— Tuyen Nguyen, St. Petersburg High School IB Program (St. Petersburg, FL)
When preparing for my trip, I received an email from my Dartmouth Bound Leaders (DBLs). My DBLs were Chase and Ale, and their email was far from the norm. It was full of different colored text that rhymed like a poem. Otherwise known as the Dartmouth Blitz, this type of email is one of the many quirky traditions at Dartmouth.
My trip consisted of three days.
The first day was the day of arrival. Most students were dropped off at the Boston-Logan International Airport, where we would meet up with Eric and Laura from Dartmouth. We would be led to the Dartmouth Coach, where we traveled 3 hours to Boston, MA to Hanover, NH. Dartmouth Bounders arrived throughout the day. When we arrived, we walked to Richardson Hall to receive our room assignment, keys, and program materials, which included a Dartmouth map, water bottle, and bag. I would recommend bringing an umbrella because the weather was rainy throughout the day and the weather in Hanover is unpredictable. Overall, we had lots of free time on our first day, as it was just a day for arriving at Dartmouth. I got a single dorm and I had time to explore the campus with other bounders. At dinnertime, I met my DBLs and my small group. My DBLs were nice and informative, and they provided a great deal of insight into student life and traditions of Dartmouth. We also had a welcome ceremony where we met the Dean of Admissions and Financial Aid.
On the second day, we had breakfast with our group at 8:00 am. We ate at Foco, more formally known as Class of ‘53 Commons Dining Hall. Another Dartmouth tradition was eating a Foco Cookie, which is a delectable cookie from the dining hall. After that, we had a mock class with a professor. I got to sit in a class about urban gardens. We talked about the research and findings the professor was working on. Then, we had an information session where we learned about the place, people, and programs that make Dartmouth distinctive. Throughout the session, we were able to ask lots of questions.
We broke into groups again to go on a campus tour. My favorite building was the SECS building, otherwise known as the engineering building. I love the nature and rustic feel of the buildings throughout Dartmouth’s campus. There was a genuine down home feeling and the students were interactive and nice. Everybody in Dartmouth loves to use acronyms and made-up words, which is what makes the culture at Dartmouth so uniquely tight-knit.
Afterwards, we had lunch with professors, an information session going over Dartmouth’s D-Plan, a financial aid overview, and posed for a group photo. I liked learning about Dartmouth’s unique D-plan, which consists of four academic quarters each year. The plan allows lots of flexibility in choosing the quarters you want to attend class, go on vacation, conduct research, or pursue internships. Although you are required to take a summer quarter, the ability to take time off school at different times of the year can help you stand out when applying for internships because you will not be restricted to only being able to work in the summer.
The financial aid overview was also helpful. I got to ask lots of questions and I learned a lot about the mindset that Dartmouth has towards financial aid. Their philosophy is to provide students with as much aid as possible. We had dinner and a daily group meeting with our DBLs. I loved eating and talking with the DBLs in our group because we got to hear about their personal experiences at Dartmouth. Our DBLs also took us on a walk around Occom Pond. The nature was lush and the neighborhood houses were huge. The campus and surrounding community is peaceful and tranquil. We also got to see some deer along the way! The nature that you are surrounded by in Dartmouth is like no other. We had an outdoor movie that night where we see millions of stars across the beautiful Dartmouth sky. You are expected to be in your residence hall by 10:30 pm, however, I had lots of time to talk with other bounders and I felt that I was in a group that I belonged to, as many of our bounders were FGLI or people of color.
On our third day we had breakfast with our DBLs and attended an admissions case studies session. It was a bit disappointing. Although we were able to meet and talk to admissions officers, they were vague in what they were looking for in a prospective Dartmouth student. A positive is that they heavily emphasized their positive attitudes when going over sample applications. It seemed that the admissions officers were always trying to find reasons to accept students to Dartmouth rather than find reasons to reject students. The goal of the admissions officers is to see if you are truly a good fit for Dartmouth, hence their reason for hosting a fly-in program for prospective students.
My advice for students applying to Dartmouth is to not only research the school and the programs, but research the community and their traditions. The Dartmouth community is very strong, and Dartmouth wants to admit students that can contribute positively to their sense of community. Dartmouth is friendly and welcoming, and they are looking for students that are willing to try new things. In fact, one of Dartmouth’s required activities is to choose a class that helps you explore the area, whether that be mountain biking or hiking.
We had an essay workshop with the admissions officers where we brainstormed essay ideas based on the things that were important to us. After that, we had lunch and a college interview workshop. You had lots of freedom in where you wanted to go, so I used my extra time to explore the Baker-Berry Library. The college interview workshop covered the interview part of the Dartmouth admissions process. It was informative as it walked us through the process of our interview and things to do and not to do. Interviews from Dartmouth are limited as they are done by alumni that are available in your area. If you don’t get an interview, it is not a bad thing as they probably just don’t have enough people to interview you. However, if you o get an interview, it is a great chance to express yourself and connect with Dartmouth on a more personal level.
After that, we had a resource fair at the Hanover Inn, where we got to explore student organizations at Dartmouth. There was a Questbridge stand, and I got to talk to a student that went through the Questbridge process. After that, we had free time. I was able to explore the town of Hanover, which is small and quaint, and go into shops. Finally, we had the Gary Love ‘76 Dartmouth Bound Founder’s Dinner at the Hanover Inn. We celebrated our time on campus with the Dean of Admissions and Financial Aid and we were able to eat with an admissions officer. I was able to talk to her and ask many questions. After that, we had one last group meeting with our DBLs and then I spent the night in the resident hall Common Ground talking with other people.
Throughout the whole trip, I was able to talk to many bounders and students and learn things. I met kids my age that I related to, and we shared our thoughts on colleges and our aspirations. I still keep in contact with these students.
Throughout the trip, I was aware of the attitudes of students and staff at Dartmouth. Again, they have many unique traditions and their very own Dartmouth culture. A student that attends Dartmouth is unique in their own way, but they are their true self. Being your true self is the kind of student that Dartmouth looks for, as your passions can most clearly shine through in your application. If you are passionate about something, I encourage you to write about it or emphasize it in your essay. Additionally, in my Dartmouth Bound essay, I emphasized my Vietnamese immigrant and FGLI background. Dartmouth, along with other schools, love diversity, and they are always more than willing to give you opportunities. I recommend researching the school and seeing if Dartmouth sounds like a good match for you. If so, ask yourself why, and write about that in your essay.
— I’m Tuyen Nguyen, a member of the Pinellas County School Cohort in St. Petersburg, Florida
— Tuyen Nguyen, St. Petersburg High School IB Program (St. Petersburg, FL)
Caltech Up Close
I enjoyed Caltech’s fly-in the most because we were put into groups with the admissions officer(s) assigned to our region and we were able to talk to them and ask lots of questions. Caltech is also a beautiful campus and the program provided a lot of freedom to explore the campus and the community. In the program, I roomed with a “host,” (i.e., Caltech student). Caltech offers eight houses (i.e., dormitories) to live in, and in my case, I stayed with my host in Page House. Through my nights there, I was able to experience the different personalities of each house and I was able to talk to current students in the common room and explore other houses.
Day by Day Schedule
Before my trip, I was provided the name and contact information of my host, to whom I was able to reach out. My host was a first-year and was from China. We had shared interest in the UPenn M&T Program. While she was not offered admission to the UPenn program, she was offered admission to Caltech. My host had a roommate who also hosted a Caltech Up Close participant from Illinois. So during my visit, there were 4 of us in the room.
Following is the daily schedule for my three-day visit, with my departure from California and returning to Florida on the 4th day.
On the first day, my plane landed at LAX in the afternoon and I was driven in a private car to the Caltech campus. When I arrived, I was greeted by admissions officers who helped me with my luggage, gave me my information, and presented me with a Caltech goody bag. The bag contained a pencil sharpener, a pencil, a notepad, my departure bus information, a shirt, a water bottle, and a brain-shaped stress ball. I was also greeted by student volunteers, who were friendly and I was able to talk to them about their majors and interests. After our initial reception, we walked to the B122 Gates Annex, which is the food court. Their food court is relatively small compared to other schools, because they don’t have as nearly as many students as a larger university. The typical class is around 200 students, while the entire undergraduate population is only 1,000 undergraduates. Caltech has an additional 1,400 graduate students, which overall, is a smaller student body than many 4 AAAA high schools. At the Gates Annex, I connected with other Caltech Up Close participants and after we ate, we explored the entire campus. The campus was quiet and peaceful. The whole vibe is not that crowded and more of a low key vibe. One interesting feature of Caltech is its turtle pond. They have ponds in a part of campus and there are so many turtles that bask within the pond. The campus overall is clean and spacious. While I was there, I was able to see current students going to class, but it was not so overwhelmingly crowded. A lot of people tend to hang out in the area near the Gates Annex to eat and socialize. There is also another eating place nearby called the RedDoor and a lot of people socialize there.
Later on, we met in Bechman Mall, which is a place in the Caltech campus, to break up into our groups and meet each other. The groups were divided by region and I felt that the small groups allowed us to bond with other Up Close participants from our region. I met all the 3 other high school students from Florida and we were an inseparable group throughout our time at Caltech. Overall, each region had a similar amount of students. The student group included a wide variety of people and I wouldn’t say that the officers were looking for a particular group other than students that showed an interest in STEM. After that, there was a student-led tour, where we were able to see the campus and ask questions. After the tour, we gathered to meet our hosts and go to the admissions house to grab our luggage and a sleeping bag that they provided. I had another CUCer with me so this was another opportunity for us to create connections. We had dinner in Bectel Dining Hall and sat for a session called “Caltech Up Front: Honest Breakdown of Caltech” at the Gates Annex. Afterward, the admissions officers surprised us with boba (which is a bubble tea). Throughout the trip, it was evident that the school had spent a lot of time, energy, and money on us CUCers. Clearly, fly-in programs are exceptional all-expenses paid opportunities to visit and get to know schools. The airfare and other travel-related expenses to bring students from our region to Florida alone would have amounted to a significant amount of money.
The facilities in Page House were shared showers and bathrooms on each floor separated by gender. The house was quite large. There were two stories and it was very spacious. The houses are almost like a maze in a way because there’s lots of hallways and different rooms and stairs. The dorm was normal-sized, around 6-8 feet wide and 15 feet in length. The dorm room sizes varied by houses and dorm rooms. Other dorm rooms I visited were larger. I don’t know exactly how many rooms and students, but there were an indoor and outdoor common area and kitchens on each floor. One thing that stood out was the attention that the Caltech organizers gave to details. They collected a form from each participant of our room preferences and our career/academic interests. They used the information that we provided to match us to our host student. My host had similar experiences and interests which allowed me to talk to her and ask a lot of questions about the things that were important to me in making my college choice. She was interested in STEM and business at the same time and was interested in Penn’s M&T program. To me, this meant that Caltech was doing more than simply bringing us to campus, but was intentional in cultivating a set of experiences that would help us to determine if Caltech was the right fit for us and the right campus community to begin our journey after high school. This concludes my first night since I slept early because I was exhausted from the day’s activities.
On the second day, we woke up early and had breakfast at Bechtel Hall. In the first part of the day, we sat for informational seminars. Throughout the entire experience, our admissions officers were with us and were available to talk to us. Following breakfast, the formal session began with a keynote address by Dr. Hosea Nelson, a professor and chemist, who shared his inspiring story. He was a high school dropout and worked a construction job. However, he went back to school, where he eventually received a Ph.D. in chemistry. He landed a teaching job at Caltech and turned down two job offers to work at Tesla because he loved chemistry and pursuing research instead. We learned about the CORE at Caltech. The CORE at Caltech is a core curriculum that allows students to have an equal playing field. It has required classes that all students must take and includes humanities classes along with a strong blend of STEM classes. During your first year at Caltech, all classes are pass/fail. We also had a student panel where they discussed their personal experiences with research and internships. We were able to explore their research in a fair. The morning concluded with lunch and then we traveled to Santa Monica Beach by buses for fun in the sun. On the beach, I explored the water and played volleyball and was able to ask a lot more questions from my admissions officer and get to know more about my fellow Floridians. We concluded the day with a fancy dinner on the beach and then went back to campus. The dinner was on a balcony overlooking the beach where we were served tacos along with drinks like horchata (Mexican-style horchata is the most commonly known variety in the US. However, horchata actually originated in Spain, and there are various types of horchatas throughout the Spanish-speaking world). I made friends with a student from another house, Fleming, so I was able to explore a new house and spent the balance of the evening walking around the campus. Fleming’s house is a lot different from Page because its hallways are made out of stone and looks older than Page House. In contrast, Page looks like an air-conditioned facility. Flemings looked like a maze and was practically a maze with different stairways and houses. I think there are three stories with one story being underground. There is a library in Flemming along with a laundry room. The dorms are really nice and spacious and it’s like stepping into another world.
On the third day we explored NASA’s infamous Jet Propulsion Lab. This was a very early morning, but a highlight of the trip. Since the JPL is an extension of Caltech, lots of students are able to receive internships at the lab. It is approximately 10 minutes away from campus. We explored different places and learned about the different technologies used in JPL. We also had the opportunity to look at the white room, which is a massive sterile room used to build rockets, and the control room of the launching of the rockets. After JPL, we returned to campus to attend mock lectures. I had a mock lecture with Professor Antonio Rangel on Bayesian Statistics. Overall, the lecture was interactive and we were able to ask lots of questions. We collaborated with other students to solve math problems, which I feel is reflective of Caltech’s teaching philosophy. I only attended one lecture but there were three available. After that, we had lab tours and I explored the biology lab. I really liked this part of the visit as I was doing research in biology and saw a lot of connections between what I was currently doing in high school and the opportunities I would have at Caltech. Afterwards, we had some downtime that my friends and I used to explore the gym and rock climbing facilities. It was also really easy to talk to faculty members, and my friends talked to the coach about their sports and were able to attend a track practice. Afterwards, we had an admissions and financial aid session and closing remarks and downtime.
What We Learned About Admissions and Financial Aid
The session reinforced much of the guidance learned in the Cohort. Caltech emphasizes taking the most rigorous classes that are available to you. This not only means classes available at your high school, but through your school district, dual enrollment program, or through your state’s virtual school options. They are test blind because their research indicates that admitted students who submit test scores and those who do not submit test scores perform similarly academically. Consequently, during the Caltech admissions review process, instead of test scores, they look for: creativity, curiosity in STEM, resilience, a collaborative spirit, and an outlet (something else that you do when you are stressed). These traits come from Caltech’s rigorous academics and the admissions formula that they use has been developed by identifying the type of students who thrive at Caltech. They are looking for students who not only are interested in STEM, but are also resilient enough in their approach to their academics to handle the curriculum. In my opinion, one of the best things about Caltech is their Honor Code. This allows students to take-home tests and engage in collaboration, even on homework, as a means of achieving shared academic growth—the exact type of collaboration that would be expected in the workplace after entering your post-college career. An important tip that the admissions officer shared is not to write about how you struggled in STEM classes or that you do not like STEM. Instead, if you struggled with STEM classes, you should focus on how you overcame any challenges or obstacles. Caltech also accepts extended portfolios such as for research, visual arts, performance arts, etc., to submit as supplements to your application.
Since less than 50% of applicants submit research, having a research portfolio could provide you with a competitive edge. They also require two letters of recommendation, The first LOR must be from a math or science teacher who can provide insight into your math or science skills. The second LOR must be from a humanities teacher where you engaged in intensive writing. This teacher should speak strongly about your writing skills. They also allow one optional teacher recommendation. Last year, there were 103 CUCers, 89 of whom eventually applied for admission to Caltech. 47 (52.8%) of the CUCers who applied were admitted. In my group this year, there were around 200 CUCers. Caltech expects to offer admission to about 50 of the CUCers who apply, so the admissions rate of CUCers will likely be lower.
The college research activity in the cohort curriculum providing guidance in researching a school’s Common Data Set (see below) was consistent with what we were learning from admissions officers. However, there were that we learned from admissions officers as a result of the fly-in experience were:
While the CDS indicates that Academic GPA is “Important,” the admissions officers stressed that grades in STEM classes are “Very Important.” They also provided insight into some of the big reasons that Caltech rejects applicants: low grades, lack of effort (as revealed either in the transcript or through recommendations), making false statements on their application, or simply having no more available space in their freshman class. In 2023, of the 16,626 students who applied to Caltech, only 672 were offered admission. 167 students were placed on the waitlist and 15 were eventually admitted from the waitlist. My biggest takeaway from listening to the admissions officers was to show that you can not only change the world but that you are committed to making the sacrifices required to do so, because attending Caltech requires lots of sacrifices. In their admissions process, they are looking for students who demonstrated (through their essays, recommendations, transcript, leadership, and service) a “never enough” mentality.
— I’m Tuyen Nguyen, a member of the Pinellas County School Cohort in St. Petersburg, Florida
The National Association of Federal Education Program Administrators (NAFEPA) offers four scholarships annually. The scholarships are named in honor of Iva McCants, Stanley McFarland, John Pfaff and Elizabeth Pinkerton. All of these individuals contributed their time and talents to move NAFEPA forward as a professional organization.
Student Eligibility Criteria:
- High school students who are on track to graduate by the conclusion of the 2022-23 academic year are eligible to apply for the NAFEPA scholarships.
- Applicants must be enrolled in a public school district or charter school (public school academy) with at least one current NAFEPA member. (Contact the State’s NAFEPA Representative for the State’s NAFEPA membership directory.)
Candidates are to submit applications to the State’s NAFEPA Representative by a date determined by each State. (See the link above for contact information for each state’s NAFEPA representative.)
NAFEPA Awardees will be announced at the Spring Conference in March 2023. All candidates will be notified of the results following the conference.
SMART Scholarship Eligibility & STEM Disciplines
To learn more about the Ronald V. Dellums Memorial SMART Scholarship (Dellums SMART Scholarship) and to review eligibility requirements of the Dellums SMART Scholarship, visit the About Dellums page.
Review the below scholarship requirements to ensure you are eligible to apply for this life-changing opportunity.
Who can apply?
The SMART application is open August through December of every year, with awards being granted the following spring.
All applicants must be:
- a citizen of the United States, Australia, Canada, New Zealand, or United Kingdom at time of application,
- 18 years of age or older as of August 1, 2024
- requesting at least 1 year of degree funding prior to graduation (which starts at the program start date),
- able to complete at least one summer internship (multi-year scholars only)
- willing to accept post-graduation employment with the DoD,
- a student in good standing with a minimum cumulative GPA of 3.0 on a 4.0 scale,
- pursuing a technical undergraduate or graduate degree in one of the 24 STEM disciplines listed below,
- able to produce a fall 2023 college transcript from a regionally accredited US college or university, OR be pursuing a graduate degree at a regionally accredited US college or university.
Active duty military members who wish to apply for the SMART Scholarship must be separated or on terminal leave on or before August 1, 2024 to be eligible. Reserve and National Guard members are eligible to apply. Current ROTC participants with a future service commitment are not eligible to apply
For more information, watch the SMART Eligibility Requirements video.
What kind of STEM?
The program focuses on students pursuing disciplines that are critical to national security functions of the Department of Defense (DoD). The following is a list of SMART’s 24 approved STEM disciplines. These disciplines are general umbrella disciplines – specific applicant majors or fields of study may fall under one or more discipline on this list.
Please note, non-technical degrees, including management, arts, or humanities, are not approved or funded by SMART.
- Aeronautical and Astronautical Engineering
- Biomedical Engineering
- Chemical Engineering
- Civil Engineering
- Cognitive, Neural, and Behavioral Sciences
- Computer Science and Engineering
- Data Science and Analytics
- Electrical Engineering
- Environmental Sciences
- Industrial and Systems Engineering
- Information Sciences
- Materials Science and Engineering
- Mechanical Engineering
- Naval Architecture and Ocean Engineering
- Nuclear Engineering
- Operations Research
- Software Engineering
What you need to know
Scholarships are awarded for a minimum of 1 year and a maximum of 5 years of funding, depending on degree requirements. SMART is a one-for-one commitment; for every year of degree funding, the scholar commits to working for a year with the DoD as a civilian employee.
- Must be currently enrolled at a regionally accredited U.S. college or university
- Must be able to produce a fall 2023 (or earlier) college transcript at the end of the term
- AP coursework is not considered college credit
- Can be either currently enrolled in a regionally accredited U.S. college or university or awaiting notification of admission
- If awaiting admission, you must be accepted for entrance in the fall 2024 term
Scholars enter the program as either recruitment or retention. Learn more information on how scholars participate in the SMART Program through recruitment or retention.
Learn more about the citizenship and security clearance requirements for SMART scholarship awards.