnard.”

She added: “In these last few weeks together before our seniors graduate, let’s be good to one another.”

Some pro-Palestinian students, though, may regard commencement as an opportunity.

Protesters at many schools have vowed to press on until their universities divest from companies with ties to Israel, often chanting “We will not stop. We will not rest.” Administrators are on high alert for demonstrations or threats, as tens of thousands of families travel to campuses in May and June to attend graduations.

Dagmar Michelson, a senior at the New School, was unsure if protests were planned for the university’s May 17 ceremonies. But if they are, she added, she would not be upset.

“It’ll be nice for those who haven’t recognized their privilege,” she said.

Earlier this month, the University of Southern California cited security concerns when it canceled a speech by its valedictorian , a first-generation Muslim student who questioned the university’s explanation. The school later said it would also not host outside honorees.

Already, students have organized demonstrations meant to disrupt cherished college traditions.

At Michigan, several dozen protesters took over a celebration for honors students last month, waving signs that read “Divest Now” and interrupting a speech by the university’s president, Santa J. Ono, according to The Michigan Daily .

“Protest is valued and protected,” Dr. Ono said in a statement after the event. “Disruptions are not.”

Shira Goodman, the senior director of advocacy at the Anti-Defamation League, said the disturbance at Michigan “may unfortunately be a harbinger for what’s to come.”

The group is concerned about the potential of harassment or “identity-based hostility” toward Jewish families at graduation ceremonies. “We remain deeply concerned,” Ms. Goodman said in a statement.

Some colleges are now stepping in to promise Jewish students a safe haven. Brandeis, a historically Jewish university in Massachusetts, said this week that it would extend its deadline for transfer applications in response to campus protests.

The president, Ronald D. Liebowitz, said the school would provide an environment “free of harassment and Jew-hatred.”

Other schools have had little time to look ahead to the future as they reel from the last few days.

At N.Y.U., where at least 120 people were arrested on Monday night after refusing to vacate a plaza, several students said on Tuesday that they would continue to voice support for Palestinians, and were unconcerned that their protest activities might upend final essays and assignments.

The university had said it turned to the police because “disorderly, disruptive and antagonizing behavior” of protesters created safety concerns. But on Tuesday, a professional faculty organization shot back.

The school’s chapter of the American Association of University Professors called “much of their account” false, referring to the administration, and criticized the decision to call the police as an “egregious overstep.”

And at Columbia, the university’s president, Nemat Shafik, is facing the threat of a formal censure resolution from the school’s faculty for her handling of demonstrations. Many Republican lawmakers are also still calling for her resignation, arguing that the school has failed to safeguard its Jewish students.

The decision to offer hybrid classes at Columbia seemed to be a tacit acknowledgment that many students were, at the very least, uncomfortable there. Many are expected to log on from their dorms and apartments. Others might attend from a large protest encampment that remained in the center of campus.

Along with the demonstration, occasional outbursts at rallies have occurred outside the campus’s gates over the past several days. But otherwise, Columbia has been quiet during what is typically a bustling final week of the semester.

Angela V. Olinto, the university provost, said in an email on Monday night that if even one student wanted to finish out the year online, professors should offer hybrid classes — or move to fully remote if that was not an option.

“Safety is our highest priority,” Dr. Olinto said.

Maia Coleman , Eliza Fawcett , Colbi Edmonds , Jose Quezada , Ernesto Londoño , Kaja Andric , Coral Murphy Marcos , Dana Goldstein , Karla Marie Sanford and Stephanie Saul contributed reporting.

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson

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Addressing free speech concerns amid University of Minnesota student encampment

Students at the University of Minnesota Twin Cities campus are being urged to walk out of class Tuesday afternoon. An encampment set up was quickly torn down by police on the University mall Tuesday morning. It mirrors encampments at college campuses across the country.

• University of Minnesota walkout planned after anti-war encampment cleared, 9 arrested

Encampment organizers want the university to sever financial ties with companies that do business with the Israeli military, including Lockheed Martin, Honeywell and General Dynamics.

According to a statement from the university, campus police told those present they were in violation of University policy and state trespassing law, because tents are not allowed on any University property for any purpose without a permit.

Campus police took down the tents and arrested nine students who did not leave. Those students are being held in the Hennepin County Jail.

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Students plan to continue protesting the university’s involvement with companies tied to the Israeli military Tuesday afternoon, with a walk-out on campus.

MPR News host Cathy Wurzer spoke to the University of Minnesota professor Eric Van Wyk. He’s the chair of the Academic Freedom and Tenure Committee, and shed some light on student speech and protest at the University of Minnesota.

Use the audio player above to listen to the full conversation.

Subscribe to the Minnesota Now podcast on  Apple Podcasts ,  Google Podcasts ,  Spotify  or wherever you get your podcasts.   

We attempt to make transcripts for Minnesota Now available the next business day after a broadcast. When ready they will appear here.

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Minnesota Gophers basketball player tracker

Editor’s Note: This article will be continuously updated throughout the summer. Programs and players are organized in alphabetical order.

Since the end of the 2023-24 season, several Gophers basketball players have announced their intention to either leave the program or return for the following year. 

The Minnesota Daily basketball beat writers Alex Karwowski and Champ Howard mapped out where each player is headed next season and how they performed last season.

Men’s Basketball

Who is leaving:.

Braeden Carrington 

Class: Sophomore

Position: Guard

Stats: 4.6 points per game (PPG), 3.2 rebounds per game (RPG), 1.1 assists per game (APG), 35 field goal percentage (FG%)

Carrington entered the transfer portal on March 28. There is currently no crystal ball prediction from 247Sports.

Cam Christie 

Class: Freshman

Stats: 11.3 PPG, 3.6 RPG, 2.2 APG, 40 FG%

Sports Illustrated’s draft profile of Christe projects him as a second-round pick in the upcoming NBA Draft. Although the young prospect is looking toward a basketball career after college , he elected to maintain his eligibility as a collegiate player, keeping the scenario open for his return to the Gophers.

Elijah Hawkins 

Class: Junior

Stats: 9.5 PPG, 3.6 RPG, 7.5 APG, 39 FG%

Hawkins told  On3sports on April 22 of his intent to enter the transfer portal. The decision comes 12 days after the program posted a photo of Hawkins with the caption “PG1 is back” on social media. Last season, Hawkins broke the Gophers’ single-season assist record (247) and single-game assist record (17).

Isaiah Ihnen

Class: Senior

Position: Forward

Stats: 3.4 PPG, 1.9 RPG, 0.4 APG, 44 FG%

Ihnen announced he was entering the transfer portal on March 28. He committed to Liberty University, according to 247Sports.

Kris Keinys

Keinys saw little action during his freshman season, averaging 4.2 minutes in five games played. The 6-foot-8 Lithuanian entered the transfer portal on March 29.

Joshua Ola-Joseph

Stats: 7.5 PPG, 2.2 RPG, 0.5 APG, 61 FG%

Ola-Joseph entered the transfer portal on March 27 after progressively losing minutes throughout the season. He told On3Sports on April 20 of his commitment to the University of California next season.

Pharrel Payne

Class: Junior 

Position: Center

Stats: 10.0 PPG, 6.1 RPG, 1.2 APG, 60 FG%

Payne announced his decision to enter the transfer portal on March 28.

On April 23, the Cottage Grove, Minnesota native posted a photo on social media announcing his commitment to Texas A&M, tagging the team’s official account in the caption. The Aggies reportedly held interest in Payne throughout his time in the portal.

Who is staying:

Isaac Asuma

Class: High school senior

The last time Asuma played on the Williams Arena court, he led Cherry High School to its first state title on March 23 in a win against Fertile-Beltrami.

Kadyn Betts

Class: Redshirt freshman

Stats: 1.3 PPG, 0.3 RBG, 0.4 APG, 27 FG%.

Betts and the team announced on April 8 that he would return to the program next season after playing eight games in 2023-24.

Class: Redshirt senior

Stats: 5.1 PPG, 2.9 RPG, 0.7 APG, 68 FG%

Fox announced he would return for his final season as a Gopher on March 13. Fox, known by fans as the team’s energizer off the bench, played in every game last season after missing the previous two seasons due to knee injuries.

Dawson Garcia

Stats: 17.6 PPG, 6.7 RPG, 1.6 APG, 49 FG%

Garcia announced his return to the Gophers next season. Garcia is coming off a season where he was sixth in the Big Ten in scoring and 11th in rebounds.

Grayson Grove

A month after his official visit in October, the three-star recruit signed his letter of intent with Asuma to Minnesota. Grove of Alexandria Area High School finished fourth in the 2024 Class 3A state tournament and was named on the all-tournament team.

“The culture that they built and winning more games really is exciting,” Grove said in a late-March interview with the Star Tribune . “Hopefully Isaac and I can help them keep building off what they had this year.”

Frank Mitchell

Stats: 12.1 PPG, 11.6 RPG, 1.5 APG, 56 FG%

On April 17, Mitchell became the first player to sign with the Gophers through the transfer portal this offseason. He formerly played for Humber College in Toronto before transferring to Canisius University in 2022.

“He does a phenomenal job in the paint and has a great feel for the game,” Johnson said in a press release. “His ability, both offensively and defensively, translates to winning. Frank was one of the best rebounders in the country last season and can easily go and get a double-double.”

Mike Mitchell Jr. 

Stats: 10.2 PPG, 2.7 RPG, 2.6 APG, 42 FG%

The Gophers announced on April 5 that Mitchell will be returning to the team for his senior season.

Will Ramberg

Stats: 1.0 PPG, 0.0 RPG, 0.0 APG, 100 FG%

Jack Wilson

Stats: 1.6 PPG, 0.9 RPG, 0.4 APG, 83 FG%

Women’s Basketball

McKynnlie Dalan

Stats: 0.3 PPG, 0.7 RPG, 0.0 APG, 25 FG%

The Next Hoops first announced on April 18 that Dalan entered the transfer portal. The Montesano, Washington, native averaged three minutes per game in her only season as a Gopher.

Ayianna Johnson

Stats: 3.4 PPG, 1.8 RPG, 0.2 APG, 55 FG%

Johnson announced her decision to enter the transfer portal on social media at the end of the season with three years of eligibility left. 

“I would like to thank all of my coaches, trainers, and support staff, here at the U,” Johnson said in a post on X .

Position: Guard/forward

Stats: 2.1 PPG, 0.9 RPG, 0.3 APG, 26 FG%

On April 12, Star Tribune reporter Kent Youngblood wrote that Madol entered the transfer portal. The Saskatchewan native won bronze on Canada’s U19 World Cup team in July 2023.

Janay Sanders

Class: Graduate

Stats: 7.3 PPG, 1.5 RPG, 1.6 APG, 41 FG%

Sanders played her final game of college basketball for the Gophers on April 6 in the Women’s National Invitation Tournament against St. Louis.

Amaya Battle

Stats: 12.1 PPG, 4.7 RBG, 5.4 APG, 39 FG%

Stats: 17.0 PPG, 4.3 RBG, 3.1 APG, 39 FG%

Maggie Czinano

Stats: 2.7 PPG, 2.0 RPG, 0.6 APG, 39 FG%

Grace Grocholski

Stats: 10.8 PPG, 4.6 RPG, 2.0 APG, 40 FG%

Sophie Hart

Stats: 10.6 PPG, 5.1 RPG, 1.0 APG, 59 FG%

Mallory Heyer

Stats: 9.5 PPG, 8.6 RPG, 1.1 APG, 38 FG%

Niamya Holloway

Stats: 3.6 PPG, 3.1 RPG, 0.4 APG, 46 FG%

McKenna Johnson

Johnson has yet to play a collegiate basketball game. She joined the Gophers as an early enrollee and has been practicing and traveling with the team since January .

Kennedy Klick

Klick suffered a season-ending knee injury before the start of last season and has yet to play her first collegiate basketball game.

Victoria McKinney

McKinney will join the Gophers next season as a true freshman. The last time she set foot on the Williams Arena court, she won the MSHSL class 4A state title with Minnetonka High School.

Brynn Senden

Stats: 1.0 PPG, 0.4 RPG, 0.3 APG, 33 FG%

Annika Stewart

Stats: 3.8 PPG, 1.6 RPG, 0.2 APG, 46 FG%

Stewart played the last four seasons at the University of Nebraska before she decided to transfer to the University of Minnesota for her fifth and final season of eligibility. Stewart is a graduate of Wayzata High School and a former teammate of Braun and Senden.

“I chose to be a Gopher because of how much Coach P and the staff pour into this program,” Stewart said in a press release on April 12. “I can’t wait to compete with the team, grow as a player, and connect with the community.”

Taylor Woodson

Stats: 1.9 PPG, 1.7 RPG, 0.7 APG, 41 FG%

Woodson played her freshman season at the University of Michigan before she transferred to Minnesota. The Minnetonka native is a graduate of Hopkins High School and a former teammate of Battle. 

“I cannot wait to be at the University of Minnesota for the next three years and play for my home team,” Woodson said in a press release on April 18. “I am thankful for the opportunity to play in front of friends and family, and I am excited for what’s to come.”

Aminata Zie

Position: Forward/center

Stats: 0.3 PPG, 0.0 RPG, 0.0 APG, 100 FG%

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Opinion | Letters to the Editor: Apparently the CAIR…

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Opinion | letters to the editor: apparently the cair calendar is missing a date.

A missing date

The Council on American-Islamic Relations (National), has called on the Biden administration to “demand that the Israeli government de-escalate the crisis it started.” Apparently the CAIR calendar does not contain an October 7th.

Alan Miller, Eagan

Mental health and new moms

I am writing in response to Lisa Jarvis’ column (“ Biden’s $12 billion for women’s health should be just a start ,” March 24) to expand on information provided regarding President Biden’s executive order signed March 18. Little is mentioned in this column regarding the severity of mental health disorders experienced by women — specifically maternal mental health.

According to The Policy Center for Maternal Mental Health, 1 in 5 pregnant and postpartum women will suffer from a mental illness. Unfortunately, only 15% of those experiencing symptoms of maternal mental health will actually pursue treatment, and 9% of those women receive adequate treatment. This matters because according to the Maternal Mental Health Leadership Alliance, maternal mental health and substance use are the primary cause of death postpartum up to one year. Furthermore, untreated maternal mental health costs the United States approximately $14 billion each year. President Biden’s executive order calls for $5 million (funded by the USDA) in further research to learn about symptoms of and mortality related to maternal mental health disorders by avenue of WIC recipients.

Given medical assistance funds approximately 40% of births in the United States, this seems a great place to start. While $5 million is meager, we have to start somewhere.

After the birth of my daughter 13 years ago, I was diagnosed with severe postpartum depression. I was fortunate to have the support of my family and a pre-established mental health professional, but so little was known about the condition I shared with far too many women, especially those without the support my daughter and I were fortunate to have. As a current graduate student of social work at St. Kate’s, I’m happy to say my studies have taught me the last 13 years has brought bounds of research that has informed policy to benefit the mothers bearing the future of our country.

Ruth Eilts, Elk River

Shared responsibility

It’s called living in society. As participants in a community, however large or small, we are individually required, to some degree, to participate in the daily lives of those around us; even if only to pause in the street to allow our neighbor to turn slowly into their driveway from the street in front of us. We no longer burn piles of dead leaves in our yards.

If we lend a vehicle to a friend or relative, we are at least partially responsible if that person speeds through an intersection and disrupts traffic flow or causes an accident. If a young member of our family picks up a loaded gun we have neglected to secure and shoots somebody, we are, to some degree, responsible. We are responsible if a member of our family becomes dangerous to others, we are responsible to report to authority.

If the installation of cameras at intersections to record traffic-law infractions results in citations to the vehicle owner, that is also part of our responsibilities as citizens. And, if such installations result in fewer traffic accidents, that is a positive outcome.

It’s called living in society.

Carl Brookins, Roseville

Abusers and pets

I’m writing in response to the article ‘ Domestic abuse and pets present a conundrum — New foster care program seeks to help victims ‘, published in the April 2 edition.  Thank you for giving visibility to the work of the Minnesota Pet Foster Coalition and the work these organizations do to help remove victims of domestic violence and pets from situations where their lives are at risk.

Someone I love was in an abusive relationship where the abuser killed multiple shared pets; despite the awareness that this happens, before reading the article, I did not know just how prevalent the issue of abusers threatening, injuring or killing pets as a method to manipulate or coerce victims is.  In a National People and Animals Living Safely (PALS) survey,  97% of domestic violence survivors stated that keeping pets with them is an important factor when considering whether to seek shelter, and half of respondents would not consider seeking shelter without them.

With cross-agency collaboration, the Minnesota Pet Foster Coalition is better equipped to meet the urgency and complexity of domestic violence situations. I am appreciative to see local organizations get recognition for the work they’re doing for the well-being of people and animals.

Jess Rometti, Minneapolis

A parking-ticket puzzle

I’m surprised St. Paul Ward 1 Councilmember Anika Bowie was unaware of her parking and speeding tickets. She explains that “ I haven’t received my tickets because I haven’t changed my address on my driver’s license .” Parking tickets are left on the car’s windshield and speeding tickets handed directly to the driver. She obviously ignored the court’s past-due letters mailed to her Roseville address. Did she not inform the U.S. Post Office that she now resided in St. Paul? The first lesson in politics is “tell the truth.”

Peter K. Butler, St. Paul

The pursuit of balance

Thanks to the Pioneer Press for printing “ Liberal Bias at NPR, old-school journalism and the reluctance to admit a mistake ” in its Other Voices editorial section. This editorial, which originated in the Chicago Tribune, addressed Uri Berliner’s recent essay regarding his concerns with the increasingly narrow Point of View presented by his long-time employer, National Public Radio.

Berliner’s original piece was published in the Free Press online outlet. While profoundly damning, it is a very measured and thoughtful critique of recent trends at NPR and, to a lesser degree, other legacy news outlets. His primary point is that, while NPR purports to present a broad perspective reflecting its public funding, it has increasingly adopted a role of “progressive” (strong liberal) advocacy over balanced journalistic presentation of all perspectives. It is far from “inclusive,” he argues, because it does not present views or information inconsistent with the progressive narrative.

While I am a Democrat and agree with a good number of NPR’s perspectives (e.g. hatred of all things Trump), my strong sense is that NPR has gone “off the rails.” I thought the Chicago Tribune editorial was very important and compelling in its support for Berliner’s piece. Again, I thank the Pioneer Press for publishing this editorial. In general, I find that the Pioneer Press does a great job in terms of providing journalistic balance; a balance that is lacking in other significant media outlets.

Peter Langworthy, St. Paul

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150 arrested at NYU while Columbia donor pulls funding as pro-Palestine protests sweep college campuses: Live

LIVE – Updated at 13:09

Columbia University faculty members are staging a demonstration in support of student pro-Palestine protestors as a rabbi warns Jewish students to leave campus.

Students at Columbia ramped up pro-Palestinian protests and encampments last week after school officials testified before Congress about potential antisemitism on their campus.

A rabbi affiliated with the school has also told a group of nearly 300 Jewish students to go home — meanwhile, Columbia/Barnard Hillel said they do not believe Jewish students should leave campus. The messages came ahead of Passover, which began Monday.

The New York Police Department arrested some 100 students last week after the university’s president requested they respond. Police Chief John Chell later noted that the students who were arrested “were peaceful,” per the Columbia Spectator . Now, faculty have staged a walkout protesting the arrest of student protesters.

The school moved classes online on Monday.

Meanwhile, at least 45 people have been arrested at Yale University amid similar protests staged by some 200 students . Yale president Peter Salovey previously sent students an email late on Sunday warning the school “will pursue disciplinary actions according to its policies” amid ongoing demonstrations.

Columbia classes go virtual as Rabbi worries school ‘can’t keep Jewish students safe’ amid Israel-Gaza protests

At least 45 arrested at yale university after riot police storm campus during pro-palestinian protest, columbia university ramps up security as passover begins.

Columbia University has hired an additional 111 security personnel and ordered additional security at the campus’ Jewish life centre amid pro-Palestinian protests and encampments.

Last week, Columbia University’s president called in the New York Police Department (NYPD) regarding pro-Palestinian protests. Officers arrested some 100 students. Police Chief John Chell later noted that the students who were arrested “were peaceful,” per the Columbia Spectator .

White House condemns ‘despicable antisemitism’ and ‘terrorist’ rhetoric at Columbia pro-Palestine protests

The White House denounced alleged antisemitism at Columbia University ahead of Passover as protests against the war in Gaza persist.

Student demonstrators have demanded that the university divest from “ companies complicit in genocide ” as the country engages in war for the seventh month since the October 7 attacks. The protests have continued into a fifth day on Sunday, but accounts of antisemitism and violent rhetoric have cropped up.

The White House condemned any hate-filled, targeted speech.

“While every American has the right to peaceful protect, calls for violence and physical intimidation targeting Jewish students and the Jewish community are blatantly Antisemitic, unconscionable, and dangerous – they have absolutely no place on any college campus, or anywhere in the United States of America,” White House Deputy Press Secretary Andrew Bates said in a statement.

Kelly Rissman has the story:

White House condemns ‘despicable antisemitism’ at Columbia protests

SEE IT: Faculty protest last week’s student arrests at Columbia University

Columbia faculty hold walkout protesting arests.

Several faculty members also staged a walkout on Monday to protest the previous week’s arrests, according to Columbia Law Professor Bassam Khawaja .

The demonstration comes after the Columbia University chapter of the American Association of University Professors also criticised school president Minouche Shafik for calling the New York Police Department (NYPD) on student protesters last week.

“We condemn in the strongest possible terms the Administration’s suspension of students engaged in peaceful protest and their arrest by the New York City Police Department,” the group said in a statement on Friday.

SEE IT: At least 45 people arrested at Yale pro-Palestine encampments

Columbia university president warns that some not affiliated with the school are co-opting protests.

Columbia University President Minouche Shafik updated students on Monday regarding pro-Palestinian protests on the New York City campus.

“These tensions have been exploited and amplified by individuals who are not affiliated with Columbia who have come to campus to pursue their own agendas,” Ms Shafik said. “We need a reset.”

Ms Shafik announced classes would be virtual on Monday in the same statement.

Last week, the school’s head called in the New York Police Department to arrest some 100 students involved in pro-Palestine protests. Police Chief John Chell later noted that the students who were arrested “were peaceful...and were saying what they wanted to say in a peaceful manner,” per the Columbia Spectator .

WATCH: Pro-Palestine protesters occupy Columbia university lawn as arrests made

Pro-Palestine protesters occupy Columbia university lawn as arrests made

SEE IT: Encampment, protests on Columbia University’s campus

Students at several east coast schools begin staging similar pro-palestine encampments.

Students at several universities in the Boston, Massachusetts area are staging pro-Palestinian encampments, similar to those at Columbia and Yale this week.

Encampments have been reported at the Massachusetts Institute of Technology (MIT), Tufts University and Emerson University, NBC Boston reports.

Students at the University of Michigan are also staging a similar protest.

These protests are cropping up as Columbia University moves classes online on Monday, the beginning of Passover. The New York Police Department arrested some 100 students last week, later noting they were protesting peacefully.

Meanwhile, riot police stormed Yale University and arrested at least 45 students as they staged their own pro-Palestine protest on Monday.

Read more from Kelly Rissman :

Yale University president condemns pro-Palestine protests

Yale University President Peter Salovey sent students an email on Sunday warning the school “will pursue disciplinary actions according to its policies” amid ongoing demonstrations.

“Many of the students participating in the protests, including those conducting counterprotests, have done so peacefully. However, I am aware of reports of egregious behavior, such as intimidation and harassment, pushing those in crowds, removal of the plaza flag, and other harmful acts,” he wrote.

“Yale does not tolerate actions, including remarks, that threaten, harass, or intimidate members of the university’s Jewish, Muslim, and other communities,” he continued.

A day later, riot police stormed Yale’s campus, arresting at least 45 students in connection with the protests.

National organisation criticizes Columbia president for calling police on students

The Columbia University chapter of the American Association of University Professors criticised school president Minouche Shafik for calling the New York Police Department (NYPD) on student protesters last week.

The NYPD arrested some 100 students last week after Ms Shafik requested their presence on campus. However, Police Chief John Chell later noted that the students who were arrested “were peaceful...and were saying what they wanted to say in a peaceful manner,” per the Columbia Spectator .

Yale student says pro-Palestinan protester stabber her in the eye

Sahar Tartak, a sophomore at Yale University, says a pro-Palestinian protester stabbed her in the eye with a flag on Saturday.

”I was stabbed in the eye last night on Yale University’s campus because I am a Jew,” Ms Tartak wrote in an essay for The Free Press recounting the incident.

She said a protester stabbed her in the left eye with a Palestinian flag as she attempted to document the protest as a student journalist. Ms Tartak said she later went to the hospital.

On Monday morning, riot police stormed Yale’s campus and arrested at least 45 students in connection with the pro-Palestine protests . Some 200 students have been camped out at Beinecke Plaza on the university’s campus for three days.

Ilhan Omar’s daughter claims she’s ‘homeless and hungry’ after Columbia suspension over pro-Palestine protests

Congresswoman Ilhan Omar ‘s daughter said she has been left homeless and hungry since she was reportedly suspended from Barnard College for participating in protests against Israel ‘s war in Gaza .

Isra Hirsi, Ms Omar’s daughter , said she and two of her classmates from Barnard were the first of nearly 100 students protest Israel’s war in Gaza to be suspended following the protest.

Ms Hirsi made the comments in Teen Vogue .

Students from Columbia and Barnard opposed to the ongoing Israeli attacks on Gaza gathered on Wednesday to form an “encampment” on Columbia’s south lawn.

On Thursday morning — approximately 24 hours after the encampment was formed — Ms Hirsi and approximately one hundred others were arrested when Columbia President Minouche Shafik authorised the NYPD to forcibly shut down the demonstration.

Ilhan Omar’s daughter claims she was left homeless over pro-Palestine protest

Related: Google employees are fired for their pro-Palestinian protests

Google fired 28 employees early last week following protests on Tuesday in the company’s offices against their cloud contract with the Israeli government.

Dozens of Google workers made their way inside Google Cloud CEO Thomas Kurian’s office at the Sunnyvale office, as well as on the 10th-floor commons in New York City, according to No Tech for Apartheid , the organisation that led the protests.

Google announced that it had since dismissed 28 workers from employment at the company after the protests, claiming they physically hindered the work of others and displayed “unacceptable behaviour”.

“A small number of employee protesters entered and disrupted a few of our locations,” a Google spokesperson told The Independent on Thursday.

Amelia Neath has the story:

Google fires 28 staff after protests against Israeli government contract

Jewish student says some protesters told him to ‘go back to Poland’

Jonathan Lederer, a sophomore at Columbia University, said he and his friends were chased off campus after attending the pro-Palestinian protests with Israeli and American flags.

In an essay for The Free Press , Mr Lederer writes that his group was chased out of campus and told to “go back to Poland.” Mr Lederer also said “two solid objects” were thrown at him during the protest.

The New York Police Department has arrested more than 100 people connected to the pro-Palestinian protests at Columbia after the university’s president called them in.

Police Chief John Chell later noted that the students who were arrested “were peaceful.”

“To put this in perspective, the students that were arrested were peaceful, offered no resistance whatsoever, and were saying what they wanted to say in a peaceful manner,” Mr Chell said, per the Columbia Spectator .

Columbia professor and journalist say no violence during student protests

Keith Gessen, a professor for Columbia Journalism School, backed up an NBC News correspondent who reported she did not see any violence or aggression at the school’s pro-Palestine encampments late last week.

“Our team spent long hours reporting on and around Columbia’s campus on Thursday & Friday...I didn’t see a single instance of violence or aggression on the lawn or at the student encampment,” Antonia Hylton of NBC News wrote on X .

“If you’re watching or sharing videos from the last few days, provide context,” she continued. “The public protests happening on the street are not the same as the encampment inside. Don’t imply students at Columbia/Barnard are involved in events that they were not present or responsible for.”

Mr Gessen re-tweeted her, noting her reporting “is correct.”

These comments come after Columbia University’s president called in the New York Police Department late last week. Officers arrested some 100 students.

Police Chief John Chell later noted that the students who were arrested “were peaceful...and were saying what they wanted to say in a peaceful manner,” per the Columbia Spectator .

Congresswoman’s daughter arrested in Columbia protests

Congresswoman Ilhan Omar’s daughter was one of several students arrested amid the pro-Palestinian protests staged by Columbia University and Barnard College students last week.

Isra Hirsi, daughter of the progressive congresswoman from Minnesota, said she had no disciplinary record prior to her arrest.

Alexandria Ocasio-Cortez, a fellow progressive representative and ally to Ms Omar, criticised her arrest.

“What is going on here @BarnardCollege @Columbia?” Ms Ocasio-Cortez wrote on X . “How does a student with no disciplinary record suddenly get to a suspension less than 24 hours after a nonviolent protest?”

Columbia University will hold classes virtually on Monday as leaders on campus work to de-escalate the taut atmosphere over the Gaza war that has led to pro-Palestinian protest encampments and some Jewish students feeling unsafe .

Over the weekend, student-led protest encampments attracted national attention, leading to more pro-Palestinian protests taking place outside of the closed campus and a police presence. Students on colleges and universities have initiated protests in solidarity.

But as tensions mount, some Jewish students have reported antisemitic harassment toward them.

One video, posted on X , showed a masked protestor telling a student to, “Go back to Poland”. A rabbi affiliated with the school told a group of nearly 300 Jewish students to go home until tensions improved.

Ariana Baio has the story:

Columbia classes go virtual as tensions mount over Israel-Gaza conflict

At least 45 people have been arrested at Yale University after riot police stormed the campus during a pro-Palestinian protest.

The arrests happened after nearly pro-Palestine 200 protestors gathered on campus to urge Yale to divest from military weapons manufacturers, the independent Yale Daily News reported on Monday morning.

The protestors had been camped out on Beinecke Plaza on Yale University’s campus for three days.

Cops first began by warning protestors they risked being arrested if they didn’t clear out before cuffing and arresting a handful of people - including students, according to Yale Daily News.

Read more from Martha McHardy :

At least 16 arrested at Yale after police storm campus during pro-Palestine protest