Undergraduate / the Senior Capstone Program in Engineering, technical expertise - Why Olin? [8]

This is my first draft of the first Olin essay. It was very difficult for me for some reason. Anyways, you guys know the drill: any comments are greatly appreciated, and I would be more than happy to read your essays in return.

Given what you know about Olin College, please tell us why you think Olin is a good fit for you. 500 words or less.

"Never heard of it," was my honest reply when asked by an uncle one year ago if I was familiar with the Franklin W. Olin College of Engineering. "You should check it out," he said. "It's this small, relatively new school in Massachusetts that only takes about eighty-five kids a year. And they pay for your entire tuition if you are admitted." Intrigued by these words, I decided to do some research of my own. I am happy to say that what I discovered upon my further investigation of Franklin W. Olin College of Engineering was a unique mixture of individuality and group interaction, and the ideal environment for me to continue my studies.

The link between individuality and group affiliation at Olin comes in the form of the Honor Code. The Honor Code at Olin makes the longevity of the college the direct responsibility of the student body. I am a firm believer in academic integrity, so I was particularly interested to learn more about the code's uses and how violations, such as cheating, are very serious affairs, and are regulated by the student-operated Honor Board. On my tour of the campus, for example, I learned how students take tests by themselves and are permitted to use outside sources for answers, so long as they are cited properly. The Honor Code holds each student to be proud of his or her own accomplishments, and I really like the way that this aspect of the code is integrated into the project-driven atmosphere of Olin. I thrive on the opportunity to lead others successfully, but at Olin, I can also see myself satisfied and equally valuable as others take charge.

Another attractive feature of Olin is its interdisciplinary conglomeration of liberal arts, entrepreneurship, and hard sciences and math. For a person like me with many varied interests, it is comforting to know that Olin can provide ways, such as the Olin Conductorless Orchestra, for me to enrich my academic and musical passions outside of engineering.

One major concern I had while searching for the right engineering school was the lack of required work experience. It seemed that each successive college I visited simply expected their faculty, student-teacher research opportunities, and classroom learning to translate successfully into post-graduate employment preparedness. Olin, however, is much different; there is no co-op or internship opportunity, or sponsored lab research, or permanent research-specific faculty. The required entrepreneurial curriculum, alongside a solid engineering foundation, assures me that I will be able to survive in the business world of engineering. Moreover, the Senior Capstone Program in Engineering (SCOPE) provides Olin seniors with a real-world problem scenario sponsored by a corporation or non-profit organization; nothing says "work experience" like the task of solving such a problem with a group of other Olin students by utilizing state-of-the-art resources, technical expertise, and realistic time constraints. I want to contribute my unique talents and leadership skills to a team of engineers, and I believe SCOPE is truly the closest thing to real, modern engineering available to a college student.

Olin is truly a unique environment for learning, and a much different take on engineering education than anywhere else in the world. I want to be a part of this community.

Undergraduate / "I absorbed Mr. Fleming's teachings" - Princeton Supplement (significant person) [6]

Hey everyone,
This is a rough attempt at my Princeton supplement. Any comments are appreciated.
1. Tell us about a person who has influenced you in a significant way.

"Backhand!" said Mr. Fleming enthusiastically. My younger sister Rachel and I groaned as we prepared to perform our backhand strokes on the baseline. Against our own wishes, my parents had forced us to take up beginner tennis lessons with an elderly, exuberant instructor named Tom Fleming. "And remember this is a stroke, not a hit. I don't want to see any baseball swings!" There were so many other ways I wanted to spend the summer before my first year of middle school. I did not respect this man, Mr. Fleming, and I made sure he knew it. The techniques he taught were straight out of the wooden racquet days, and the ridiculous rules of tennis made me cringe. As Rachel and I picked up balls, I would mutter things like "this is stupid" and tell myself that I was quitting. But I was not allowed to quit, and eventually I realized that I might as well make the most of the time I was forced to spend with my instructor.

Stubbornly, I absorbed Mr. Fleming's teachings. The most immediate change occurred soon after my change in mentality: I became more physically fit and mentally stable. It was a truly fantastic feeling to be able to hit a greater number of serves without feeling as tired or mentally psyching myself out. This was also the first actual progress I had seen come from what I originally assumed was a meaningless endeavor.

As the lessons continued, I noticed that my skills were steadily improving. No longer did I have a baseball swing, or hit serves over the fence. The rallies that Rachel, Mr. Fleming, and I shared now lasted longer than a few shots. Most importantly, I was consciously aware of my actions; each movement that once was forced and felt awkward now was fluid and smooth. The game of tennis was certainly no longer a chore. It was a complete surprise when Mr. Fleming told us that we had become skilled enough to attend the intermediate clinic with his other students. Though it was initially discouraging to be in the presence of much better tennis players, the drills and practice games now took on a competitive characteristic. I knew I was capable of winning each and every point, of giving my best effort - a knowledge that I had previously never experienced.

The person responsible for my passion for tennis, and for my view on competitive interaction in all aspects of life is Tom Fleming, a man I once so passionately hated. Because of Mr. Fleming, I grew out of my insolent youth and learned to respect those around me. I learned the basics of tennis and now I was in fact capable of holding my own against better players. I had put Mr. Fleming into the farthest abysses of my memory for many years, but he has returned to my recent memory as a person who has significantly influenced me. What is unique about Mr. Fleming, someone who has made such a strong impact on my current personality, is that he never directly imposed change upon me, or pointed out ways for me to change my hostile attitude towards him or the game of tennis; I did those things myself.

Undergraduate / "job of an engineer" - Carnegie Mellon Supplement Essay - Chemical Engineering [4]

The job of an engineer is involved in all aspects of our lives, from the roads we drive on to the food we eat. Engineers are tasked with solving the world's most challenging problems. A successful engineer has a passion for understanding how the universe operates, which is complimented by the natural aptitude for math and science. The various disciplines of engineering allow many opportunities to contribute directly and indirectly to society through life-changing innovations or technological marvels. For these reasons I feel that a career in engineering could be one of the most rewarding jobs in the world for me.

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Any and all help is greatly appreciated. I understand the task at hand but am having difficulty putting into words my feelings on the matter.