Prompt: "Most students choose their intended major or area of study based on a passion or inspiration that’s developed over time – what passion or inspiration led you to choose this area of study?"

Example (for Computer Science):

My passion for computer science was born from a feeling of helplessness. My grandmother, who lives alone three states away, often forgets to take her heart medication. My daily reminder calls were a clumsy solution; I could tell her to take her pills, but I couldn't know if she actually did. I wanted to build something better.

My first attempt was a simple Python script that sent automated text messages. It was functional, but impersonal. The real challenge wasn't just reminding her, but engaging with her. This realization sparked my interest in artificial intelligence. I wanted to create a system that could not just talk, but listen.

I spent a summer learning the basics of natural language processing and built a simple chatbot. It was programmed to ask my grandmother about her day before gently asking if she had taken her medicine. When it successfully understood her typed "yes" and responded with a heart emoji, I felt a profound sense of accomplishment. It was a small victory, but it showed me the power of AI to create empathetic technology.

I want to major in Computer Science to build assistive technologies that are not just intelligent, but compassionate. I am particularly drawn to the research being done at CMU’s Human-Computer Interaction Institute, which I see as the perfect place to develop systems that can help people like my grandmother live safer, more independent lives. My inspiration is not just about solving a technical problem; it’s about using technology to bridge distances and provide care.

Prompt: "Many students pursue college for a specific degree, career opportunity or personal goal. Whichever it may be, learning will be critical to achieve your ultimate goal. As you think ahead to the process of learning during your college years, how will you define a successful college experience?"

Example:

I will define a successful college experience not by my GPA, but by a portfolio of ambitious, and perhaps beautifully flawed, projects. For me, true learning doesn't happen by memorizing formulas for an exam; it happens in the lab at 2 AM, collaborating with a team to figure out why the robotic arm we designed isn't working. Success is the process of building, breaking, and rebuilding something better than before.

My goal is to embrace "productive failure." I want to take on projects that are just beyond my current abilities, knowing that the most valuable lessons come from troubleshooting unexpected problems. I learn best by doing, and I want to spend my four years in makerspaces and collaborative labs, turning theoretical knowledge into tangible creations. A successful college experience means I will have a collection of prototypes, each one representing a new skill learned, a complex problem tackled, and a lesson in resilience.

This is why Carnegie Mellon’s hands-on culture is so appealing. I am excited to utilize resources like the Tech Spark makerspace, where I can work with students from different disciplines to bring ideas to life. I don't want to just learn about engineering; I want to live it. A successful college experience will be one where I am constantly challenged to create, to fail, and to innovate. I will know I have succeeded if I graduate with not just a degree, but with the confidence that I can build a solution to any problem, because I have spent four years practicing exactly that.

Prompt: "Consider your application as a whole. What do you personally want to emphasize about your application for the admission committee’s consideration? Highlight something that’s important to you or something you haven’t had a chance to share. Tell us, don’t show us (no websites please)."

Example:

While my application lists my role as the founder of my high school’s investment club, I want to emphasize what that experience truly taught me: financial literacy is a form of community care.

I did not start the club to teach students how to get rich. I started it because I watched my parents, who are immigrants, struggle with a financial system that felt designed to be confusing. They worked incredibly hard, but navigating things like retirement accounts and credit scores was a constant source of stress. I realized that understanding money wasn't about ambition; it was about security and peace of mind.

The most important thing I did in the club was not teaching stock analysis, but running workshops on practical skills. We covered how to create a budget, what a FICO score is, and the difference between a Roth and a traditional IRA. The most rewarding moments were when a fellow student told me they had helped their own parents open a savings account or finally understood their student loan options.

This is important to me because I believe that access to financial knowledge is a fundamental right that empowers people to build stable lives for themselves and their families. My work with the club was not just an extracurricular activity; it was my first attempt at addressing a systemic inequality. I want the admissions committee to know that I am driven by a desire to use my skills to demystify complex systems and make them accessible to everyone.