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How to Write the University of Wisconsin Madison Essays 2023-2024

The University of Wisconsin at Madison has one supplemental essay on the Common App. If you apply through the UW System Application, there is an additional personal statement prompt you must respond to, similar to the Common App essay that goes to all schools.

UW Madison is fairly selective, and admissions officers will look closely at your essays, especially if you’re on the academic threshold of their average admitted student statistics. While drafting these essays can be daunting, CollegeVine is here to help! Read on for a guide to tackling UW Madison’s supplemental essays.  

Also check out this UW Madison essay example by an accepted student to see what it takes to get in.

UW Madison Essay Prompts

All applicants (common app), tell us why you decided to apply to the university of wisconsin-madison. in addition, please include why you are interested in studying the major(s) you have selected. if you selected undecided please describe your areas of possible academic interest. (80-650 words), uw application only.

Prompt 1: Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (650 words)

Prompt 2: Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. (300 words)

This is a classic “why this school” and “why this major” supplemental essay prompt. An effective essay for this prompt will achieve the following goals:

1. Highlight your authentic reasons for wanting to attend the University of Wisconsin at Madison.

2. Highlight your authentic reasons for wanting to study your major of choice.

The word “authentic” above is very important—one of the biggest mistakes students make in this type of essay prompt is writing a generic essay that could just as easily have been written about the University of Minnesota at Twin Cities, or the University of Michigan. This is the single biggest pet peeve for admissions officers, as they strongly prefer students that have specific reasons for choosing their university. They also want to ensure that students are passionate about their chosen major, not just pursuing the one that will lead to the highest paying or most prestigious jobs after graduation.

With this prompt, your goal is to give admissions officers concrete reasons why UW Madison is an especially good match for you, as well as specific reasons why you love your major. Consider beginning your essay with a story about how you discovered UW Madison and decided to apply. For example, you could write the following introduction if you decided to apply to UW Madison after visiting the campus:

I wasn’t used to the snow. In fact, this was the first time I ever experienced a snowfall. It doesn’t really happen where I’m from—a small town in Mississippi. Then again, so much of what I saw at the University of Wisconsin at Madison during my snowy campus visit doesn’t happen where I’m from either. 

Then, highlight unique aspects of the university that appeal to you, and be holistic with what you talk about. Study the UW Madison website in detail, watch videos of campus tours and student reviews, and visit if possible. Find the names of one extracurricular and one part of campus where you can imagine yourself spending lots of time. Then, weave them into your writing. The strongest essays are deeply personal, so connect the campus to yourself. Here is an example:

I am passionate about volunteer work and community service. Throughout high school, some of my fondest memories have been spent serving food in soup kitchens and volunteering at clothing banks. At the University of Wisconsin at Madison, I know I would be able to continue pursuing my passion for community service because of the integration between the university and the surrounding town. The University of Wisconsin at Madison feels incorporated into Madison’s culture, rather than having a closed-off, guarded, and separate campus. The connection between the campus and the community would enable me to be a member of a Badger Volunteers team through the Morgridge Center for Public Service. This program would provide me with new opportunities to give back to the community and help others.

The activist culture in Madison excites me. Living in a small town, I have had few opportunities to attend political rallies. Since I grew up in the Unitarian Universalist church, I was raised to value activism and social justice, and it is important to me that I go to college in a place where people are well-informed and care about affecting change in the world around them. I hope to join the Unitarian Universalist Campus Ministry, where I would be able to continue my activism while also building friendships and continuing to explore my religion.  

I also love Madison’s surroundings—I would love to join the Wisconsin Hoofers so I could take full advantage of all the outdoor opportunities in and around Madison, especially skiing, hiking, and watersports on Lake Mendota. I have never had the opportunity to try these sports in humid and hot Mississippi, so I would love to explore new activities in a different environment.

This excerpt clearly shows the student’s specific interest in attending the University of Wisconsin, and highlights the kind of authenticity you want to show to admissions officers. It is particularly effective when the applicant connects her own background to the culture of activism at UW Madison, as that highlights her personality and positions her to create an authentic connection to UW Madison’s admissions counselors.

Next, think about your chosen major or academic interest. Imagine yourself as a student working toward a specific degree:

• What interesting classes would you take? 
• Which professors do you hope to work with? 
• How would the unique opportunities at UW Madison enhance your background and serve your career interests?

Your specified major should logically stem from your background. Use your prospective major to structure a logical narrative, even if you aren’t fully committed to pursuing it. For example, a student that CollegeVine worked with during the 2016-17 admissions cycle covered the following themes in their essay:

The student lived in Minnesota and in middle school became passionate about history education. In high school, he volunteered as a docent at a local museum and started a research project on the history of Norwegian and German immigration to his hometown. He also served as student representative on the local school board, and led the charge to redesign his school’s history curriculum to make it more engaging for other students.

This student intended to major in history at UW Madison. He planned to take classes with Professor Smith, a noted expert in immigration history. And outside of his major, the Center for Pre-Law Advising would help him achieve his dream of being an immigration lawyer by helping him gain relevant experience.

This thematic structure highlights several elements of a successful response to this prompt. In particular, the student demonstrates specific and deep ties to his chosen major and career path, and specific ways in which he will leverage UW Madison as a setting to obtain an education in what he is passionate about. 

If the student was undecided about a major , they could take a similar approach. But Instead of writing about one interest, they could pick 2-3 of their potential interests, and discuss how UW would support those.  

Finish the essay with a succinct conclusion that ties back to your introduction. Summarize how you know that UW Madison is the school for you because its campus matches your personal values and its academics satiate your intellectual curiosity. End with a phrase that relates to the school’s philosophy, e.g. “Most of all, I would like to attend UW Madison because I want to join the Badgers in their commitment to make a difference.”

UW Application Only, Prompt 1

Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. (650 words).

This prompt is actually the same as Prompt 1 on the Coalition Application , so we recommend checking out our guide for that. It’s also very similar to Prompt 1 on the Common App .

The reason for this is that if you’re applying via the UW Application, UW admissions officers will not see your Common App or Coalition Application essay, so they’re asking for a personal statement-style essay on their own platform. You should apply via the Common App or Coalition Application if you’re already using it, but if you’re not, then you can consider reusing the personal statement you write for this prompt for those application platforms.

UW Application Only, Prompt 2

Our families and communities often define us and our individual worlds. community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. describe the world you come from and how you, as a product of it, might add to the diversity of the uw. (300 words).

This is the classic Diversity Essay , but with an added component of how the aspects of your own diverse identity will enrich UW.

UW is clear in the prompt that diversity can mean many things; we often associate it with traditional aspects of identity—such as race/ethnicity, culture, gender, sexuality, or religion—but you can also be diverse because of a hobby, your hometown, group of friends, personality trait, or many other aspects.

To come up with a topic, consider two things: one, the most defining aspects of who you are, and two, what aspects will best allow you to contribute to the diversity of UW. You want to try to find a balance between the two.

For example, you may be super passionate about soccer and are very close to your team, but there are a lot of soccer players at a big school like UW. Try to dig a little deeper; you can still write about your soccer team, but instead of discussing the general supportive environment, focus on a unique and specific aspect of your involvement in this community.

A good topic would be an essay on how you became known as the “team mom” when you were a senior because you always had extra cleats, shin guards, and shorts for anyone who forgot theirs. You also volunteer tutored teammates who were struggling in math and hosted a monthly team bonfire at your house. At UW, you look forward to finding similar community on an intramural soccer team, and you’ll take similar initiative in other campus spaces, such as getting more students involved in the local Big Brothers Big Sisters.

This essay is a fairly straightforward one, but there are a few mistakes to avoid:

1. Describing the community without explaining your involvement in it. You want the focus to be on you and your contributions.

2. Forgetting to specify how your diversity will enhance UW. Make sure to research a specific UW group or resource you’ll join and improve as a result of your diverse trait.

Where to Get Your UW Madison Essays Edited

Do you want feedback on your UW Madison essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools.  Find the right advisor for you  to improve your chances of getting into your dream school!

Related CollegeVine Blog Posts

University of Wisconsin-Madison: Supplemental Essays 2023-24

September 6, 2023

The University of Wisconsin—Madison has joined the ranks of other premier flagship universities that high-achieving teens from all around the country/world now line up for a chance to attend. Like  UVA,   UNC—Chapel Hill , and the  University of Michigan , UW-Madison requires its in-state residents to sport excellent grades and test scores. Further, it has an even higher bar for out-of-state hopefuls. This makes the University of Wisconsin – Madison supplemental essay more important than ever before.

 (Want to learn more about How to Get Into UW-Madison? Visit our blog entitled:  How to Get Into the University of Wisconsin-Madison: Admissions Data and Strategies   for all of the most recent admissions data as well as tips for gaining acceptance.)

In evaluating applicants, the University of Wisconsin—Madison places a strong emphasis on the quality of one’s essays. Below are UW-Madison’s supplemental prompts for the 2023-24 admissions cycle along with our advice for creating a needle-moving admissions essay.

2023-2024 University of Wisconsin-Madison Supplemental Essay Question—Common App

The following prompt is the only supplemental essay that students will encounter when applying to UW-Madison via the Common App:

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

Prospective Badgers face a two-parter here. You are tasked with presenting a compelling case as to:

1) Why you want to attend UW-Madison.

2) Why you have picked your particular academic discipline.

University of Wisconsin Madison Supplemental Essay (Continued)

As you move through the “Why Us?” and “Why this Major?” portions of this essay, consider taking some of the following steps to address why UW-Madison is the perfect fit for you  and  why you are the perfect fit for UW-Madison:

• How did your interest in your major of choice begin and how has it matured over the years?
• How do you pursue knowledge about your subject of interest? Talk about sources of learning (teachers, podcasts, books, news, etc.).
• While pursuing your majors(s)/interest(s) of choice, how will you take advantage of the university’s immense resources both inside and outside of the classroom? Be sure to cite specific academic programs , professors,  research opportunities , internship/externship programs ,  study abroad programs , etc. Discuss why they pique your interest.
• How will you be an active, contributing member of the Badger student body? What special talents and passions will you bring to the University of Wisconsin-Madison? Check out this list of nearly  1,000 student-run organizations  on campus.
• Lastly, show evidence of how your past/current endeavors (academic and extracurricular) will carry over onto UW-Madison’s campus.

Again, if you are applying through the Common App, this essay will be the only supplement you need to worry about. However, if you elect to apply via the UW System Application (as some in-state students applying to multiple UW campuses do), you need to address the next prompt as well.

2023-2024 University of Wisconsin-Madison Supplemental Essay Question— UW System Application

(Only for students applying through the UW System Application)

This part is all about you. Tell us about something you’ve done — academically or personally — and what you’ve learned from it. Was it a success or a challenge? Did it represent a turning point in your life? How did this particular moment in your life influence you, and how will it continue to influence you as you pursue your college education? (650 words)

This open-ended prompt is a platform from which you can share more about an academic or extracurricular achievement, chronicle a challenge/obstacle you overcame, or just share a meaningful event in your life.

No matter which route you choose, what truly matters here is that you use this essay as an opportunity to reveal something deep and important about yourself. Use the questions provided— Was it a success or a challenge? Did it represent a turning point in your life? How did this particular moment in your life influence you, and how will it continue to influence you as you pursue your college education?— to guide your content. It’s clear that UW-Madison is interested in both short- and long-term influence. Accordingly, before you start writing, do some brainstorming to make sure that the experience/event/achievement that you chose can satisfy all aspects of the prompt.

Remember, these essays will be your best chance to forge a human connection with an admissions officer since UW-Madison is too large a school to offer you an interview. In sum, be honest, vulnerable, sincere, and reflective in your essay and the result will be a compelling composition that will ultimately aid your admissions chances.

How important is the essay at the UW-Madison?

The essays are “very important” to the University of Wisconsin–Madison admissions committee. The only other factor rated this highly is the rigor of one’s secondary school record. GPA, recommendations, and state residency are rated as “important.” In other words, the University of Wisconsin is clearly very interested in the quality of your essay. Therefore, we can conclude that the admissions committee will weigh your essays heavily in their evaluation of your candidacy.

Want Personalized Essay Assistance?

Interested in working with one of College Transitions’ experienced and knowledgeable essay coaches as you craft your University of Wisconsin—Madison supplement? We encourage you to get a quote  today.

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Tips for Writing a Better Essay

Write like you, about you.

Your UWs realize you’re still young. You’re a work in progress. That means no matter how well you did in high school, what matters most is the challenges you faced and how you responded. It’s also worth saying that while your instincts probably tell you to puff up your accomplishments and go big, bragging is never interesting. Give yourself permission to just be you when you write.

Questions to get you started

• What are your 2 biggest academic achievements?
• What are your 2 biggest personal achievements?
• What are your 2 biggest strengths?
• What were your 2 biggest challenges?
• What are the 2 biggest obstacles you’ve overcome (and how did you do it)?
• What are your 2 biggest failures (and what did you learn)?
• What beliefs have you challenged (why, and what did you learn)?

ESSAY BASICS

• Write your essay in a program like Microsoft Word or Google Docs so you can simply copy and paste it into your online application.
• Keep your essay between 250 and 650 words (UW–Madison requires all essays to strictly follow these guidelines).
• Ask a friend or teacher to look for inconsistencies, grammatical mistakes, and typos.
• Proofread, proofread, proofread. You don’t want some small mistake to accidentally make it look like you don’t care.
• Proofread again.
• Tell your UWs something about yourself that you can’t capture in the application.
• Jump off the bandwagon. Don’t write what you think your UWs will want to hear. Let your UWs know about what drives you.
• Use your own voice. Ask someone you trust to read your essay to see if it “sounds like you.”
• Be short and sweet. Clear, concise writing matters more than length.
• Show, don’t tell. Be specific and factual.
• Write about your real life. Don’t exaggerate or embellish (you’d be surprised at how well your UWs can smell baloney).
• Be confident. Skip all the maybes, sort ofs, I thinks, and so on.

Essay Questions

Check out the actual questions from your UWs that you’ll need to answer in your essay.

The Admissions Strategist

How to write the university of wisconsin-madison essays 2020-2021: the complete guide.

Wisconsin may not be home to New York City, but if your heart desires a sprawling campus with countless ways to enjoy the outdoors, look no further than the University of Wisconsin-Madison.

It has an acceptance rate that hovers around 51%.

The university sits on 936 acres – that’s not a typo, folks – it’s really that huge. The campus is located between Lake Mendota and Lake Monona.

Beyond a range of academic programs, the university offers extensive opportunities to play sports, join clubs, and participate in on-campus and community activities. Applying to the University of Wisconsin-Madison can be done either through the Common App or directly through the UW website .

What are the University of Wisconsin-Madison supplemental essay requirements?

Two essays are required for admission to the University of Wisconsin-Madison.

Click above to watch a video on Wisconsin Madison Supplemental Essays.

If you apply through the Common App, you will have to answer question #2 below, in addition to the first question.

If you apply through the UW System Application, you will need to respond to both of the following:

1 ) Tell us about something you’ve done—academically or personally—and what you’ve learned from it. Was it a success or a challenge? Did it represent a turning point in your life? How did this particular moment in your life influence you, and how will it continue to influence you as you pursue your college education? 2) Tell us why you would like to attend the University of Wisconsin–Madison. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided, please describe your areas of possible academic interest.

In the UW System Application, the maximum word count allowed is 650 words. However, according to the “Application Tips” page on the UW website, admissions prefers for you to plan for 300-500 words.

Note: If a university publishes an application tips page, follow it precisely. Not only will your application be stronger, but admissions will be able to tell you did your research.

Wisconsin – Madison Supplemental Essay 1: Academic & Personal Achievements

1 ) Tell us about something you’ve done—academically or personally—and what you’ve learned from it. Was it a success or a challenge? Did it represent a turning point in your life? How did this particular moment in your life influence you, and how will it continue to influence you as you pursue your college education?

Before writing this essay, it’s important to note that UW isn’t looking for a resume or laundry list. Don’t get trapped into writing a list of achievements.

It’s important to the admissions committee to understand the story of your achievements. In order to tell that story, you must begin to analyze what you’ve accomplished and learned from those achievements.

Therefore, we must identify the two separate pieces to this prompt.

• Your academic and personal accomplishments.
• Lessons learned from those achievements and challenges.

As you begin to break down your accomplishments, think about the communities, projects, academic pursuits, extracurricular activities, and teams to which you’ve contributed. UW suggests developing your thoughts with an outline before you begin writing.

Don’t limit yourself to academic or official accomplishments. Also consider your contributions to:

• Religious institution (ex. church, mosque, synagogue)
• Volunteer organization (ex. Meals on Wheels)
• Neighborhood/city/county/state

For each of these communities, brainstorm people/places/ideas/events you believe often go unnoticed and are important to you. 

Don’t get hung up on language. “Achievements” and “accomplishments” are subjective. You can also write about small personal victories and contributions that led to a greater result. All told, you don’t need to have won a ribbon or trophy to justify your action as an achievement.

When brainstorming achievements, consider creating a bubble map for a visual representation of your ideas. If you’re digitally savvy, you could use a tool like Bubbl.us to create your map.

Once you have a detailed list , start narrowing down your choices by considering what is most important to you.

• The more you care about a pursuit, the more you will be able to write about it and convey your passion.
• Again, don’t shy away from topics that are strictly personal to you – that’s what this essay is all about!

Your goal is to find an accomplishment or string of achievements that are closely related.

• Did you take care of a sick sibling while mom worked to pay the bills?
• Were you a founder or leader of an extracurricular activity that grew by 15% during your high school career?
• Did you raise $200 for a political campaign or charity that worked on issues you care about?

Now that you’ve identified achievement(s), it’s time to start drafting an essay. Context is always important when you are writing to strangers.

• Start your essay by providing some background information, a cold hook, or a quote.

While context is important, do keep it short. You want to save the majority of your word count for explaining why the achievement is important to you.

The second part of the essay is critical:

• UW – Madison wants to know how you’re a better person for having achieved or struggled?
• And how will you bring that change to their campus?

Don’t be afraid to talk about your challenges—in life, failure and struggle are often the best teachers.

You spent the first part of your essay introducing and describing your achievement. This includes the actions you took to succeed (20- 25% of your essay).

Now, spend close to 30-40% of the essay explaining what you learned from those accomplishments. If you’re having trouble thinking of how you changed, brainstorm these questions:

• What qualities did I need to display to accomplish this goal?
• How am I a better person for having gone through this challenge?
• What qualities of mine can I improve?
• Were there qualities that I did improve?

Once you’re done with this part, it’s time to move to the last part of your essay: explaining how you’ll implement your lessons learned into your education. Spend the rest of your essay on:

• Describing how your learning pattern has changed
• Your newfound appreciation for teamwork
• Developing a conceptual understanding of a field
• A budding curiosity of a teaching style
• Affirmed passion for an educational vector

Whatever you choose, make sure you’re telling UW – Madison that you’re a developing student who is looking forward to implementing your lessons learned on campus.

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Wisconsin – madison supplemental essay 2: why this school.

2) Tell us why you would like to attend the University of Wisconsin–Madison. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided, please describe your areas of possible academic interest.

In the second essay, you will have to address why you applied to the University of Wisconsin-Madison and what you hope to get out of the academic experience.

The first part of this prompt is fairly standard and, if you’re applying to multiple universities, it should start to sound familiar.

However, your response to the question shouldn’t sound familiar to UW’s admissions committee. Instead, your answer must be tailored to you and the University of Wisconsin-Madison specifically.

• The litmus test for this requirement is to read through your final draft and ask: Could this essay be submitted to any other university other than the University of Wisconsin?
• If you answered “yes,” you need to revise .

The best way to prepare for this essay is to perform research. This, by the way, is not only beneficial for your essay but will also help you to get an idea whether this school is the right fit for you.

• First, browse through the University of Wisconsin-Madison website.
• Don’t stop at the admissions page. Explore the plethora of information on academics, research opportunities, sports, clubs, daily living, and so on.
• Search for more information about UW on college review websites, which often feature testimonials from current students.
• If possible, go to the campus for a tour to see in person what the university has to offer.
• Most important: Research the academic program you’re interested in. Explore professors, projects, fellowships, internships, career counseling, grants, and public-private partnerships.

All of the above research will fuel your essay and give you concrete reasons to help you describe why you are applying to the school. When writing your essay, try to focus on one significant reason or a few reasons instead of just a single superficial idea, such as “academics” or “because I’m receiving a swim scholarship.”

As a rule, never write about one of the following topics:

• Social life

Then, think about what you want to get out of your college experience and how your future goals are related to obtaining a degree.

When describing your reasons for applying, use detail, and then link those details back to your professional or academic goals.

Admissions officers want to see that their university is an important channel that will help you achieve your college and career goals.

Even if you have yet to decide on a major, you should address this question through the lens of your academic interest(s). Consider both your research and academic/extracurricular history.

• What majors or academic programs are you interested in pursuing? What you write about now isn’t final, so don’t worry if you waver between different subjects. Choose a subject.
• Are there research programs or co-ops for which you are interested in applying?

Perhaps you are really interested in medicine and engineering, leaning toward pursuing biomedical engineering. You could take a look at the senior design courses where you work in a team with a clinician or industry professional to create a product.

When writing your essay, link back to previous ideas and your big-picture goals.

Let the university know that they’re the perfect fit, and you are passionate and enthusiastic about their program offerings.

• Don’t write about what you think they want to hear.
• Instead, be honest and allow the admissions committee to see your interests and values through your response.
• Ultimately, what UW – Madison has to offer needs to relate to you.
• Don’t spend too much time complimenting their academic offerings. Trust me, they know they’re a great school. They want to know why you think you’re a good fit.

We strongly recommend that you include the following elements in your essay:

• A short introductory story or hook that explains your interest in the field, major, or program.
• Toward the end of your essay, explain your professional ambitions and how you’d use your UW education to contribute to your community, country, or the world.

Here’s an outline of a “Why UW – Madison” essay that effectively answers this prompt:

• Your parents were never interested in community politics and barely ever voted. A few years ago, a local politician approved the building of a large chain store near your home, which lead to increased pollution and traffic in your community.
• You canvassed to stop the construction, but it wasn’t enough. You didn’t get enough signatures. Still, this process sparked your love for politics. You realize that your parents were mistaken.
• You want to study in UW – Madison’s political science program because you’re interested in increasing voter turnout. UW has a fellowship and multiple research programs in this vector.
• After explaining how you’d take advantage of a fellowship and research opportunity, you want to become a community organizer. UW will help you do that.

Conclusion: Writing the University of Wisconsin – Madison Supplemental Essays

Before submitting your essays, you should definitely check out the University of Wisconsin-Madison’s page of Application Tips . There you’ll learn more about the university’s vision and advice for applying.

In regards to essays, here’s a short list of the university’s advice:

• Plan for 300-500 words, although the maximum is 650
• Revise, proofread, and share your writing with a peer/trusted adult
• Be honest and authentic in your writing

If you have questions that are particular to the University of Wisconsin-Madison’s requirements, they welcome you to contact them directly.

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University of Wisconsin-Madison (UW-Madison) Supplemental Essays Guide: 2021-2022

Not sure how to approach the UW-Madison essay prompts? With tips from an Ivy League graduate, CollegeAdvisor.com’s guide to the UW-Madison essay prompts will show you exactly how to write engaging essays for your UW-Madison application and maximize your chances against the UW-Madison acceptance rate.

Want help crafting your UW-Madison essay prompts? Create your free  account  or  schedule a free consultation  by calling (844) 343-6272.

UW-Madison  Supplemental Essay Guide Quick Facts:

• The UW-Madison acceptance rate is 57%— U.S. News  ranks UW-Madison as a  competitive  school.
• We recommend answering all UW-Madison supplemental essays comprehensively and thoughtfully.

What is the acceptance rate for the University of Wisconsin-Madison?

According to U.S. News, the UW-Madison acceptance rate is 57%. Last year, over 53,000 students applied to the school, which was a  17% increase  over the previous year. While the UW-Madison acceptance rate increased temporarily to about 60%, the normal rate falls near 57%. Like most schools, UW-Madison was  test-optional  last year in response to COVID. This year, they’ve continued the test-optional policy. Admissions experts believe that changes in testing requirements have caused the spike in applications that most schools have experienced.

So, what does this mean for you? Well, it does indicate that the UW-Madison supplemental essays will be an important part of your application. Without mandatory test scores and given the rise in applications, admissions officers will pay more attention to other aspects of your application.

In other words, for your best chance against the UW-Madison acceptance rate, we recommend that you take time to make sure that your responses to the UW-Madison essay prompts reflect your strengths.

Additionally, remember that the UW-Madison acceptance rate is not the only factor to consider when building your school list. Make sure that you’re looking at schools holistically. For more information on how to evaluate the UW-Madison acceptance rate (and more details on the data behind acceptance rates), read  our article .

What is the University of Wisconsin-Madison’s ranking?

The UW-Madison ranking is #42 in  National Universities , according to U.S. News.

Other U.S. News UW-Madison rankings: the UW-Madison ranking in  Best Undergraduate Teaching  is #71; UW-Madison ranking in  Best Value Schools  is #81; and the UW-Madison ranking in  Top Public Schools  is #14.

In terms of specific programs, the UW-Madison ranking is #15 in  Best Undergraduate Engineering Programs , and the US Madison ranking is #19 in  Nursing .

Finally, the UW-Madison ranking is #64 in  First-Year Experiences .

These are just some of the UW-Madison rankings. However, a school’s rankings should not be the only thing you take into consideration when compiling your college list. You should also consider other factors—including the school’s location, programs available, and size—when you look at schools. The UW-Madison rankings are not the only important factor in deciding to apply.

Keep in mind that the best college for you may not be the one you expected! There are a lot of different resources available when it comes to researching colleges; be sure to consult a few to ensure you create a comprehensive list.

Need help creating a college list? Check out our resources on the college list process  here .

Does the University of Wisconsin-Madison require essays?

Yes. In addition to the  Common App   personal essay, there are specific UW-Madison essay prompts. The UW-Madison supplemental essays differ depending on how you submit your application. The Common Application and  UW System Application  are available for all applicants. You will be required to write a “Why UW-Madison” essay no matter how you submit your application.

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

How many essays does the University of Wisconsin-Madison require?

In addition to the Common Application Personal Statement, there is one required UW-Madison essay that all applicants must complete: the “Why UW-Madison” essay.

However, if you apply through the UW application portal rather than the Common App, you will have to submit a second UW-Madison essay. This second essay functions as a replacement for the Common App essay. If you apply via the UW application portal, give yourself ample to complete both UW-Madison essay prompts.

Does the University of Wisconsin-Madison care about essays?

Yes, all colleges care about your essays, UW-Madison included. The UW-Madison essay prompts are a great chance to show admissions officers something new about yourself. When responding to the UW-Madison essay prompts, you will want to demonstrate that you would be a great fit for their UW-Madison. This is especially true when writing the “Why UW-Madison” essay. This is referred to as demonstrated interest (DI). DI is a tool the admissions officers use to determine how interested a student is in attending their particular school. By writing specific “Why UW-Madison” essays, students can show their DI in attending UW-Madison and increase their admissions odds.

The high UW-Madison ranking indicates that students may apply just because of UW-Madison’s prestige. In response to this, admissions officers will be on the lookout for students whose interest in the school runs deeper than its reputation. For more information on DI and how to use it to your advantage, check out this article from  Forbes .

Finally, in light of the UW-Madison acceptance rate, well-crafted responses to the UW-Madison essay prompts will strengthen your application. Don’t underestimate the UW-Madison essays and their impact.

Does the University of Wisconsin-Madison have a “Why UW-Madison” essay?

Yes. This is the classic supplemental essay question, and the UW-Madison essay prompts are no exception—all colleges want to know what makes them special to you. The “Why UW-Madison” essay is your chance to showcase any research you have done about UW-Madison while you’ve been writing your UW-Madison supplemental essay or as you’ve been completing the rest of the application.

Given the UW-Madison acceptance rate, your research will be an important part of acing the why UW-Madison essay. Why? When it comes down to two candidates with similar GPAs and extracurriculars, a strong “Why UW-Madison” essay can be the determining factor in who is admitted.

UW-Madison Essay Prompts – Question 1 (required)

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

How do I write a good essay for UW-Madison?

The rest of this guide will show you how to write engaging UW-Madison supplemental essays.

Let’s start with the first UW-Madison essay, which is required of all applicants. You have 650 words to respond to this why UW-Madison essay, which is the same length as the Common Application’s personal statement. You should be prepared to spend a fair bit of time both researching and writing this UW-Madison essay, considering its length.

For this UW-Madison essay, avoid over-generalizing with statements like “The campus is beautiful” or “I just feel like I belong there.” Instead, offer concrete examples of why you belong there. You should do research into specific aspects of the UW-Madison community that appeal to you.

This UW-Madison essay prompt has two parts. First, the prompt asks why you decided to apply to UW-Madison. Then, it asks why you are interested in your chosen academic field. You’ll want to ensure you respond to both parts of the question. If you are undecided in your major, you will still want to address your academic interests and explain how attending UW-Madison would help you to hone these interests and discover a major that excites you.

Do your research

Before answering the first part of this UW-Madison essay prompt, do some reading. For example, you can look into  extracurricular activities , research, or  travel opportunities  that only UW-Madison offers to its students. You might also review the  calendar  of student events. The  list of student organizations  on their website can be a great resource to find campus organizations you’d like to join.

If you want to get your finger on the pulse of student life, check out UW-Madison’s student publications. Additionally, leverage the alumni network to ask questions about previous students’ experiences. This can help you learn about student-specific traditions and events that you can’t read about on the website.

Start free-writing

If all of these options seem overwhelming, try starting with a structured free-write session. Take about 15-20 minutes and create two lists. Under one, list every reason why you want to attend UW-Madison. Under the second list, list every reason why you selected your major. If you’re unsure of your major, list every area of academic interest that you may want to pursue. Then, take an additional 15 minutes and draw connections between the two. Perhaps you listed that you want to participate in UW-Madison’s  DSE Mentorship Program  for undergraduate engineers. If you also engineering as a possible major, that’s a great connection to highlight in your essay.

The second part of this UW-Madison essay prompt is a great way to demonstrate your academic and intellectual goals. Take a look at their list of 9,192 courses and 288 undergraduate majors and certificates. Pick three courses that look interesting and explain why each of those courses appeals to you. How would you benefit from taking these courses? How do your previous academic experiences set you up for success?

Avoid statistics

You want to avoid listing out numbers and statistics that admissions officers already know. For instance, instead of spending words talking about how the average class size is 31, explain specifically which professors you would be excited to learn from in such a personal teaching environment. If you are interested in two contrasting majors, you should support both of them with anecdotes about your academic experiences.

This is the space to show off your expert investigation skills and name-drop courses, clubs, professors, and research opportunities only available at the University of Wisconsin-Madison. Colleges can tell when you swap out their name for another University and submit the same “Why here?” answer. Your application will be stronger if your answer to this “why UW-Madison” essay could not be swapped with any other schools’ applications.

UW-Madison Essay Draft Key Questions:

• Do you prove that you’ve done research on the school?
• Do you explain what unique opportunities UW-Madison would provide you that you could not get anywhere else?
• Does your draft provide specific details about what you hope to do while on UW-Madison’s campus?

UW-Madison Essay Prompts – Question 2

If you apply using the Common Application, you will be asked to respond to one of the freshman Common Application essays. If you apply within the UW System Application, you will need to answer the following prompt:

This part is all about you. Tell us about something you’ve done—academically or personally—and what you’ve learned from it. Was it a success or a challenge? Did it represent a turning point in your life? How did this particular moment in your life influence you, and how will it continue to influence your education? (650 words maximum).

Who completes this prompt?

Not everyone applying to UW-Madison will complete this UW-Madison essay. If you are applying to UW-Madison through the Common App, you will  not need  to respond to this UW-Madison essay prompt. If you are applying through the UW Systems Admissions Application then this UW-Madison essay will be the substitute for your Common App personal essay. This means you will want to spend a fair amount of time drafting your response to this UW-Madison essay prompt, since UW-Madison will not read your Common App personal essay if you apply through their college-specific portal.

There are several different parts to this UW-Madison essay prompt. At first glance, it may seem quite general. “Something you’ve done” is a pretty broad topic. However, the follow-up questions might qualify your chosen topic a bit more. You’ll need to describe how you learned from the situation. Was it something you succeeded in or was it a challenge you overcame? Did you find it to be a turning point that pushed you into a new phase of your life? You should be sure to address the final part of this UW-Madison essay prompt—about the event’s influence—and discuss how it will influence your education moving forward.

Avoid cliches

For this UW-Madison essay prompt, you could expand on something that is already present in your application. However, make sure that your topic is proportional to the length of this UW-Madison supplemental essay. For example, if you decide to write about an extracurricular, you will want to select something that you have a large role in. You should then discuss an anecdote that really challenged you, and as a result, prompted you to grow. Topics such as scoring an A on a big exam or winning an important sports game can be a little clichéd. Try to think of a unique situation that you overcame and the skills that you gained from that experience.

One of the most important parts of this UW-Madison essay is how your topic will impact your education. Make sure you discuss how you will contribute to academic life at UW-Madison. However, don’t repeat anything you already said in your “Why UW-Madison” essay. Overall, you want to make sure this UW-Madison supplemental essay shows who you are as a person and how you have grown. Given the relatively low UW-Madison acceptance rate, you should present detailed, well-written answers to the UW-Madison essay prompts.

UW-Madison Essay Prompts: Final Thoughts

Completing the UW-Madison essay prompts can seem daunting in light of the UW-Madison acceptance rate and high UW-Madison rankings. However, you shouldn’t let that discourage you from applying. The UW-Madison supplemental essays are a great opportunity to introduce yourself to UW-Madison admissions officers. With the lower UW-Madison acceptance rate, these UW-Madison essay prompts can boost your application if you have a lower-than-average GPA or  SAT score .

Use this guide as a step-by-step aid when approaching the UW-Madison supplemental essays, and start earlier than you think you should. Don’t be afraid to ask for revisions from someone; it’s helpful to have another set of eyes checking your UW-Madison supplemental essays for grammatical errors, tone, and clarity. Good luck!

This 2021-2022 essay guide on UW-Madison was written by  Laura Frustaci , Harvard ‘21. For your best chance against the UW-Madison acceptance rate, and more CollegeAdvisor.com resources, click  here . Want help crafting your UW-Madison supplemental essays? Create your free  account  or  schedule a free consultation  by calling (844) 343-6272.

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Undergraduate Guide

The Guide contains information about the many academic programs that make the University of Wisconsin–Madison one of the world's foremost institutions of higher education.

The Guide is published online only. It is not available in printed format.

The information in the Guide applies to all undergraduate students at the university regardless of their classification (school/college affiliation). Information in the individual school/college sections applies specifically to students who intend to graduate from one of those schools or colleges.

It is important for students to be familiar with all the information that applies to them. Students are strongly encouraged to consult their advisors at least once each semester to be certain they are completing requirements that apply to their degree and major programs.

The Guide is intended to complement other university information including specific materials supplied by schools, colleges, departments, and programs.

For more information about admission expectations, academic preparation, the application process, and important dates and deadlines, contact:

Office of Admission and Recruitment 702 West Johnson Street, Suite 1101 Madison, WI 53715-1007 [email protected] 608-262-3961

Schedule a campus tour at VisitBucky or call 608-262-3961.

UW–Madison summer brochures and program information are available from the Division of Continuing Studies .

All entering students, to protect their interests, should become well acquainted with the regulations regarding student academic and nonacademic misconduct. Information about the Family Educational Rights and Privacy Act of 1974, as amended, is distributed during Wisconsin Welcome and is available at:

Office of the Registrar 333 East Campus Mall #11101 Madison, WI 53715-1384

Accreditation

The University of Wisconsin–Madison is accredited by the Higher Learning Commission .

230 South Lasalle Street, Suite 7-500 Chicago, IL 60604 Telephone 1-800-621-7440 www.hlcommission.org

UW–Madison, which was first accredited in 1913, was last accredited in 2019, and will go through a reaccreditation process again in 2028–29. 

Student achievement data

Safe Learning and Work Environment

Guide to creating and maintaining a Safe Learning and Work Environment at UW–Madison: Responsibilities, Resources, and Reporting Requirements.

Consumer information

UW–Madison is required by law to make available to enrolled and prospective students and their parents’ certain information about its operations. Such information pertains to:

• general institutional operation
• financial aid
• retention and graduation rates
• annual security & fire report, and
• athletic program participation rates, financial support, and graduation rates

To meet the requirement, information for the University of Wisconsin-Madison is provided on the Consumer Information webpage .

Distance Education Authorization and Disclosures

UW-Madison complies with the requirements and standards set by the National Council for State Authorization Reciprocity Agreements (NC-SARA) .

Disclosures and information related to distance education at UW-Madison is available on the Distance Education, State Authorization, and Disclosures webpage .

Registration with Minnesota Office of Higher Education

The University of Wisconsin-Madison is a public institution registered as a "Private Institution" with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions.

Equal Opportunity, Equal Access, and Non-Discrimination

The University of Wisconsin – Madison is committed to providing equal opportunity and equal access in compliance with all applicable federal and state laws and regulations and University of Wisconsin System and university non-discrimination policies and procedures.

Policies & Procedures

The Office of Compliance promotes ethical conduct and compliance with all applicable laws, regulations and UW–Madison policies. UW–Madison’s non-discrimination statement, contact information for the university’s Equal Opportunity Investigations Administrator, Title IX Coordinator, ADA Coordinator as well as information regarding UW–Madison’s Equal Opportunity Complaint process is available on the Office of Compliance’s website .

Disability Resources

The McBurney Disability Resource Center is an office within the Division of Student Affairs that views disability as an important aspect of the diversity of UW–Madison. We are committed to creating an accessible and inclusive educational experience for students. We do this by partnering with students, faculty, and staff to design accessible environments and to provide academic accommodations so that students can engage, explore and participate in the Wisconsin Idea.

We work with UW–Madison students with physical, learning, hearing, vision, psychological, health and other disabilities substantially affecting a major life activity (e.g., walking, communicating, learning, seeing, breathing, reading, etc.). Many students have non-apparent disabilities such as depression, anxiety, autism spectrum, learning disabilities, AD/HD and health conditions such as Crohn’s disease or fibromyalgia.

Common accommodations include extended time and/or small group environment for exams, notetaking support, sign language interpreting, real time and media captioning, and conversion of printed materials to accessible formats. McBurney Center staff members also collaborate with students and faculty to determine reasonable flexibility with regard to attendance, participation, and deadlines for conditions that fluctuate in severity over the course of enrollment. The Center makes referrals to other campus offices or community resources for non-classroom accommodations related to housing, transportation, personal care needs, and so on. Students should contact the Center upon admission to begin the eligibility for services process. Early notice is essential in order to have accommodations in place prior to the start of the semester. For detailed information, see  How to apply for accommodations .

McBurney Disability Resource Center 702 West Johnson Street, Suite 2104 Madison, WI 53706 608-263-2741 (voice) 608-225-7956 (text) 608-265-2998 (fax) [email protected] www.mcburney.wisc.edu

The information, policies, and rules contained herein are subject to change. The information in this catalog is current as of June 1, 2023. Later revisions are announced through department or program offices. Students are responsible for knowing current university regulations. University offices can provide current information about possible changes.

Office of Admissions and Recruitment

First-year students, transfer students, reentering students, second degree students, nondegree university special and guest students.

Students seeking to earn a bachelor’s degree from the University of Wisconsin–Madison will apply for admission through the Office of Admissions and Recruitment . Undergraduate admission is competitive and selective; professional admissions counselors review applications using a holistic process. We focus on academic excellence, reviewing high school and college coursework (when applicable), the courses students have chosen to take, the rigor and breadth of the curriculum, and how the student has performed in their coursework. We also consider written essays, letters of recommendation, extracurricular involvement, and optional test scores.

Our review process is designed to help us identify students who are not only academically stellar but also have qualities such as leadership, concern for humanity, and achievement in the arts, athletics, and other areas. We also seek diversity in personal background and experience for potential contribution to the University of Wisconsin–Madison community.

We invite and encourage all students considering the University of Wisconsin–Madison to join us on campus for a visit . There are many options to explore and discover what UW–Madison has in store.

To submit an application for admission, review the application dates and deadlines, as well as the required application materials listed on our website.

Deadlines First-Year Applicants Transfer Applicants Reentry Applicants Second Degree Applicants

Competitive first-year applicants have taken advantage of the rigor offered at their high schools and have performed well in challenging courses. Beyond academic excellence, we are looking for students who demonstrate leadership, community engagement, and passion.

Students are considered first-year applicants if they have not yet completed high school (secondary-level education); have not earned a GED/HSED (but will by the time they enroll at UW–Madison); or have not enrolled in a college or university in a degree-granting program since graduating high school or earning a GED/HSED. For more information about admission requirements and expectations of first-year applicants, please see our website .

Successful transfer applicants will have a consistently high or upward grade trend; a strong cumulative grade point average; and rigorous coursework in English composition, college-level math, science, social science, humanities, literature, and foreign language. Admission to the university does not guarantee acceptance to an intended major, which is a separate process from undergraduate admission.

Students are considered transfer applicants if they have enrolled in an accredited college or university in a degree-granting program after graduating from high school or earning a GED/HSED. Students must have 24 transferable credits earned at a college or university after high school graduation to be eligible for admission as a transfer applicant. For more information about admission requirements and expectations of transfer applicants, please see our website .

Prospective transfer students can begin satisfying UW–Madison general education and degree requirements before transferring. Transfer credit is generally given for college-level courses taken at a degree-granting institution accredited by a CHEA-recognized organization . Courses must be similar in nature, level, and content to UW–Madison undergraduate courses and apply to a UW–Madison academic program. Students may wish to consult the UW–Madison Transfer Credit Policy for more details.

Transfer Articulation Agreements

A transfer articulation agreement defines accepted transfer courses/credits between two institutions, promoting the successful transfer of completed coursework into UW-Madison required coursework.

UW-Madison currently participates in two transfer articulation agreements with the Wisconsin Technical College System.

• Universal Undergraduate Credit Transfer Agreement ;
• University of Wisconsin System Collaborative Nursing Program/BSN@Home Agreement .

Students previously registered at UW–Madison in an undergraduate degree program who wish to resume undergraduate study after an absence of a semester or more are considered reentry students. Reentry students must file an application for readmission but are not subject to the application fee.

To guarantee an early enrollment appointment time, reentry students should submit the complete application by March 1 for the summer or fall term or by November 1 for the spring term. In addition to submitting an application , reentry applicants must submit official transcripts for any work completed elsewhere since last enrolled at UW–Madison, a list of courses in progress (if applicable), and an academic action from the dean's office if they are in "dropped" or "must obtain permission to continue" status.

Students who previously completed a bachelor's degree at the University of Wisconsin-Madison or another institution and are interested in pursuing a second bachelor's degree are considered a second degree student.

Not all programs are able to accept second degree students. Please be sure to review the school and college-specific requirements to determine if the program you are interested in accepts second degree applicants.

All second degree applicants will receive an initial eligibility review to determine if they are considered a second degree-seeking student based on official college transcripts or academic record (for UW-Madison students).

For more information about admission requirements and expectations of second degree applicants, please see our website .

Undergraduate students visiting from other universities or recent UW–Madison graduates may desire to enroll at UW–Madison as nondegree University Special and Guest students. Contact the Division of Continuing Studies, Adult Career and Special Student Services . 21 North Park Street Madison, WI 53715 608-263-6960 [email protected]

Placement Tests

Language placement exams, math placement exams, english placement exams, departmental placement exam, retroactive language credit, advanced placement (ap) and international baccalaureate (ib), gce advanced level (a-level), college-level examination program (clep), credit by departmental examination.

Each student comes to UW–Madison with a unique set of skills and academic preparation. To assess where each student stands in beginning to meet their General Education Requirements , placement tests provide academic advisors with the tools to help determine in which courses students should enroll. Placement tests are required of all incoming freshmen and some transfer students depending on college course work. Other exams such as ACT, SAT, SAT II, TOEFL, Advanced Placement (AP), International Baccalaureate (IB), etc. do not satisfy the requirement of placement tests, however, scores on these exams may assist in appropriate course enrollment advising.

UW Placement tests are developed by faculty and instructional staff from various UW System campuses and led by Testing and Evaluation Services (T&E). T&E conducts studies to support the development of these tests and effectively uses the results to place incoming students into appropriate levels of English, math, and foreign language.

Outlined below are the situations typical for requiring placement tests. The Office of Admissions and Recruitment determines which placement tests are required. After students are admitted to the University of Wisconsin–Madison, they will receive an email from the Office of Admissions and Recruitment indicating which placement tests are required.

Freshmen who have previous experience in Spanish, French, or German and who plan to take coursework in this language at UW–Madison must take a placement test in that language to qualify and enroll in classes beyond the entry level language course. Previous experience may include native speakers and those who have previous coursework in the language. If you are interested in taking a course in another world language, see the available Departmental Placement Exams below . Many programs have a world language requirement. Be sure to review the Guide to determine your degree requirements for world language and consult with your advisor at SOAR. UW–Madison offers language instruction in more than 30 languages.

Note: If your score is between 0-149 or 851-999, please consult the German advisor. These scores are not valid and something was entered incorrectly on your record.

Note: If your score is between 0-149 or 851-999, please consult the Spanish advisor. These scores are not valid and something was entered incorrectly on your record.

This examination is required for students admitted to undergraduate degree granting programs who:

• Are admitted as first-year students
• Have not previously completed the UW System math placement exam.
• For students who have one of the direct equivalent MATH courses in progress at the time of admission, it is assumed they will complete the course, and they are not asked to take the placement test; if they do not complete or pass the course, they may be required to take the placement test to demonstrate minimum math proficiency.
• Students must demonstrate minimum math proficiency before they enroll in a Quantitative Reasoning Part A course. Satisfaction of Quantitative Reasoning Part A from a math course that is transferred in does not automatically exempt students from the UW math placement test.
• MATH 101 equivalents will be converted to  MATH 96 , and/or will be reviewed by the math department for possible  MATH 96 .

Math Placement Exam Matrix

For more detailed information on math course sequencing and placement, please see the information available on the Math Department website . Students should discuss course selection based on math placement test scores with an advisor if they have any questions.

There are two exams used to determine the placement of students into courses focused on development of skills needed for success in college-level communication tasks:

UW English Placement Test (UWEPT)

Uw–madison english as a second language assessment test (msneslat).

The UWEPT is taken by students admitted to undergraduate degree-granting programs who (one of the following):

• Are admitted as first-year students and are not required to take the MSNESLAT (see next section)
• Have not previously completed the UW System English Placement Exam.
• Do not have credit for the UW–Madison equivalent of a Communication Part A course.

Note: If your score is 0 or between 851-999, please consult your advisor. These scores are not valid and something was entered incorrectly on your record.

The MSNESLAT is taken by all students who are required to submit a TOEFL or IELTS score for admission to UW–Madison.

The MSNESLAT is designed to evaluate English language proficiency, and to place students into English as a Second Language courses that help students improve skills in the written and spoken English used in academic contexts. Students who take the MSNESLAT and obtain a score that does not exempt them from ESL 118 must satisfy the university’s expectation of college-level English language proficiency. This can be done by taking  ESL 118  or by achieving a score of exempt on the MSNESLAT.

English as a Second Language (ESL)

Note: If your score is between 1-98 or 119-999, please consult your advisor. These scores are not valid and something was entered incorrectly on your record.

This is a summary of the Departmental Placement Exam policy. Click  here to view the official policy in its entirety in the UW-Madison Policy Library.

In cases where a student has acquired knowledge, skills or competencies through experiences that are academic in nature and where there is an equivalent UW-Madison course, a department may offer credit by departmental exam which can then be used to meet course requisites and fulfill degree requirements. However, a student may not need the equivalent course for credit and simply wish to demonstrate competency to take course(s) at a higher level which require that competency. The departmental placement exam is a systematic, documented way that will allow a student to demonstrate the academic knowledge, skills or experience required at a level that replaces the taking of a requisite for-credit course.

Departments must propose and have approved the placement exams they offer. Listed below are approved departmental placement exams.  

Computer Sciences

Modern hebrew.

In some schools and colleges at UW–Madison, it is possible to earn retro credits for prior work completed in a foreign language. To earn these credits, students must take a course above the first-semester level on the UW–Madison campus in French, German, Hebrew, Italian, Latin, Portuguese, Spanish, or any other language in which they have some proficiency and the course is also offered on the UW–Madison campus. The course must be designated with the Foreign Language attribute of 2nd, 3rd, 4th, or 5th semester language course and must be the first foreign language course taken by the student after enrolling in the university. Students who take a college-level language course while still in high school may still pursue retro credits at the university.

Students interested in earning retro credits should plan to take the foreign language placement test and consult with the foreign language advisor at SOAR . Students must enroll in the language course prior to earning 30 degree credits (including credits transferred from other colleges but not including AP, CLEP, IB or retro credits in another language) and earn a grade of B or better. UW–Madison honors retro credits earned at previous UW institutions as long as the student enrolled in the course prior to earning 30 credits and earned a grade of B or better. Native speakers of a language are not eligible to earn retro credits in that language. For more information, see Retroactive Credits in the College of Letters & Science section of the Guide .

Both Advanced Placement and International Baccalaureate Higher Level examinations offer the possibility of receiving credits at UW–Madison. Many high schools offer courses through the College Board's Advanced Placement (AP) program or the International Baccalaureate (IB) program. UW–Madison offers degree credit based on a student's performance on the AP and IB exams administered in high schools. (AP and IB exams must be taken before entering UW–Madison.) Students who receive credit for a particular course through AP or IB and take the same course at UW–Madison will not receive degree credit twice; however, the grade in the UW–Madison course will be included in the overall grade point average.

Advanced Placement (AP) Credit Tables

History and social sciences, math and computer science.

A maximum of 9 credits will be awarded between AP Calculus AB, AB Subscore, and BC.

Students may earn credit for either AP Physics 1 & 2 or AP Physics C Electric and Magnetism or Mechanics.

World Languages and Cultures

Ap capstone diploma program, international baccalaureate (ib) credit tables, extended essay.

Students who receive an IB Diploma with a minimum score of 28 are eligible for 3 additional elective credits.

Individuals and Societies

Language acquisition, mathematics.

The Math and Math with Further Math IB exams have been discontinued and are no longer being offered. Credit will still be given for these exams.

Studies in Language and Literature

In many cases, students may receive advanced-standing credit for some A-level exams. After a student has been admitted, the Office of Admissions and Recruitment will perform an official evaluation of credit for A-Level exam results. In order to grant the credit, we require an official copy of the A-Level exam certificate from the examination board. Credits will not be posted from Results Slips or internal school transcripts. Examinations not listed in the A-Level table will be evaluated by the Office of Admissions and Recruitment for appropriate advanced standing credit.

A-Level Credit TableS

Caribbean cape, malaysian stpm, singapore cambridge, university of cambridge cie, university of london-edexcel.

The College-Level Examination Program (CLEP) allows students who have gained college-level knowledge outside the classroom to take examinations for possible college credit. Each exam is 90 minutes long and is made up primarily of multiple-choice questions. Some exams include an essay; however, UW–Madison does not require the essay for any CLEP exam. Credit will be granted only to those students who have completed fewer than 16 semester hours of college credit when the examinations are taken. Students must earn a minimum score of 65 to receive credit. The scores for awarding credit at the University of Wisconsin–Madison do not necessarily match those recommended by the American Council on Education.

College-Level Examination Program (CLEP Credit Table)

This is a summary of the Departmental Credit by Exam policy. Click  here to view the official policy in its entirety in the UW-Madison Policy Library.

Students may acquire knowledge, skills, and competencies through experiences that are academic in nature but may not necessarily correspond to a setting in which UW–Madison awards traditional credit. Credit by department examination is one opportunity for undergraduate students to demonstrate mastery of material that is equivalent to what would be learned in a specific UW–Madison course. The course credits granted through departmental examination are based on a student’s demonstration that they have mastered the learning outcomes equivalent to those for the specified course. Examples of circumstances that will lead students to seek credit by examination may be: they completed preparation for advanced placement exams in high school but were unable to take the AP test; they have placement test scores that place them in a course lower than what they think they are prepared for; they did not get transfer equivalency for a course but they judge that they have completed the material in a course at another university. 

Departments must propose and have approved the exams they offer.  Listed below are the courses that have been approved for credit by exam.

Animal and Dairy Science

For more information on how to earn credit by exam for this course, see the exam information .

For more information on how to earn credit by exam for these courses, see the exam information .

CHEM 101 General Chemistry I Laboratory + CHEM 105 General Chemistry I = CHEM 103 General Chemistry I

CHEM 102 General Chemistry II Laboratory + CHEM 106 General Chemistry II = CHEM 104 General Chemistry II

Educational Psychology

Explore UW-Madison Undergraduate Opportunities 

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Accounting, Certificate

African American Studies, B.A.

African American Studies, B.S.

African American Studies, Certificate

African Cultural Studies, B.A.

African Cultural Studies, B.S.

African Studies, Certificate

Agricultural and Applied Economics, B.S.

Agricultural Business Management, B.S.

Agronomy, B.S.

American Indian and Indigenous Stud...

American indian and indigenous studies, certificate.

Animal and Veterinary Biosciences, B.S.

Animal Sciences, B.S.

Anthropology, B.A.

Anthropology, B.S.

Applied Mathematics, Engineering, a...

Applied mathematics, engineering, and physics, b.s. amep.

Applied Social Science, BLS

Archaeology, Certificate

Architecture, Certificate

Art Education, B.S.

Art History, B.A.

Art History, B.S.

Art History, Certificate

Art Studio, Certificate

Arts and Teaching, Certificate

Asian American Studies, Certificate

Asian Languages and Cultures, B.A.

Asian Languages and Cultures, B.S.

Astronomy–Physics, B.A.

Astronomy–Physics, B.S.

Athletic Healthcare, Certificate

Atmospheric and Oceanic Sciences, B.A.

Atmospheric and Oceanic Sciences, B.S.

Biochemistry, B.A. (L&S)

Biochemistry, B.S. (CALS)

Biochemistry, B.S. (L&S)

Biological Systems Engineering, B.S.

Biology Core Curriculum Honors, Cer...

Biology core curriculum honors, certificate.

Biology in Engineering for Engineer...

Biology in engineering for engineering majors, certificate.

Biology, B.A. (L&S)

Biology, B.S. (CALS)

Biology, B.S. (L&S)

Biomedical Engineering, B.S.

Botany, B.A.

Botany, B.S.

Business Administration: Human Reso...

Business administration: human resources, bba.

Business Administration: Management, BBA

Business Administration: Marketing, BBA

Business Fundamentals, Summer Certi...

Business fundamentals, summer certificate.

Business Management for Agricultura...

Business management for agricultural and life sciences, certificate.

Business, Certificate

Business: Accounting, BBA

Business: Actuarial Science, BBA

Business: Entrepreneurship, BBA

Business: Finance, Investment, and ...

Business: finance, investment, and banking, bba.

Business: Human Resource Management, BBA

Business: Information Systems, BBA

Business: International Business, BBA

Business: Management and Human Reso...

Business: management and human resources, bba.

Business: Management, BBA

Business: Marketing, BBA

Business: Operations and Technology...

Business: operations and technology management, bba.

Business: Real Estate and Urban Lan...

Business: real estate and urban land economics, bba.

Business: Risk Management and Insur...

Business: risk management and insurance, bba.

Business: Supply Chain Management, BBA

Cartography and Geographic Informat...

Cartography and geographic information systems, b.a..

Cartography and Geographic Information Systems, B.S.

Chemical Engineering, B.S.

Chemistry, B.A.

Chemistry, B.S.

Chicana/o and Latina/o Studies, B.A.

Chicana/o and Latina/o Studies, B.S.

Chicana/o and Latina/o Studies, Cer...

Chicana/o and latina/o studies, certificate.

Chinese Professional Communication,...

Chinese professional communication, certificate.

Chinese, B.A.

Chinese, B.S.

Civil Engineering, B.S.

Classical Humanities, B.A.

Classical Humanities, B.S.

Classical Studies, Certificate

Classics, B.A.

Classics, B.S.

Communication Arts, B.A.

Communication Arts, B.S.

Communication Sciences and Disorder...

Communication sciences and disorders, b.a..

Communication Sciences and Disorders, B.S.

Communication Sciences and Disorders, BSE

Community and Environmental Sociolo...

Community and environmental sociology, b.s..

Community and Nonprofit Leadership, B.S.

Computer Engineering, B.S.

Computer Sciences, B.A.

Computer Sciences, B.S.

Computer Sciences, Certificate

Conservation Biology, B.A.

Conservation Biology, B.S.

Consulting, Certificate

Consumer Behavior and Marketplace S...

Consumer behavior and marketplace studies, b.s..

Consumer Finance and Financial Plan...

Consumer finance and financial planning, b.s..

Consumer Marketplace Studies, B.S.

Criminal Justice, Certificate

Dairy Science, B.S.

Dance Studies, Certificate

Dance, B.S.

Dance, Certificate

Data Science, B.A.

Data Science, B.S.

Data Science, Certificate

Design Strategy, Certificate

Development Economics, Certificate

Digital Cinema Production, Certificate

Digital Media Analytics, Certificate

Digital Studies, Certificate

Disability Rights and Services, Cer...

Disability rights and services, certificate.

East Asian Studies, Certificate

East Central European Languages, Li...

East central european languages, literatures, and cultures, certificate.

Economic Analytics, Certificate

Economics, B.A.

Economics, B.S.

Education and Educational Services,...

Education and educational services, certificate.

Education Studies, B.S.

Educational Policy Studies, Certificate

Electrical Engineering, B.S.

Elementary Education and Special Ed...

Elementary education and special education, bse.

Elementary Education, BSE

Engineering Data Analytics, Certificate

Engineering for Energy Sustainabili...

Engineering for energy sustainability, certificate.

Engineering Mechanics, B.S.

Engineering Physics, B.S.

Engineering Thermal Energy Systems,...

Engineering thermal energy systems, certificate, english, b.a., english, b.s..

Entomology, B.S.

Entrepreneurship, Certificate

Environmental Engineering, B.S.

Environmental Sciences, B.A. (L&S)

Environmental Sciences, B.S. (CALS)

Environmental Sciences, B.S. (L&S)

Environmental Studies Major

Environmental Studies, Certificate

European Studies, Certificate

Folklore, Certificate

Food Science, B.S.

Food Systems, Certificate

Forest Science, B.S.

French, B.A.

French, B.S.

French, Certificate

Game Design, Certificate

Gender and Women's Studies, B.A.

Gender and Women's Studies, B.S.

Gender and Women's Studies, Certificate

Genetics and Genomics, B.S.

Geography, B.A.

Geography, B.S.

Geological Engineering, B.S.

Geology and geophysics, b.a., geology and geophysics, b.s..

German, B.A.

German, B.S.

German, Certificate

Global Cultures, Languages, and Edu...

Global cultures, languages, and education, certificate.

Global Health, B.S.

Global Health, Certificate

Graphic Design, Certificate

Health and the Humanities, Certificate

Health Policy, Certificate

Health Promotion and Health Equity, B.S.

History, B.A.

History, B.S.

History, Certificate

Horticulture, B.S.

Human Development and Family Studie...

Human development and family studies, b.s..

Individual Major, B.A.

Individual Major, B.S.

Individual Major, BSE

Industrial Engineering, B.S.

Information Science, B.A.

Information Science, B.S.

Integrated Liberal Studies, Certificate

Integrated Studies in Science, Engi...

Integrated studies in science, engineering, and society, certificate.

Integrative Design of Built and Nat...

Integrative design of built and natural environments, certificate.

Interior Architecture, B.S.

International Business, Certificate

International Development and Educa...

International development and education, certificate.

International Engineering, Certificate

International Studies, B.A.

International Studies, B.S.

Introductory Studies in Dance/Movem...

Introductory studies in dance/movement therapy, certificate.

Italian, B.A.

Italian, B.S.

Italian, Certificate

Japanese Professional Communication...

Japanese professional communication, certificate.

Japanese, B.A.

Japanese, B.S.

Jewish Studies, B.A.

Jewish Studies, B.S.

Jewish Studies, Certificate

Journalism, JBA

Journalism, JBS

Kinesiology, B.S.

Landscape and Urban Studies, B.A.

Landscape and Urban Studies, B.S.

Landscape Architecture, BLA

Languages and Cultures of Northern ...

Languages and cultures of northern europe, certificate.

Latin American, Caribbean, and Iber...

Latin american, caribbean, and iberian studies, b.a..

Latin American, Caribbean, and Iberian Studies, B.S.

Latin, B.A.

Latin, B.S.

Legal Studies, B.A.

Legal Studies, B.S.

LGBTQ+ Studies, Certificate

Life Sciences Communication, B.S.

Linguistics, B.A.

Linguistics, B.S.

Manufacturing Engineering, Certificate

Material Culture Studies, Certificate

Materials Science and Engineering, B.S.

Mathematics, B.A.

Mathematics, B.S.

Mathematics, Certificate

Mechanical Engineering, B.S.

Medieval Studies, Certificate

Microbiology, B.A. (L&S)

Microbiology, B.S. (CALS)

Microbiology, B.S. (L&S)

Middle East Studies, Certificate

Molecular and Cell Biology, B.A.

Molecular and Cell Biology, B.S.

Music, B.A.

Music, B.S.

Music: Education, B.M.

Music: Performance, B.M.

Naval Science, BNS

Neurobiology, B.A.

Neurobiology, B.S.

Nuclear Engineering Materials, Cert...

Nuclear engineering materials, certificate.

Nuclear Engineering, B.S.

Nursing, BSN

Nursing, BSN (Accelerated Program)

Nursing, BSN (Collaborative Program)

Nutritional Sciences, B.S.

Nutritional Sciences, B.S. Nutritio...

Nutritional sciences, b.s. nutrition and dietetics.

Organic Agriculture, Certificate

Personal Finance, B.S.

Pharmaceutical Sciences, B.S.

Pharmacology and Toxicology, B.S.

Philosophy, B.A.

Philosophy, B.S.

Physical Education, B.S.

Physics, B.A.

Physics, B.S.

Physics, Certificate

Pilates, Certificate

Plant Pathology, B.S.

Polish, B.A.

Polish, B.S.

Political Economy, Philosophy, and ...

Political economy, philosophy, and politics, certificate.

Political Science, B.A.

Political Science, B.S.

Political Science, Certificate

Portuguese, B.A.

Portuguese, B.S.

Preparing to Teach Abroad, Certificate

Promoting Activity for Diverse Abil...

Promoting activity for diverse abilities, certificate.

Psychology, B.A.

Psychology, B.S.

Public Policy, Certificate

Rehabilitation Psychology, B.S.

Religious Studies, B.A.

Religious Studies, B.S.

Religious Studies, Certificate

Russian, B.A.

Russian, B.S.

Russian, East European, and Central...

Russian, east european, and central asian studies, certificate.

Scandinavian Studies, B.A.

Scandinavian Studies, B.S.

Scandinavian Studies, Certificate

Science Communication, Certificate

Science of Fermented Food and Bever...

Science of fermented food and beverages, certificate.

Slavic Studies, Certificate

Social Justice and Education, Certi...

Social justice and education, certificate.

Social Welfare, B.A.

Social Welfare, B.S.

Social Work, BSW

Sociology, B.A.

Sociology, B.S.

Soil Science, B.S.

South Asian Studies, Certificate

Southeast Asian Studies, Certificate

Spanish Studies for Business Studen...

Spanish studies for business students, certificate.

Spanish, B.A.

Spanish, B.S.

Special Education, BSE

Sports Communication, Certificate

Statistics, B.A.

Statistics, B.S.

Statistics, Certificate

Sustainability, Certificate

Teaching English to Speakers of Oth...

Teaching english to speakers of other languages, certificate.

Technical Communication, Certificate

Textiles and Design, Certificate

Textiles and Fashion Design, B.S.

Theatre and Drama, B.S.

Theatre, Certificate

Wildlife Ecology, B.S.

Zoology, B.A.

Zoology, B.S.

• College of Agricultural and Life Sciences
• College of Engineering

College of Letters & Science

• Gaylord Nelson Institute for Environmental Studies
• School of Business
• School of Education
• School of Human Ecology
• School of Nursing
• School of Pharmacy

What Is Advising?

School and college academic advising offices, cross-college advising service (ccas), career planning, career advising, pre-professional study, advising offices and programs, study abroad advising, graduating in four years or fewer, degree audit reporting system (dars).

At UW–Madison advising is a partnership between students and the network of advisors they build during their time here. Advising is one of the most essential resources available to students and can play a pivotal role in the college experience and beyond. Advisors can help students get the most out of their Wisconsin Experience by helping them make well-informed decisions, sharing strategies for success, supporting them as they encounter challenges, connecting them to resources, and providing information about campus policies and procedures.

There are many reasons to see an advisor and advising is not limited to certain subjects or specific months of the year. Here are some of the many topics that advisors can help students with:

• Setting academic, career, and life goals
• Connecting a major to a career
• Creating a graduation timeline plan
• Selecting courses and fulfilling degree requirements
• Connecting with tutors
• Getting involved with campus organizations
• Practicing for job interviews
• Choosing a study abroad program
• Finding an internship
• Researching volunteer opportunities
• Understanding university policies and deadlines
• Talking about graduate school
• Proofreading resumes and cover letters

To find contact information for advisors, including the assigned advisor, see this link .

UW–Madison has eight undergraduate schools and colleges. All undergraduates are assigned to an advisor in their area of academic interest, or to a Cross-College Advising Service advisor who specializes in working with students who are deciding on an academic major.

College of Agricultural and Life Sciences (CALS)

Academic Affairs Office cals.wisc.edu/academics/undergraduate-students/advising

College of Engineering (EGR)

Engineering Academic Advising https://engineering.wisc.edu/student-services/undergraduate-student-advising/

College of Letters & Science (L&S)

Academic Advising Services advising.ls.wisc.edu

College of Letters & Science, Center for Academic Excellence (CAE)

cae.ls.wisc.edu

College of Letters & Science Honors Program

honors.ls.wisc.edu For honors programs outside of L&S, contact the school/college advising office.

School of Education (EDU)

School of Education Student Services education.wisc.edu/soe/academics/undergraduate-students/academic-advising

School of Human Ecology (SOHE)

Advising and Career Center sohe.wisc.edu/students/advising/

School of Nursing (NUR)

Academic Programs Office https://students.nursing.wisc.edu/undergraduate-menu/undergraduate-advising/

School of Pharmacy (PHRM)

Student & Academic Affairs Office https://students.pharmacy.wisc.edu/student-academic-affairs/sop-advising/

School of Business (BUS)

Undergraduate Academic Advising https://bus.wisc.edu/current-student-resources/bba/academic-support-resources/academic-advising

The Cross-College Advising Service (CCAS) is a campus-wide advising office for undergraduate students who are in the process of deciding on a major and want to explore the many academic opportunities on campus. CCAS also assists students who are considering changing majors or who have not been admitted to limited-enrollment programs and are evaluating other options. CCAS advisors are knowledgeable about all the programs and majors offered by the eight undergraduate schools and colleges on campus. Each year at SOAR (Student Orientation, Advising, and Registration) , nearly 2000 students in the entering class self-identify as "undecided/exploring" and are assigned to CCAS advisors.

In addition to the main CCAS office in Ingraham Hall, CCAS has residence hall advising offices in Chadbourne Residential College, Witte Hall, Sellery Hall, Ogg Hall, and Dejope Hall. The Dejope office is available to all students in Lakeshore-area residence halls.

Career advisors and career planning opportunities at UW-Madison are available to help students answer the question, “Who am I? Who do I want to become? Where am I going and how do I get there?” Career planning can be a multi-year process that includes self-assessment and reflection, exploring academic and career options, gaining experience in areas of interest, and ultimately conducting a job or graduate school search.

Each school or college within UW-Madison has a dedicated career services office and students are encouraged to work with a career advisor during their time at the University. Students who are exploring a variety of major and career paths can work with the Career Exploration Center. Links to each of the campus career services offices are available below and online at www.careers.wisc.edu .

Students can work with career services staff to engage in a wide variety of career planning activities, including: individual or group advising, educational workshops, job shadowing, informational interviewing, mock interviews, internships, career fairs, and more.

Students can find jobs and internships, and connect to campus career centers and events through their free UW–Madison Handshake account. Handshake is available through the MyUW dashboard, and students can activate their free Handshake account now by visiting https://wisc.joinhandshake.com/ .

Students can meet with individual career advisors throughout their undergraduate experience as they explore and navigate their career plans. Career advisors can help students with a variety of areas, including:

• Career exploration and assessment
• Build skills and relevant experiences
• Internship and job search strategies
• How to network
• Connecting with alumni and employers
• Interview preparation and practice
• Job offers and negotiation
• Résumé/cover letter reviews

CAREER EXPLORATION CENTER (CEC)

The Career Exploration Center (CEC) supports undergraduate students who are undecided about their career and/or academic goals. They assist students in gathering information, personal insight, and experiences that help them explore their options and provide direction in planning the next steps in their career journey.

Career Exploration Center

cec.ccas.wisc.edu

School and College

Career Services: cals.wisc.edu/academics/undergraduate-students/career-services

Engineering Career Services: ecs.wisc.edu

SuccessWorks at the College of Letters & Science: successworks.wisc.edu

Career Center: careercenter.education.wisc.edu

Advising & Career Center: sohe.wisc.edu/students/career-development/

Career Services: students.nursing.wisc.edu/career-advising/career

https://guide.wisc.edu/undergraduate/pharmacy/pharmacy/pharmacology-toxicology-bs/index.html#advisingandcareerstext

Undergraduate Program Office: https://business.wisc.edu/undergraduate/careers/

At UW-Madison, students interested in pursuing graduate-level health professions and law school have access to specialized Pre-Professional Advising resources. Pre-Professional Advising is made up of two co-located and highly collaborative career advising units: The Center for Pre-Health Advising and the Center for Pre-Law Advising. The units share a joint mission of helping to increase access, equity, and diversity within the fields of health and law.

CENTER FOR PRE-HEALTH ADVISING

prehealth.wisc.edu

Pre-Health—e.g., Pre-Med/DO, Pre-PA, Pre-OT, Pre-Vet MD—is not an undergraduate major, it is an intention. All new students should plan to enroll in our free, online, and self-paced Canvas Courses: Pre-Health 101 . Students should major in areas of true interest, meet regularly with their academic advisor(s), and proactively utilize the resources offered by the Center for Pre-Health Advising (CPHA) if they are considering further schooling and careers in the following areas: medicine, dentistry, occupational therapy, physical therapy, physician assistant, public health, chiropractic, optometry, veterinary medicine, or other graduate-level health programs. Students interested in PharmD are strongly encouraged to access advising through the UW School of Pharmacy, due to the many unique aspects of pursuing this degree.

Center for Pre-Law Advising

prelaw.wisc.edu

Pre-law is not an undergraduate major, it is an intention. Students should major in areas of true interest, meet regularly with their academic advisor(s), and proactively utilize the resources offered by the Center for Pre-Law Advising (CPLA) for support in considering, preparing for, and applying to law school.

Adult Career and Special Student Services

acsss.wisc.edu

Center for Educational Opportunity (CEO)

ceo.wisc.edu

Mercile J. Lee Scholars Program

https://mjlsp.wisc.edu

International Student Services

iss.wisc.edu

Native American Center for Health Professions

med.wisc.edu/education/native-american-center-for-health-professions/

Office of Academic Services, Athletics

uwbadgers.com/sports/2015/8/21/GEN_201401011.aspx

Office of Multicultural Arts Initiatives

omai.wisc.edu

People Program

peopleprogram.wisc.edu

Transfer Transition Program

transfer.wisc.edu/

Undergraduate Academic Awards Office

awards.advising.wisc.edu/

School/College Study Abroad

Several schools and colleges have their own study abroad advising locations and offer information about study abroad programs that are directly related to certain areas of study.

• University of Wisconsin Law School

International Academic Programs (IAP)

studyabroad.wisc.edu

International Academic Programs (IAP) offers more than 200 programs on six continents for students of all majors. Courses through IAP programs can count toward degree requirements, allowing students to stay on track for graduation. Scholarships, grants, and financial aid are available.

International Internships

internships.international.wisc.edu

The International Internship Program (IIP) works with students of all majors looking to gain experience and explore careers through international internships. Students can intern with organizations around the world. Advising, academic credits, and scholarships are available.

Non-Approved Study Abroad

Students considering participating in a study abroad program sponsored by a university other than UW–Madison should review this page: https://studyabroad.wisc.edu/nonapproved/ for more information.

UW–Madison encourages, supports, and expects students to work with academic advisors to create, maintain, and plan a graduation timeline. Students should consult with their assigned academic advisor(s) before each enrollment period, and more as needed. Additionally, each major in the Guide includes a four-year plan to help students map out a path to graduation, with help from advisor(s).

To ensure a timely graduation, students should discuss the following topics with their advisor:

• Exploring interests while making progress on degree requirements
• Setting and achieving academic and career goals
• Academic challenges and connecting to resources that support academic success
• Procedures and requirements for declaring a major
• Using the Degree Audit Reporting System (DARS) to check progress toward the degree
• Any changes to a declared major, as well as alternative plans if applying to a competitive limited-enrollment program
• A strategic course schedule to stay on track for graduation

A   Degree Audit Reporting System (DARS) report is an automated summary of a student's degree progress. All schools and colleges at UW-Madison use DARS to audit the progress of most undergraduate degree programs and certificates.

DARS reports indicate which requirements are completed, which are complete with in-progress and planned courses, and which remain unsatisfied. The report may specify courses that meet unsatisfied requirements. For most undergraduate programs, DARS is the tool used to determine completion of the program and/or eligibility to graduate.

Students can request and review their DARS in the Student Center via MyUW, or through the Course Search & Enroll app, and should contact their assigned advisor(s) for help reading and interpreting their DARS report.

Air Force ROTC—Aerospace Studies

Military science—army rotc, naval science—naval rotc, contact information.

The Reserve Officers Training Corps (ROTC) prepares students to become commissioned officers in the U.S. Air Force, Army, Navy, or Marines, as well as for civilian careers. Students may be enrolled in ROTC while pursuing a degree at UW–Madison. ROTC courses are open to all undergraduates who have met the prerequisites. The number of ROTC credits that count toward a UW–Madison degree can vary by department and school or college. Prospective and registered students should contact the military program offices listed in this section of the catalog for information about regular course offerings, summer camp programs, and scholarships.

The Air Force ROTC (AFROTC) program is the primary path available to enter the U.S. Air Force as an officer. Students enroll in the AFROTC program while working toward the bachelor's degree in  any major  they choose. They attend an aerospace studies class each semester, a hands-on leadership laboratory, and weekly physical fitness sessions, while learning about how the Air Force works and deciding which job fields match their interests. Upon graduating, they enter  active duty  service as second lieutenants, in leadership and management roles in the Air Force.

Most career fields have an active-duty commitment of four years after college. If students choose to separate from the Air Force at that time, they can pursue other careers with experience and the distinction of "military officer" on their resumes.

AFROTC is designed for students with three or more years remaining until graduation. To receive an officer's commission, AFROTC cadets must complete all necessary requirements for a degree as well as courses specified by the Air Force. Courses are often taken for academic credit as part of a student's electives. The amount of credit given toward a degree for AFROTC academic work is determined by the student's school or college, and major department.

Required Courses for Air Force ROTC/Aerospace Studies

General military course, total of 4 credit hours:, professional officer course, total of 12 credit hours:.

Cadets must enroll in A F AERO 501 Leadership Laboratory I every Fall semester and A F AERO 502 Leadership Laboratory II every Spring semester, in addition to their lecture courses, for a total of 8 credit hours.

Scholarships are available to qualified applicants. Scholarships may provide full tuition, laboratory and incidental fees, and reimbursement for textbooks. In addition, scholarship cadets receive a nontaxable allowance ranging from $300 to $500 per month, depending on academic/AFROTC year. Juniors and seniors automatically receive $450 and $500, respectively.

For Participating Students: Participating students are those who are registered in AF AERO courses but do not seek a commission. Participating students are not cadets, and the following apply:

• Must create a WINGS account; however, students are not required to complete the application for AFROTC membership. Accounts can be created here: https://wings.holmcenter.com/psp/hcp/LANDING/PORT_HCP/c/W_ROTC.W_PTL_PRESCREEN.GBL
• May enroll in AFROTC classes for academic course credit only.
• Will not be issued uniforms.
• Will not be included in Detachment Commander's Ranking.
• Are ineligible to compete in any selection program.

Cannot compete for an Enrollment Allocation (EA), contract, or commission.

All AFROTC courses are open to all students regardless of membership in the program. Students are invited to take one of the program's courses to determine if AFROTC is right for them with no obligation to join. For more information, please contact the Recruiting Officer at 608-262-3440 or 608-265-4812;  [email protected] .

The Army Reserve Officers’ Training Corps (ROTC) is the nation's largest leadership and management-development training program. It offers the opportunity to earn a commission as a Second Lieutenant for Active Duty, Army Reserve, or Army National Guard while pursuing an academic degree. It enables young men and women to prepare themselves to be leaders in the Army or the civilian career field of their choice. The traditional four-year Army ROTC Program is divided into a two-year Basic Course and a two-year Advanced Course. A non-contracted student enrolled in the Basic Course does not incur a military service obligation.

BASIC COURSE

This instruction introduces the student to fundamental military and leadership subjects. It is normally taken over four successive semesters, but may be completed in as few as two semesters. Students should discuss available options with the Scholarship & Enrollment Officer before registering for courses if they have fewer than four semesters to complete the Basic Course.

The regular curriculum consists of a lecture and lab each semester. Freshmen are encouraged to take our class and lab with no military obligation. Students can enroll in a lecture without enrolling in the lab, but cannot enroll in a lab without the corresponding lecture. Labs are intended to provide practical leadership experience and military skills training such as map reading, land navigation, field training, and rifle marksmanship. Additionally, students who start in the Aerospace Studies or Naval Science programs can switch to Military Science and continue on toward graduation with no penalty.

ADVANCED COURSE

Students who have completed the Basic Course or an equivalency (see Two-Year Program) and have passed all enrollment eligibility criteria continue on into the Advanced Course. This course consists of the following lectures, leadership labs, a separate military history course, physical fitness training sessions, and a four-week summer camp (Advance Camp) at Fort Knox, Ky. During labs and physical training sessions students are provided practical leadership opportunities to prepare them for Advance Camp and their future military careers. Students normally attend Advance Camp between their junior and senior years of Military Science. Students must complete all components of this course to earn a commission.

TWO-YEAR PROGRAM

Students who are veterans, members of the Army National Guard/Army Reserve, or who have participated in the Junior Reserve Officers' Training Corps Program in high school may qualify for direct entry into the Advanced Course. Students who did not complete the ROTC Basic Course (see above), to include graduate and doctoral students, but have two years of academic study remaining may be eligible to attend Basic Camp. This option compresses the Basic Course curriculum into a four-week summer camp held at Fort Knox, KY prior to starting the Advanced Course. Students who believe they qualify for this program should consult with the Scholarship & Enrollment Officer for more information.

SCHOLARSHIPS

Qualified students may compete for Army ROTC scholarships ranging from two to three years in duration. High school students can apply for a four year scholarship during their senior year of high school. Students must be enrolled and participating in Army ROTC to be eligible for scholarships. Scholarships are merit based and pay full tuition & fees (both in and out-of-state) or room and board (capped at $5,000/semester) but not both, $600/semester for textbooks and laboratory expenses, and a tax fee subsistence stipend of $420 for each month of the regular school year. Interested students should consult with the Scholarship & Enrollment Officer for more detailed information concerning the scholarship eligibility requirements. For additional information about Army ROTC, students may contact Josh Beyerl in the Department of Military Science, 1910 Linden Drive, 608-262-3411,  [email protected] .

The Naval ROTC Program was established to develop future officers mentally, morally and physically and to instill in them with the highest ideals of duty, and loyalty, and with the core values of honor, courage and commitment in order to commission college graduates as Naval officers who possess a basic professional background, are motivated toward careers in the Naval service, and have a potential for future development in mind and character so as to assume the highest responsibilities of command, citizenship and government.

Program Description

The purpose of the Naval ROTC Program is to educate and train qualified young men and women for service as commissioned officers in the Navy's unrestricted line, and the Marine Corps. As the largest single source of Navy and Marine Corps officers, the Naval ROTC Scholarship Program plays an important role in preparing mature young men and women for leadership and management positions in an increasingly technical Navy and Marine Corps.

Selected applicants for the four-year Naval ROTC Scholarship Program are awarded scholarships through a highly competitive national selection process, and receive full tuition, books stipend, educational fees and other financial benefits. Upon graduation, midshipmen are commissioned as active duty officers in the Navy’s unrestricted line or the Marine Corps.

The four-year Naval ROTC Scholarship Program is available to qualified students who graduate from high school before August 1 of the year they intend to start college, and have earned less than 30 credit hours of college-level courses.

Students may affiliate with the Naval ROTC program, with the approval of the Professor of Naval Science, as College Program midshipmen, but receive none of the monetary benefits of scholarship students.  College program midshipmen may apply and compete for 3-, 2-, or 1-year NROTC scholarships in each of their freshman, sophomore and junior academic years.

Students selected for the Navy ROTC Scholarship Program make their own arrangements for college enrollment and room and board, and take the normal course load required by the college or university for degree completion.

Upon graduation, midshipmen who complete all academic requirements in the Navy ROTC program are commissioned as an Ensign in the Navy or a 2 nd Lieutenant in the Marine Corps and will be required to serve a minimum of five years of active military service. (Additional service requirements may apply for specific service assignments; e.g., pilot, nuclear power officer.)

Program Requirements

• Complete all requirements for a bachelor's degree.
• Complete specified Naval Science courses:

Navy Option

Marine Option

• Calculus (two semesters, by end of sophomore year). Not required for Marine option students.
• Physics (two-semesters of calculus-based physics, by end of junior year). Not required for Marine option students.
• English grammar and composition (two-semesters).
• National Security Policy/American Military Affairs (one-semester).
• World Culture/Regional Studies (one-semester; certain countries or cultures do not satisfy). Not required for Marine option students.
• Maintain a minimum, cumulative 2.5 GPA.
• Register for, and attend a one credit Naval Science leadership lab each semester ( NAV SCI 175 Introductory Naval Laboratory I ,  NAV SCI 176 Introductory Naval Laboratory II ,  NAV SCI 275 Elementary Naval Laboratory I ,  NAV SCI 276 Elementary Naval Laboratory II ,  NAV SCI 375 Intermediate Naval Laboratory I ,  NAV SCI 376 Intermediate Naval Laboratory II ,  NAV SCI 475 Advanced Naval Laboratory I ,  NAV SCI 476 Advanced Naval Laboratory II )
• Participate in a 4-6-week training period each summer 

SUMMER TRAINING REQUIREMENTS

A significant portion of a midshipman's professional training during their four-year curriculum is received during summer training.

Navy option midshipmen attend summer training, to include Career Orientation and Training for Midshipmen (CORTRAMID) for rising sophomores, and Fleet Exposure Cruises for rising juniors and seniors.

Marine Corps option summer training includes Career Orientation and Training for Midshipmen (CORTRAMID) for rising sophomores, and Fleet Exposure Cruises for rising juniors. All rising senior Marine option midshipmen attend the 6-week Marine Corps Officer Candidates School in Quantico, VA.

Midshipmen must ultimately make decisions as to which warfare area they will request to be commissioned into; CORTRAMID and the various summer training programs are designed to instill awareness of these areas and provide midshipmen with the background necessary to make informed decisions regarding their career choice. Midshipmen select their order of preference of available warfare communities and are ultimately assigned based on their class rank and the needs of the Navy and Marine Corps.

Possible Summer Training Assignments

• CORTRAMID: Midshipmen assigned to this training will travel to a Fleet concentration area on either the East or West coast and spend a week with each of the following warfare communities: surface ship, submarine, aviation, and Marine Corps.
• Nuclear Power: Midshipmen can be assigned to a nuclear submarine or aircraft carrier.
• Ashore Aviation Option: Selected, qualified midshipmen train with a shore-based Navy aviation squadron, including flight time if feasible.
• Surface Warfare: Midshipmen can be assigned to a Navy ship in the United States or in overseas ports.

Air Force ROTC—Aerospace Studies: Air Force ROTC—Aerospace Studies: Lieutenant Colonel Eric Visger, Professor of Aerospace Studies/Detachment Commander; Major Angela Ferreira, Assistant Professor of Aerospace Studies/Operations Flight Commander; Captain Kaitlynn Williams, Assistant Professor of Aerospace Studies/Recruiting Officer; Major Jeremy Ware, Assistant Professor of Aerospace Studies/Education Officer.

Military Science—Army ROTC:  Professor Lieutenant Colonel Cheney; Assistant Professor Captain Schwartz, Assistant Professor; Assistant Professor Captain Ali; Assistant Professor Captain Schultz; Enrollment Officer: Josh Beyerl

Naval Science— Professor, CAPT Barnett; Associate Professor, CDR Choquette; Assistant Professors LT Hippe, LT Fox, and Marine Capt. Hoffman.  The assistant professors act as undergraduate advisors and may be contacted through the department office.

Air Force ROTC—Aerospace Studies 608-262-3440 1433 Monroe Street, Madison, WI 53711 http://www.afrotc.wisc.edu/

Military Science—Army ROTC 608-262-3411 1910 Linden Drive, Madison, WI 53706 http://www.badgerrotc.wisc.edu/

Naval Science 608-262-3794 1610 University Avenue, Madison, WI 53726-4086 http://nrotc.wisc.edu/

Student Learning at UW–Madison

Academic enrichment and honors programs, study abroad programs.

• Wisconsin Experience

The Wisconsin Experience is UW–Madison ’s vision for the total student experience, which combines learning in and out of the classroom. Tied to the Wisconsin Idea and steeped in our long-s tanding institutional values—t he commitment to the truth, shared participation in decision-making, and service to local and global communities — the Wisconsin Experience describes how students develop and integrate these core values across their educational experience.

Through the Wisconsin Experience,  our students will engage in the following areas of intellectual and personal growth.

Empathy and Humility

• Develop and demonstrate cultural understanding of self and others
• Engage locally, nationally, and globally in a respectful and civil manner
• Appreciate and celebrate one another’s abilities, views, and accomplishments

  Relentless  Curiosity

• Actively learn with expert instructors, scholars, and peers
• Engage in creative inquiry, scholarship, and research
• Develop resilience, and foster courage in life and learning

 Intellectual Confidence

• Develop competence, depth , and expertise in a field of study
• Integrate ideas and synthesize knowledge across multiple contexts
• Exercise critical thinking and effective communication

Purposeful Action

• Apply knowledge and skills to solve problems
• Engage in public service, partner with others , and contribute to community
• Lead for positive change

Student engagement and activism are deeply rooted in UW–Madison’s rich history of academic and research excellence. Occasionally, students are expected to help the university better understand and improve student learning by participating in evaluative activities, which include surveys, focus groups, and questionnaires, and by providing examples of their work through presentations, posters, demonstrations, and writing samples. We rely on the student perspective when assessing the effectiveness of academic and co-curricular programs. By participating, students help improve their own educational and related experiences and contribute to better educational experiences for future students. 

UW–Madison offers students many ways to enrich their academic program, regardless of the major field of study they choose to pursue. Engaging in research, studying abroad, being part of learning communities, participating in university honors, becoming a student leader, engaging in service learning—these are all vital components that enhance and strengthen classroom learning. This partnership between in- and out-of-classroom learning form the foundation of the Wisconsin Experience . The university encourages students to take advantage of opportunities to integrate their learning experiences.

Honors Programs

Honors programs, which vary slightly among the schools and colleges, are designed for students who wish to undertake work that is more intensive than regular coursework. High grade point averages are required to maintain honors student standing. Students should refer to Honors Programs for more information including specific school or college programs or to contact an honors advisor.

Undergraduate Research Opportunities

One of the most exciting things in life is to discover something new. UW–Madison provides unique opportunities to learn from and work with some of the world’s leading researchers and scholars. Options range from assisting with professors’ ongoing research to designing and directing one's own projects. For many examples, see Undergraduate Research Opportunities . The Undergraduate Research Scholars Program is one opportunity available in the first or second year of study. Students may cap off their undergraduate degree with a senior thesis or senior honors thesis and are encouraged to present their work at the Undergraduate Symposium. For program descriptions, see Undergraduate Symposium . For a sampling of the many grants and awards available to support and honor this work, visit the Undergraduate Academic Awards Office .

Community-Based Learning

Undergraduates have access to more than 100 community-based learning courses each year. These courses emphasize hands-on experiences that address real-world issues as a venue for educational growth. More information on community-based learning is available at the Morgridge Center for Public Service .

Learning Communities

UW–Madison's rich tradition of supporting learning communities means that the traditional classroom is not the only place where students learn. Students may choose to participate in any of the many residential and nonresidential learning communities, where students, faculty, and staff work together as both learners and teachers to pursue their academic interests. For more information about residential options, refer to University Housing's learning communities .

Studying abroad extends the boundaries of the classroom to the world. It is an exciting way for students to complement and enhance their on-campus learning while earning meaningful credit toward the major and degree. Each year UW–Madison sends more than 2,000 students on study abroad programs around the globe, including domestic study away options within the United States.

International Academic Programs (IAP) serves as the central study abroad office on campus, offering more than 200 programs in over 60 countries around the world. IAP program offerings, available to all majors for students at all levels, range from short-term faculty-led opportunities to intensive language study, internships, a semester or a year at a university abroad, service-learning, and programs with special themes. Students can visit the Study Abroad Resource Center, 301 Red Gym, to meet with advisors who can help students prepare and research study abroad options.

Additionally, in partnership with IAP, the College of Agricultural and Life Sciences, the College of Engineering, and the Wisconsin School of Business offer programs geared specifically for their academic disciplines. All approved UW–Madison programs share policies, procedures, and best practices, and are featured on the UW Study Abroad Program Search .

The Value of Study Abroad

Employers are increasingly looking for workers who not only have technical knowledge, but also “soft skills” such as critical thinking, problem solving, time management, and communication skills deemed necessary for success in a global workforce. Study abroad is one of the best ways students can acquire global skills and stand out to potential employers. Study abroad alumni have better job prospects. Based on a survey conducted by  IES Abroad , 90 percent of study abroad alumni found their first job within six months of graduation. In addition to being able to experience new customs, cultures, interests, and food, alumni have reported that study abroad increased their confidence and had a lasting impact on their worldview .

Regardless of major, students will find that study abroad has much to offer. The variety of program sites and durations (semester, spring break, summer, winter, year) allow students to select programs based on individual academic interests and personal goals and objectives.

Access and Meaningful Credit for All Majors

In general, credits earned abroad can count toward fulfilling college and major requirements in any UW–Madison school or college. Seniors in most schools and colleges who complete their major and degree requirements while abroad on a UW–Madison program can graduate at the end of their study abroad program.

Each study program has its own eligibility requirements. Students are encouraged to talk with their academic advisors early in their academic careers about how study abroad can fit into their academic plans and future career goals. We are also working with departments to create Major Advising Pages to highlight programs that work best for students' degree plans.

Costs and Funding

Students who are thinking about studying abroad or have already decided to do so may be concerned about how they will fund the experience. We frequently hear from students that the program cost is a primary factor in deciding whether they are able to pursue studying abroad. Instead of tuition, students pay a program fee to cover the actual costs of the experience, which is unique to each program. Programs vary widely in cost, so it is likely that we have a program for every budget. Sometimes studying abroad is no more expensive than studying on campus, and other times the cost can be higher. We work with students to create funding plans for their time abroad.

Students who study abroad in UW–Madison-sponsored programs may be eligible to use federal financial aid toward the costs of the program. Students should meet with the UW–Madison Office of Student Financial Aid to discuss eligibility requirements. In addition, students can apply for scholarships specifically designated for use with study abroad programs. These include UW–Madison, national, and international scholarship opportunities. Students can also use most campus and academic department scholarships for UW–Madison-sponsored study abroad programs.

Diversity and Inclusion

Study Abroad staff are committed to providing quality study abroad and domestic study away programs for every UW–Madison student. We work strategically to identify, address, and remove barriers that may prevent participation and to provide a welcoming and inclusive environment for students. Our team actively engages with students, faculty, and staff from diverse backgrounds and prioritizes the continuous development of our knowledge and cultural competence. We also recognize the importance of increasing access to study abroad for historically underrepresented student populations. We are committed to diversity and inclusion so that every student can engage with and understand their identity through a new lens and continue to develop and make progress on their personal, professional, and academic goals.

• Requirements for Undergraduate Degrees

Total Degree Credits

Residence credit, undergraduate major declaration, academic probation, breadth, 13–15 credits, distributed over three areas, communication, 3 to 5/6 credits, ethnic studies, 3 credits, quantitative reasoning, 3 to 6 credits, identifying courses that meet general education requirements, general education policies, declaration of intent to graduate, conferral of degrees, commencement.

This is a summary of the Requirements for Undergraduate Degrees policy. Click  here   to view the official policy in its entirety in the UW-Madison Policy Library.

The University of Wisconsin–Madison sets minimum standards that must be met by all students pursuing an undergraduate degree. The information in the following paragraphs provides general information about study at UW–Madison. Requirements may vary among the schools and colleges, and for specific programs. Students should learn about and understand the specific requirements for their program of study.

To receive a bachelor's degree from UW–Madison, students must earn a minimum of 120 degree credits (which includes AP, IB and other test credit, transfer credit, and retroactive credit). Requirements for some programs may exceed 120 degree credits. Students should consult with their college or department advisor for information on specific credit requirements. Undergraduate Majors .

Degree candidates are required to earn a minimum of 30 credits in residence at UW–Madison. "In residence" means on the UW–Madison campus with an undergraduate degree classification. “In residence” credit also includes UW–Madison courses offered in distance or online formats, as credits earned in UW–Madison Study Abroad/Study Away programs. Some schools and colleges may have additional requirements concerning courses taken in residence; students should refer to the specific school or college section of the Guide or consult with an advisor.

This is a summary of the Undergraduate Major Declaration policy. Click  here   to view the official policy in its entirety in the UW-Madison Policy Library.

Undergraduate degrees at UW–Madison presume that students are completing a program of study that consists of a degree program that combines the requirements for the degree with focused study in a discipline, or that combines school or collegewide requirements with an undergraduate major in which they pursue focused study. All undergraduates are expected to have declared or to have been admitted to their focused area of study by the end of the semester in which they have accumulated 86 credits. Students who have not met this expectation may be prevented from enrolling in future terms until they meet with their advisor. Some schools and colleges have additional requirements governing when majors may be declared; students should refer to the specific school or college section of the Guide and consult with an advisor about declaring their major. 

Undergraduate students must maintain the minimum academic thresholds, including the minimum grade point average specified by the school, college, or academic program to remain in good academic standing. Students whose academic performance drops below these minimum thresholds will be placed on academic probation.

General Education Requirements

This is a summary of the General Education Requirements policy. Click here   to view the official policy in its entirety in the UW-Madison Policy Library.

All undergraduate students at UW–Madison must complete the university-wide General Education Requirements, which are designed to convey the essential core of an undergraduate education. This core establishes a foundation for living a productive life, being a citizen of the world, appreciating aesthetic values, and engaging in lifelong learning in a continually changing world. These requirements provide for breadth across the humanities and arts, social studies, and natural sciences; competence in communication, critical thinking, and analytical skills necessary for success in college and beyond; and investigation of the issues raised by living in a culturally diverse society. This core is intended to provide students with intellectual and practical skills, basic knowledge of human cultures and the physical world, strategies for understanding these topics, and tools intended to contribute to their sense of personal and social responsibility. General Education complements the work students do in their majors and degrees. Together, these requirements help students learn what they need to know not just for making a living, but also for making a life.

Completing the General Education Requirements is an important part of achieving these competencies, and to do so, students choose from many courses in communication, ethnic studies, quantitative reasoning, and breadth of study across disciplines in the natural sciences, humanities, literature, and arts, and social and behavioral sciences.

Each school and college may choose to allow General Education courses to count toward other degree and/or major requirements. Students should always check with their advisors to discuss any additional degree requirements and determine if students are required to take specific General Education courses or to complete the requirements in a particular order. Students should review their Degree Audit (DARS) report to see how they are progressing toward fulfilling the General Education requirements. Please refer to this website for more information about the requirements.

The university-wide General Education requirements are:

All students must complete 13–15 credits of coursework intended to provide a breadth of experience across the major modes of academic inquiry. This requirement encourages students to adopt a broad intellectual perspective, to examine the world through investigative, critical, and creative strategies practiced in the natural (computational, biological, and physical) sciences, social and behavioral sciences, as well as in the arts and humanities.

Learning Outcomes

Students acquire critical and creative thinking skills as well as enhance their problem-solving skills through a breadth of study across the humanities and arts, social studies, computational, biological sciences and physical sciences. In courses satisfying the Breadth requirement, students will:

• Articulate examples of significant contributions to human understanding achieved through various “ways of knowing” found in the arts and humanities; social and behavioral sciences; and computational, biological, and physical sciences
• Recognize and articulate the ways in which different disciplines approach questions that call upon different tools of inquiry, understanding, and creative enterprise
• Identify ways in which multiple tools of inquiry and understanding can be used to achieve greater insight into resolving “big” questions (e.g., climate change, poverty, global health etc.), evaluating the strengths and weaknesses of those approaches, and understanding which complementary approaches will help achieve meaningful change
• Evaluate different modes of inquiry across the humanities and arts; social studies; computational, biological, and physical sciences, and identify strengths and weaknesses of those approaches across disciplines when approaching a question

To achieve these outcomes, students are required to complete courses in the following areas.

• Natural Science, 4 to 6 credits, consisting of one 4- or 5-credit course with a laboratory component; or two courses providing a total of 6 credits
• Humanities/Literature/Arts, 6 credits
• Social Studies, 3 credits

This requirement challenges students to understand that there are many ways to research, understand, communicate about, and interpret creatively the world around us. These "ways of knowing" intersect and overlap, and the ideas presented in one area will often inform and transform what students know and how they think about the others. Students develop skills that help them make informed decisions in a wide range of political, economic, and social contexts, to think critically about the world, to better understand their own and others' experience, and to behave in socially responsible ways. (For more information about how this exposure to breadth of inquiry and expression enriches students’ undergraduate experience and complements intensive study in the major, please see the General Education Requirements website.)

The Communication requirement helps to ensure that all graduates of UW–Madison acquire essential communication and research-gathering skills necessary for success in university course work and beyond. Communication–A ( Comm–A ) and Communication–B ( Comm–B ) courses train students to gather and assess information from a variety of sources and to present different kinds of information, insight, and analysis to diverse audiences. These courses are essential for students' career success and their preparation for public life in a rapidly changing world. While Comm–A courses focus exclusively on essential communication skills, Comm–B courses provide content instruction in a specific discipline and teach research, writing, and communication skills in conjunction with the course content. Comm–B courses are offered by departments across campus and vary widely in topic, content, and format.

Students develop skills that enable them to be effective communicators in and out of the classroom. In courses satisfying the Communication requirement, students will:

• Make effective use of information retrieved, organized, and synthesized from appropriate sources
• Present ideas and information clearly and logically to achieve a specific purpose
• Make effective use of communicative forms appropriate to a specific discipline and adapted to the intended audience
• Use appropriate style and conventions associated with particular communicative forms, genres or disciplines

To achieve these outcomes, students must complete the following Communication requirements:

Part A. Literacy Proficiency.

2–3 credits at first-year level dedicated to reading, listening, and discussion, with emphasis on writing. While most incoming freshmen are required to complete coursework to fulfill this requirement, students may be exempted from Part A by approved college course work while in high school, AP test scores, or placement testing. Students are expected to satisfy this requirement by the end of their first year of undergraduate study.

• Use the four modes of literacy: writing, speaking, reading, and listening to formulate strategies for critical thinking
• Use information-seeking skills to demonstrate the four modes of literacy

Part B. Enhancing Literacy Proficiency.

2–3 credits of more advanced coursework for students who have completed or been exempted from Part A. Students should consult with the appropriate undergraduate advisor about when this requirement should be completed. Courses that satisfy this requirement are offered in many fields of study; although a wide variety of courses fulfill this requirement, students are encouraged to select a course most in keeping with their interests or other requirements of their intended field(s) of study.

• Identify and make skillful use of relevant, reliable, and high-quality research sources appropriate to the course subject and discipline
• Make productive use of the writing process, including brainstorming, outlining, drafting, incorporating feedback, and revising, to develop a fledgling idea into a formal paper, presentation, and/or project
• Share research, course content, or creative activity in writing and at least one other mode of communication relevant to the discipline. Other modes of communication might include presentations using one or more media, debate, discussion, poster presentations, and other forms of expression that convey course content

Please note: Because English is the language of instruction at UW–Madison, Communication A and B courses are taught in English, and student work in them is also completed in English.

The Ethnic Studies requirement is intended to increase understanding of the culture and contributions of persistently marginalized racial or ethnic groups in the United States, and to equip students to respond constructively to issues connected with our pluralistic society and global community. Because this increased understanding is expected to have a positive effect on campus climate, students are expected to complete this requirement within the first 60 credits of undergraduate study

Students draw connections between historical and present day circumstances and consider perceptions and cultural assumptions when examining questions and making decisions. In courses satisfying the Ethnic Studies requirement, students will:

• Articulate how the past has affected present day circumstances regarding race and racial inequities in the U.S.
• Recognize and question cultural assumptions and knowledge claims as they relate to race and ethnicity
• Demonstrate self-awareness and empathy toward the cultural perspectives and worldviews of others
• Apply course concepts to their lives outside the classroom by respectfully participating in our multicultural society

The skills listed above apply to students' lives inside and outside the classroom, and by pursuing these objectives, students will further enhance their ability to participate in a multicultural society more effectively, respectfully, and meaningfully. Students complete this requirement by taking one course of at least 3 credits that is designated as an Ethnic Studies course.

Quantitative Reasoning is the process of forming conclusions, judgments or inferences from quantitative information. The Quantitative Reasoning requirement at UW–Madison has two parts: Part A and B. Quantitative Reasoning A courses provide students with skills in mathematics, computer science, statistics or formal logic that are needed for dealing with quantitative information. The acquired skills are broad-based in order to have a positive impact on the readiness of students to take a Quantitative Reasoning B course in a variety of disciplines. Quantitative Reasoning B courses allow students to enhance their Quantitative Reasoning Proficiency in a more advanced setting, where they make significant use of quantitative tools in the context of other course material. To ensure timely completion of the undergraduate degree, students must demonstrate minimum math proficiency  before they can enroll in a Quantitative Reasoning Part A course. They  should complete Part A of the Quantitative Reasoning requirement by the end of their first year, and must complete Part A before they enroll in Part B.

Quantitative Reasoning Part A:

An an introductory course in college-level mathematics, computer science, statistics, or formal logic that is intended to prepare students for more advanced work in a disciplinary context.

• Solve problems using quantitative information and the tools of college‐level mathematics, computer science, statistics or formal logic
• Draw conclusions using quantitative information and the tools of college‐level mathematics, computer science, statistics or formal logic
• Develop models and/or interpret data and/or devise algorithm using quantitative information and the tools of college‐level mathematics, computer science, statistics or formal logic

Quantitative Reasoning Part A Requirement

Can be satisfied by approved college work while in high school, AP test scores, placement testing, or taking a 3-credit course at UW–Madison with a Quantitative Reasoning A designation.

Quantitative Reasoning Part B:

In the disciplinary or interdisciplinary context of a course designed to build on the tools of college-level mathematics, computer science, statistics, or formal logic.

• Manipulate quantitative information to create models, and/or devise solutions to problems using multi‐step arguments, based on and supported by quantitative information
• Evaluate models and arguments using quantitative information
• Express and interpret in context models, solutions, and/or arguments using verbal, numerical, graphical, algorithmic, computational or symbolic techniques

Quantitative Reasoning Part B Requirement

Can be satisfied by taking a designated QR-B course of at least 3 credits in a variety of fields of study, which enhances students’ proficiency in this domain. Students are encouraged to select a course in keeping with their interests or to satisfy other requirements for their major or degree program.

The university offers hundreds of courses that meet the requirements described above. Students should consider their own interests and check with their advisor when deciding which courses to complete. Please note that many undergraduate programs of study have breadth requirements that go beyond these basic university-wide requirements.

The following language is used in the UW–Madison course listings to indicate how courses count toward satisfying the communication, quantitative reasoning, and ethnic studies portions of the General Education Requirements. Courses that satisfy these requirements are also tagged with a mortarboard (graduate cap) symbol.  mortar board

• Communication Part A
• Communication Part B
• Ethnic Studies
• Quantitative Reasoning Part A
• Quantitative Reasoning Part B

Note: Some Communication Part B courses carry Communication B credit only at the lecture or section level and/or only in certain semesters; these courses will be indicated in the Schedule of Classes.

Course descriptions also include information about whether courses meet General Education Humanities, Natural Science, or Social Studies Breadth Requirements. (Click on course numbers in the Guide to see this information.) Students should also be aware that each school and college may, at its own discretion, designate additional courses that satisfy these requirements. For this reason, students should consult their advisors to obtain information about how these requirements are implemented in the school or college in which they are enrolled.

• Only undergraduate-level college courses may satisfy General Education Requirements.
• Directed or Individualized Study may not be used to satisfy General Education Requirements.
• Because these requirements assume that students are engaged in focused study within the designated area of general education, requirements cannot be met with portions of courses.
• Exemption from General Education: All students are required to meet the fundamental degree requirements of the university, which include general education.
• Disability-Based Waivers: The university has determined that waivers to the communication and quantitative reasoning portions of the general education component would fundamentally alter the nature of the University of Wisconsin–Madison degree. Students should not expect to obtain disability-based waivers to the communication and quantitative reasoning portions of the General Education Requirements.
• Pass/Fail: Effective fall 2012, all courses taken to meet the University General Education Requirements must be taken on a graded basis. These grades are included in students' GPA calculations according to school/college GPA rules.

When students expect to graduate, they must indicate their intent by completing the graduation application available in the MyUW Student Center. It is the policy of UW–Madison that all work for the degree must be completed and all degree requirements satisfied before the degree can be conferred.

When students have been certified as having completed all university general education, degree, and major requirements, the degree will be awarded. When the degree is awarded, a diploma will be issued, listing the degree earned, and the transcript updated to reflect the degree, major, and any other approved academic programs completed. Students who have holds on their records will not receive their diplomas, or be able to order transcripts, until the holds are cleared. 

Students who wish to attend the spring or winter commencement ceremony must indicate their intent by completing the graduation application available via Student Center in  My UW by the posted deadline . Students may participate in the commencement ceremony , in which the chancellor and deans symbolically confer the degrees, even if all degree requirements have not been completed. Neither participation in the ceremony nor listing in the program conveys degree conferral. Students will not receive the diploma or transcript notation until all degree requirements are certified as complete by their respective school or college. Should a student’s graduation plans change, updates to the intended term of graduation must be indicated via the graduation application in the MyUW Student Center.

Grading System

Credit/no credit courses, incompletes, class standing, tuition and fees, residence for tuition purposes, minnesota reciprocity for tuition rates.

The Office of the Registrar is responsible for maintaining the academic records of students who attend the University of Wisconsin–Madison and for many services associated with these records, including enrollment and grading. The office is located at:

333 East Campus Mall #11101 Madison, WI 53715-1384 [email protected] 608-262-3811

Many student services are available online in the Student Center on  My UW–Madison (My UW) , including viewing grades, ordering transcripts, and updating address and emergency contact information. Students are responsible for the accuracy of the addresses provided in My UW and for the courses selected when they enroll.

My UW is available to eligible students, who gain access by using their Net ID and password. Access to My UW–Madison is available from any device with Internet access. For further information about My UW–Madison, see DoIT (Division of Information Technology) .

Students enroll for courses, obtain information about deadlines, view their class schedule, and more in the Course Search & Enroll application on  My UW . Information about key deadlines and course enrollment are also available at the Office of the Registrar website . Additional assistance with the course enrollment process is available by calling 608-262-3811 or emailing [email protected] .

The general quality of a student's work is expressed in terms of a grade point average (GPA). It is based on the total number of credits taken for which grades of A through F are received. Semester grades are reported by letter only; plus and minus signs are not authorized. The highest possible GPA is 4.0, representing A grades in every course; the lowest possible is 0.0. The following is the official scale of grades at UW–Madison.

Grades with Associated Grade Points per Credit

Excluded from the GPA calculation are:

S or U (Satisfactory or Unsatisfactory) in courses taken on the pass/fail basis.

SD/UD (Satisfactory-Disruption/University Disruption-No Credit): special grading option for students in response to the COVID-19 events.

Cr or N (Credit or No Credit) in courses offered on a credit/no credit basis.

Def (Deferred), Ex (Excused), PE (Permanently Excused), formerly used only for required Physical Education. The Physical Education requirement was discontinued effective August 30, 1976.

DR (Dropped), indicates the course was dropped.

I (IN for Cr/N Courses) (Incomplete), a temporary grade used when work is not completed during a term.

EI (Extended Incomplete), a temporary grade for an extended time limit to remove an Incomplete.

PI (Permanent Incomplete), a permanent grade replacing an Incomplete incurred in a student’s last semester in residence and not removed within five years.

NR (No Report), indicates that a grade was not submitted by the instructor. Has no net effect on GPA. Effective Summer 1999.

NW (No Work)…”should be used for students who enroll in a course and then never attend. ‘No Work’ in this context means that the instructor has no evidence that the student ever attended, in that no course work was ever submitted. Any student who does attend for part of the semester, and then stops participating should be given a grade of ‘F’ unless there are grounds for assignment of a grade of ‘I'(Incomplete).” Fac. Doc. 1028; effective 9/94.

P (Progress), a temporary grade used for courses extending beyond one term. The final grade determines the grade for each term and replaces P grades for the course.

Q (Question on Credits or Honors), a temporary grade used during grade reporting to indicate a credit problem. Should only be used when the student is enrolled for the wrong number of credits or their honors indication is incorrect. A Q grade may be represented on a grade report as “?”.

R (Registered), not used after the Summer 1974.

W (Withdrew), indicates the student withdrew from the University while enrolled in the course.

Audited courses, denoted as such by ‘AU’ in place of a number of credits, are graded either S (Satisfactory) or NR (No Report).

Some courses are designated as being offered on a Credit/No Credit basis. The transcript for the course will indicate either CR, meaning the student earned the credits for which the course was offered, or N, meaning that the student did not earn any credit even though enrolled for the course. Students may not take such courses on any other basis.

Policy on Use of Pass/Fail Grading Option for Undergraduates

This policy concerns the use of the pass/fail grading option for degree-seeking undergraduate students. According to the UW–Madison grading scale, grades of S (satisfactory) and U (unsatisfactory) are the transcripted grades that are used for what is commonly known as pass/fail. It applies only to courses that use the default A–F grading scale and that also allow students to choose to take a course on a pass/fail (PF) basis. 1

The instructor enters the letter grade earned by students on the grade roster, and those letter grades are subsequently recorded as a pass (S) or fail (U) on the student record. A pass (S) will be recorded when a letter grade of A through C is earned. A fail (U) will be recorded when a letter grade of D or F is earned. In addition to the S or U notation, the student transcript includes the symbol # for courses that were taken on a pass/fail basis. Neither the S nor the U is used in computing the grade point average. Instructors are not informed that a student has elected to take the course pass/fail.

Student Eligibility

Students must be in good academic standing according to their school/college in order to be eligible to request the pass/fail grading option.

Undergraduates may carry one course on a pass/fail basis per term and a maximum of 16 credits during their undergrad career. The summer sessions collectively count as a single term.

Required courses cannot be taken on a pass/fail basis.  The student’s school or college may review the request to take a course pass/fail and reject requests for nonelective work. It may be difficult for the school or college official to determine whether a course is an elective or being used to fulfill a requirement since a student’s enrollment or the way a course is being used in the specific program of study may change. Ultimately it is the student’s responsibility to be sure that the requested course is an elective. Students are strongly advised to consult with an academic advisor before taking a course pass/fail. Courses taken on a pass/fail basis will not count for nonelective requirements even if they would normally count toward such requirements.

Each school or college is responsible for clearly communicating to its students what the definition of “good academic standing” is and what a free elective is.

In each school or college, the office responsible for academic policy exceptions is authorized to make exceptions to the pass/fail policy.

Process for Requesting the Pass/Fail Grading Option

Students indicate that they would like to have a course they are enrolled in graded on a pass/fail basis by completing a course change request via their Student Center (see  Course Change Request for detailed information). Students may submit pass/fail requests via their Student Center from the time that they enroll until midnight on the Friday at the end of the fourth week of fall and spring semesters. (For modular and summer session courses, pass/fail requests must be submitted by midnight Friday of the week in which the session is one-fourth completed).

The deadline for requesting the pass/fail grading option is posted on the Office of the Registrar website . These deadlines are based on the idea that the pass/fail option is intended to encourage students to explore educational opportunities that they might otherwise not be willing to attempt. Pass/fail is not intended as a way for students to avoid academic consequences.

Once the student has submitted the request to take a course on a pass/fail basis the request is routed via Student Information System workflow to an academic dean in the school or college for approval or further communication with the student.  The school/college official must approve the request before the grading option is changed to pass/fail by the Office of the Registrar.

Students can see whether a course is being graded on a pass/fail basis in the MyUW Student Center's Academic Records > View Grades section.

1 For study abroad programs operated by the College of Engineering, courses taken abroad toward an engineering major will be posted as pass/fail. This occurs automatically and is not a student option; this practice is not covered or affected by this policy.

Every course grade of F counts as 0 grade points and remains permanently on the transcript. If the course is repeated, the original F will remain on the transcript and will be included in computing the GPA.

An Incomplete may be reported for a student who has carried a subject with a passing grade until near the end of the semester. If a student is unable to take or complete the final examination because of illness or other circumstances beyond his or her control, the student may be granted an Incomplete. An Incomplete is not given to a student who stays away from a final examination except as indicated above. In the absence of such proof the grade shall be F; even with such proof, if the instructor is convinced that the student cannot pass, the grade shall be F.

Undergraduate students enrolled in the College of Letters & Science must complete the course work for which they received the Incomplete by the end of the fourth week of classes of their next term of enrollment at UW-Madison (exclusive of summer sessions). Failure to do so will result in a lapse into a grade of F, unless the time limit has been formally extended. Letters & Science students should see the L&S section on Incompletes for important details.

Undergraduates enrolled in schools or colleges other than Letters & Science must complete the course work for which they received the Incomplete by the end of their next term of enrollment (exclusive of summer sessions). Incompletes incurred in the last term of enrollment may not be removed after five years of absence from the university without special advance permission of the student's associate or assistant dean. Such Incompletes remain on the record permanently but do not lapse into a grade of F.

Students may audit eligible courses with instructor and academic dean consent, and if no laboratory or performance skills are involved. Auditors may not recite or take examinations but are expected to attend classes regularly and do some assigned work. Although courses for which students enroll as an auditor are factored into tuition, such courses do not earn academic credit and do not count in determining full-time/part-time load for enrollment certification in an academic term. Students initiate a request to audit by completing a course change request via their MyUW Student Center (see Course Change Request for detailed information). Students may submit audit requests via their Student Center from the time that they enroll until midnight on the Friday at the end of the fourth week of fall and spring semesters. (For modular and summer session courses, audit requests must be submitted by midnight Friday of the week in which the session is one-fourth completed). School and college policies may vary from this description. Students are advised to consult with the instructor concerning specific course requirements that must be satisfied.

Students are classified by year according to the number of credits they have earned:

Freshman: fewer than 24 credits Sophomore: 24-53 credits Junior: 54-85 credits Senior: 86 or more credits

The UW System Board of Regents sets tuition and fee rates annually. Rates are subject to change without notice.

The tuition and fee schedule is available on the Bursar's Office website . Students who enroll after the first Friday of the official first week of classes are assessed a late initial enrollment fee. Exception: Special and Guest students have until the Friday of the second week of classes to enroll.

Enrolled students can view account charges/payments, financial aid (loans, grants, scholarships) received, and refunds on their My UW Student Center, Financial Account. Students can also access links to view and pay student account eBills, set up Authorized Payers for account access, and enroll for eRefund.

The Bursar’s Office provides the student account bill electronically (eBill). The eBill is published on the My UW Student Center payment portal. Students and their Authorized Payers receive an email when the eBill is available to view.

For questions about tuition rates, student account activity and billing questions, contact the Bursar's Office. [email protected] (include student ID and name) 608-262-3611 333 East Campus Mall #10501 Madison, WI 53715-1383

Making Payments

Student Account payment options include making an online ePayment, mailing a check to the Bursar's Office, or placing a check in the first-floor lobby dropbox. For detailed payment information, see Payment Methods on the Bursar's Office website.

If the balance is not paid by the due date, a late fee is assessed and a hold is placed to prevent future enrollment and release of official transcripts and diplomas, until the account is paid.

At the University of Wisconsin-Madison, residence for tuition determinations are governed by Wisconsin Stautes 36.27(2). The standards to qualify as a Wisconsin resident are unique to this law and may differ from standards used to determine residency for other purposes, such as voting, paying taxes, obtaining licensures, and other forms of residency. In general, eligibility for resident status requires that an independent student (or the student’s parent, if the student is a dependent) must demonstrate bona fide residency in Wisconsin for at least twelve months immediately prior to enrollment for any term. However, the law also states that individuals who come to Wisconsin primarily for educational purposes do not qualify as Wisconsin residents for tuition purposes, even if they meet the remaining eligibility criteria. As a result, students who begin their enrollment as nonresidents usually maintain nonresident status for the duration of their enrollment.

While all individuals who do not demonstrate eligibility under Wisconsin Statutes 36.27(2) will be classified as nonresidents, the law does provide a limited set of exceptions to twelve-month period normally required to establish bona fide residency. These exceptions pertain to some (but not all) individuals who are refugees in Wisconsin, who have certain military or veteran statuses, or who have relocated to Wisconsin for full-time, permanent employment under certain conditions. If you have questions about whether your circumstances might align with the exemptions noted here, you may wish to contact a residence specialist to discuss your residency further.

For more information and the full text of Wisconsin Statutes, Section 36.27(2), see the Office of the Registrar website or contact a residence specialist at 608-262-1355 or [email protected] .

Nonresident students who plan to use federal veteran benefits such as the post-9/11 GI Bill may be eligible for resident tuition rates even though they are formally classified as nonresidents of Wisconsin. If you plan to use veteran benefits while enrolled at UW-Madison, you may wish to speak with University Veterans Services at 608-265-4628 or [email protected] for more information about how to use your military benefits at the University.

Minnesota residents who are certified by the Minnesota Office of Higher Education for the appropriate term to attend UW–Madison under the Minnesota–Wisconsin Tuition Reciprocity Agreement will be assessed the approved reciprocity tuition rate, plus the segregated fees assessed all UW–Madison students. Students under this program will be classified as nonresidents of Wisconsin. Minnesota residents must apply to the Minnesota Office of Higher Education for verification of their eligibility for reciprocity.

It is the student's responsibility to inquire about application procedures, deadline dates, and reapplication procedures. Students may apply online on the Minnesota Office of Higher Education website . Questions may be directed to the Minnesota Office of Higher Education: 1450 Energy Park Drive, Suite 350 St. Paul, MN 55108-5227 651-642-0567 or 1-800-657-3866

They may also be directed to the UW–Madison Office of the Registrar : 333 East Campus Mall #11101 Madison, WI 53715-1384 [email protected] 608-262-3811

Student Privacy Rights (FERPA)

Availability of academic record information to parents or guardians or others, academic integrity, student rights and responsibilities, student grievance procedure, seeking assistance.

Students have the right to inspect and review most education records maintained about them by the University of Wisconsin–Madison and, in many cases, decide if a third person can obtain information from them. Students may challenge information in their records which they believe to be inaccurate, misleading, or inappropriate.

The university has adopted a policy statement implementing all provisions of the Family Educational Rights and Privacy Act (FERPA). A copy of this statement may be obtained at the Office of the Registrar , 333 East Campus Mall #11101. The university, in accordance with the act, has designated the following as "directory information," which is publicly available unless a student asks to have any or all of it withheld: name; postal address; telephone numbers; e-mail addresses; date of birth; major field(s) of study and number of academic credits earned toward degree; attendance status (including current year, credit load, and full-or part-time status); dates of attendance (matriculation and withdrawal dates); degrees and awards received (type of degree and date granted); previously attended educational agencies or institutions; participation in officially recognized activities; and participation in athletics and weight and height of athletes.

Students wishing to keep some or all of their "directory information" confidential should restrict their information in the Student Center in My UW . Students with questions about the provisions of the act or who believe the university is not complying with the act may obtain assistance from the Office of the Registrar: 333 East Campus Mall #11101 Madison, WI 53715-1384 [email protected] 608-262-3811

Students have the right to file complaints alleging university noncompliance with the act with the federal agency that enforces the act. The address is: The Family Educational Rights and Privacy Act Office, Department of Education, 330 Independence Avenue SW, Washington, DC 20201.

Information about the Family Educational Rights and Privacy Act of 1974, as amended, is distributed during Wisconsin Welcome and is available at: Office of the Registrar 333 East Campus Mall #11101 Madison, WI 53715-1384

A student may authorize a third party (e.g., a parent, guardian, spouse, potential employer, etc.) access to academic record information. An authorization form is available at the Office of the Registrar's website, or by visiting the Office of the Registrar , 333 East Campus Mall #11101. The authorization form permits release of specified information on a one-time basis to the specified third party. If no authorization is on file, it will be assumed that the student does not wish to give a third party access to academic record information. This policy is designed to give students specific control over the parties to whom academic record information may be released.

Grade reports will not be sent by the university to parents or guardians. Students are urged to keep their parents informed of their academic progress.

UW–Madison students are required to conduct their academic work with integrity.. Students have due process rights if they are accused of academic misconduct. It is important students:

• be familiar with the rules of academic misconduct (UWS Ch. 14);

ask their instructors if they are unsure (for example, using sources in a paper or if collaboration with another student is permitted);

tell your instructors if they see misconduct;

don't help someone else cheat, it is a violation of the rules

The complete rules and procedures regarding academic integrity, is found in UWS Ch. 14 . Additional information is on the Office of Student Conduct and Community Standards website or contact the office via phone at 608-263-5701 or [email protected] .

Every member of the University of Wisconsin–Madison community has the right to conduct their academic and social life in an environment free from threats, danger, or harassment. Students are also responsible for conducting themselves in a manner compatible with membership in the university and local communities.

UWS Chapters 17 and 18 of the Wisconsin Administrative Code list the university policies students are expected to follow and describes the procedures used when students are accused of misconduct, including possible outcomes. Review the complete text of UWS Chapter 17 ; and additional information is on the Office of Student Conduct and Community Standards website , or contact the office via phone at 608-263-5701 or [email protected] .

Any student at UW–Madison who feels that they have been treated unfairly has the right to voice a complaint and receive a prompt hearing of the grievance. The basis for a grievance can range from something as subtle as miscommunication to the extreme of harassment.

Each school or college has a procedure to hear grievances. Generally the process involves an informal attempt to solve the problem, if appropriate. If not, more formal proceedings can be undertaken until a resolution is reached. Advisors and school or college offices have detailed information. For assistance in determining options, students can contact the drop-in staff member within the Dean of Students Office at 608-263-5700, within Bascom Hall, Room 70, Monday–Friday, 8:30 a.m.–4 p.m.

The Dean of Students Office assists students with matters outside of the classroom. They assist with a variety of concerns and connecting students with resources on campus. A great place to start when you don’t know where to go.

If you need personal assistance or resources, staff members in the Dean of Students Office are available on a drop-in basis, Monday-Friday. Reach out if you are dealing with a financial crisis, sudden health issues, housing/food insecurity, or other sensitive situations.

A student can seek help at many places on campus, for both personal and academic problems. For answers to general questions on many topics, a good place to start is Ask Bucky , which is an excellent general referral service.

For personal concerns, Mental Health Services, a unit of University Health Services , offers individual, group and couple counseling services. Experienced counselors, psychologists, and psychiatrists can assist students in addressing depression and managing anxiety, and in developing self-awareness and understanding, independence, and self-direction. Our experienced staff is committed to understanding and respecting every individual. Mental Health Services is located at 333 East Campus Mall; 608-265-5600. In addition, an on-call dean in Student Assistance and Judicial Affairs is usually available by telephone (608-263-5700) or on a drop-in basis (75 Bascom Hall) Monday–Friday, 8:30 a.m.–4:30 p.m. UHS also offers students at 24/7 crisis line for mental health support. 608-265-5600 (option 9).

For academic problems, many places can offer help. The student should first discuss the problem with the professor or TA. If the problem is not resolved at that time, the student can speak with an academic advisor or the chair of the department. If further assistance is needed, the student should contact one of the academic deans in the school or college.

Associated Students of Madison (ASM)

Center for the first-year experience, center for leadership & involvement, dean of students office, gender & sexuality campus center, mcburney disability resource center, multicultural student center, office of fraternity & sorority life, office of inclusion education, office of student conduct and community standards, university health services (uhs), university recreation & wellbeing (rec well), university veteran services, wisconsin union.

Student Affairs at UW–Madison serves students in areas including health and well-being, identity and inclusion, leadership and engagement, and student advocacy. Its multiple departments collaborate broadly across the many programs and campus units that serve students, such as the  Division of Diversity, Equity and Educational Achievement , International Student Services , and  University Housing , to enhance UW–Madison as a  welcoming and inclusive community for all students.

4301 Student Activity Center 333 East Campus Mall 608-265-4276 (265-4ASM) Email: [email protected] Web: asm.wisc.edu Facebook: Associated Students of Madison Twitter: @ASMstudentgovt Instagram: https://www.instagram.com/asmstudentgovt/

• Promotes student voice as it pertains to legislative, diversity, and university affairs
• Distributes funding for student activities, organizations, and events to maximize student involvement in shaping campus life
• Supports elected student representatives
• Serves as the home for student Shared Governance, which ensure that students have a voice in setting and executing campus policies that impact student life
• Supports the Open Seat Food Pantry, which strives to alleviate the stresses of food insecurity for those who need support.
• Provides policy direction to the Student Activity Center, which offers office and meetings space to student organizations
• Distributes the student bus pass every semester, which allows students to take unlimited rides on any Madison Metro bus route, in addition to the free campus bus routes

155 Middleton Building 1305 Linden Drive 608-263-0367
 Web: newstudent.wisc.edu Facebook: UW First-Year Experience Twitter: @UWNewStudent Instagram: https://www.instagram.com/uwnewstudent/  

• Collaborates with campus partners to plan and implement Student Orientation, Advising, and Registration (SOAR) for incoming undergraduates and their families
• Oversees the Transfer Transition Program, which provides support services to new transfer students on campus 

• Offers seminar courses on the Wisconsin Experience and provides consultation and support to faculty and graduate students who work with first-year students
• Houses the Parent and Family program, which welcomes parents and family members to UW-Madison so they can encourage and reinforce their student's success

Red Gym 716 Langdon Street Student Activity Center 3rd & 4th Floors, 333 East Campus Mall 608-263-0365 Email: [email protected] Web: cfli.wisc.edu Facebook: UWCfLI Twitter: @UWCfLI Instagram: https://www.instagram.com/uwcfli/  

• Manages the Student Activity Center (3rd and 4th floors of 333 E. Campus Mall), which offers office and meeting spaces to student organizations.
• Facilitates the registration and advising for more than 1,000 student organizations
• Hosts student organization fairs in fall and spring
• Supports leadership development opportunities, such as the Student Leadership Program, Willis L. Jones Leadership Center, and the Wisconsin Experience Bus Trip.
• Administers the UW–Madison Leadership Certificate

70 Bascom Hall 500 Lincoln Drive 608-263-5700 Email: doso@stu dentaffairs.wisc.edu Web: https://www.doso.students.wisc.edu

• Creates a culture of care so students know the Dean of Students Office is the place to go when you need support
• Connects students who are navigating personal, academic, financial, or health issues, to supportive campus and community resources
• Provides walk-in, email, virtual, and call-in assistance meetings to discuss concerns that students have without judgement
• Supports students who have concerns about their friends and classmates
• Responds to incidents of hate and bias by providing support and resources to those impacted

123 Red Gym 716 Langdon Street Phone: 608-265-3344 Email: [email protected] Web: lgbt.wisc.edu Facebook: Gender and Sexuality Campus Center Instagram: @UWGSCC

• Provides support to LGBTQ+ and ally communities through trainings, workshops, a Discord server, the website, newsletter, and resource library
• Advocates for LGBTQ+ students through policies and procedures including bias reporting, restroom policy, name and pronoun display, RecWell inclusion, and trans health care
• Organizes health and identity courses, a peer mentor program, identity-based discussion groups, and a council of 20+ student organizations
• Coordinates educational and community-building events, including Trans Monologues, Rainbow Graduation, and dozens of recurring programs per semester
• Fosters connections through Crossroads, a suite of programming for LGBTQ+ students of color, and Qouncil, a coalition of 20+ LGBTQ+ student organizations

702 West Johnson Street, Suite 2104 608-263-2741 Email: [email protected] Web: mcburney.wisc.edu Facebook: McBurney Disability Resource Center Text:  (608) 225-7956

• Promotes accessible, open, and welcoming campus community for students with disabilities
• Works with students with a variety of disabilities such as psychological/mental health, learning, chronic health, ADHD, vision, hearing, mobility, etc
• Develops individualized accommodation plans for students with disabilities and provides classroom accommodations to students with disabilities taking undergraduate, graduate, and professional school courses
• Provides information and referral services on disability issues for students, faculty, staff, and campus visitors
• Offers peer education and campus programming around disability issues and inclusive practices

716 Langdon Street 608-262-4503 Web:  msc.wisc.edu Facebook:  UW–Madison Multicultural Student Center Instagram:  @UWMulticultural

• Provides spaces, services, and events for students of color to find community and belonging
• Celebrates and honors heritage and history through monthly recognitions including Latinx Heritage Month, Native November, Black History Month, and APIDA Heritage month 
• Organizes 'MCOR' and 'The Meet Up,' welcome week events featuring cultural performances and multicultural student organizations
• Develops leadership development opportunities for student leaders through the Multicultural Leadership Summit, and student organization affiliation program in which more than 65 multicultural organizations are recognized
• Provides opportunities for students of all backgrounds to engage in conversations and dialogue around racial justice and intersectional communities and issues
• The MSC includes the Black Cultural Center, APIDA (Asian Pacific Islander Desi American) Student Center, Indigenous Student Center, and Latinx Cultural Center. Each identity center hosts events including new student welcomes and graduation celebrations

University Club – 432 East Campus Mall Phone: 608-265-9019 Email: [email protected] Web: https://www.fsl.wisc.edu Facebook: facebook.com/FSL.UWMadison Instagram: instagram.com/fsl_uwmadison Twitter: twitter.com/FSL_UWMadison  

• Advises more than 40 student leaders who serve in council and community leadership roles
• Provides coaching to 60+ fraternities and sororities
• Plans and implements programming to support the development of members in multiple areas, such as leadership, social justice, and harm prevention
• Reinforces expectations of the fraternal experience and supports a variety of accountability processes.

Office of Inclusion Education 716 Langdon Street, Office #123 Email: [email protected] Web: http://inclusioneducation.wisc.edu Instagram: https://www.instagram.com/uw_inclusioneducation/  

The Office of Inclusion Education elevates and prioritizes diversity, equity, and inclusion for all students at UW-Madison. The Office of Inclusion Education includes:

• Our Wisconsin is an educational program that encourages students to contribute to an inclusive campus community and celebrate each other’s backgrounds and identities. Our Wisconsin consists of an online training and additional in-person programming. All incoming first-year and transfer students are required to participate in the online component of Our Wisconsin.
• Social Justice Education Programs develops resources and facilitates workshops and trainings to support self-exploration, critical dialogue, and the capacity to build just and inclusive communities. Signature programming also includes an annual Social Justice Leadership Retreat (SJLR)
• The Social Justice Hub connects UW-Madison students to social justice-related initiatives on campus and in the Madison community. The Hub provides space and resources for students to engage in action teams focused on criminal justice reform, housing equity, and food justice.

724 West Johnson 608-263-5701
 Email: [email protected] Web: conduct.students.wisc.edu

• Upholds every student’s right to learn in a safe community
• Fosters integrity and accountability
• Challenges and supports students to reflect, integrate and act on their Wisconsin Experience
• Partners with instructors to resolve academic misconduct

333 East Campus Mall 608-265-5600 Email: [email protected] Web: uhs.wisc.edu Facebook: https://www.facebook.com/UHSMadison Twitter: https://twitter.com/UHSMadison Instagram: @uhsmadison

• Offers comprehensive, high-quality medical, mental health, prevention, and wellness services to UW-Madison students
• Most services are available at no additional charge since students pay for UHS services with their tuition and fees
• Services are designed to meet student health needs, including mental health counseling, health screenings, treatment of common health concerns, support for survivors of sexual assault and students recovering from substance dependence, and more

797 W. Dayton Street 608-262-8244 Email: [email protected] Web: https://recwell.wisc.edu Facebook: https://www.facebook.com/uwrecwell Twitter: https://twitter.com/UWRecWell Instagram: @uwrecwell

• Motivates students to play hard, get fit, and live well on campus by fostering a culture of healthy habits through inclusive & educational recreational programs and offerings
• All full-time students are already members of Rec Well (funded by segregated fees). This allows unlimited access to our state-of-the-art indoor facilities, outdoor multipurpose fields and courts, cardio/strength equipment, swimming pools and diving well, as well as multi-sport gyms and courts
• Offers a wide variety of programs including intramural sports, sport clubs, group fitness, personal training, wellbeing support, nutrition services, athletic training, lessons (swim, tennis, and ice skating), first aid/CPR/AED certification, and lifeguard training classes
• We provide inclusive and accessible programs to the Madison community and have a variety of accessibility options across our programs, services, and facilities

Employs over 800 student employees each year in a wide range of program areas, including building operations, member services, human resources, marketing & communications, fitness

333 East Campus Mall, Room 10320 608-265-4628 Email: [email protected] Web: veterans.wisc.edu Facebook: www.facebook.com/uwveterans Instagram: https://www.instagram.com/uwveterans/

• Certifies both state and federal military/veteran education benefits, advises students on the use of education benefits, and assists with applying for new benefits
• Develops programming to build community among our military-connected students and campus as a whole
• Educates the greater campus community and act as a resource for faculty/staff
• Supports students called to active duty in accordance with the Active Duty Policy

Isakson Roe (PL 116-315) Section 1018 Disclosures

• Amounts Covered By VA Education Benefits
• Estimated Cost Of Attendance
• Graduation Rates
• Transfer Credit Rules – Including Military Credit
• Graduate Outcomes
• License And Certifications For Professions

DoD Policies & Tuition Assistance (TA)

Memorial Union 800 Langdon Street Madison, WI 53706 608-265-3000

Union South 1308 W. Dayton St. Madison, WI 53715 608-890-3000

Email: [email protected] Web: union.wisc.edu Facebook: www.facebook.com/TheWisconsinUnion Instagram: www.instagram.com/wisconsinunion Twitter: twitter.com/WisconsinUnion

• Provides student leadership opportunities, including some positions that provide stipends for 60-80% of in-state tuition
• Hosts more than 1,000 mostly-free events each year, including theater performances, live music, art classes, outdoor activities, cuisine-related events, free film showings, talks by thought leaders and much more
• Offers many ways to enjoy and learn about the outdoors through Outdoor UW, including kayak and canoe rentals
• Provides more than 30 dining options at Union South, Memorial Union and satellite cafes and markets throughout downtown Madison
• Provides spaces for studying, relaxing, and dining at the Memorial Union, Union South, the University Club and the seasonally open Memorial Union Terrace
• Offers an in-house open arts studio, called Wheelhouse Studios, with spaces that can be used on a drop-in or reservation basis
• Offers outdoor equipment rentals through Outdoor UW, including camping equipment, climbing equipment, snowshoes (seasonally) and paddling equipment (seasonally)
• Provides indoor climbing, billiards and bowling activities at Sett Recreation at Union South
• Employs more than 1,000 students, who work in more than 70 kinds of jobs throughout the Union’s departments
• Academic Calendar

Establishment of the academic calendar for the University of Wisconsin–Madison falls within the authority of the faculty as set forth in Faculty Policies and Procedures. Construction of the academic calendar is subject to various rules and guidelines prescribed by the Board of Regents, the Faculty Senate and State of Wisconsin legislation. The Faculty Senate approves an academic calendar which spans a future five-year period.

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College essay resources

How to ace the university of wisconsin-madison essays | guide & examples, 2022-2023, school supplements.

Brad Schiller

Don’t you find this question rude?

Why are you applying to the University of Wisconsin–Madison? 

As college admission essay coaches , we see students struggle with these “Why Us” essays all the time. 

It seems almost invasive to answer what’s really sending you to the school — generally, a complex mix of: (1) where you think you can get in, (2) price, (3) what your parents want, and, (4) maybe, how you liked the campus when you visited? You yourself might not be fully sure.

Well, relax. You can ace this type of essay with an easy formula that will convince UWM that you will fit right in on their campus and do well there. 

In addition, we’ll show you how to do a spectacular job of the UWM “personal statement” question if you’re not applying with the Common App . 

Meet us below the table of contents to see how it’s done. 

(For help with all aspects of your college application, head to our College Essay Help Center .)

Q1 — UWM wants to know if you’ll be a good fit for their campus and likely enroll 

The question is: 

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

Note : UWM recommends aiming for 300-500 words .  

This is a classic “Why Us” prompt. UWM is digging for two simple answers: will you be a good fit for their campus + will you likely enroll . In fact, we’ve written everything you need to know about these types of essays here: The Simple “Why Us” Essay Strategy that Works . Go read it now. You’ll be in strong shape for UWM. 

Note that this isn’t a “Why major” essay (even though it looks like one). Why Majors want to know if you can cut it academically in your major. By contrast, Why Us prompts want to know if you’re going to succeed academically at that particular college . Given how short the recommended word count is for this question, it clearly falls in that category. 

With that out of the way, here are the three steps for acing a Why US essay (though, again, reading our comprehensive guide is best). 

• (1) articulate your college-related interests and
• (2) show how they match what’s available at UWM (aka research).
• (3) Write it all up straight-forwardly. 

In addition, since what you’re aiming for is to show you’ll likely enroll at UWM if admitted, be sure to read up on Demonstrated Interest: Why Showing Colleges You Like Them Gets You In .

Step 1: Brainstorm detail on your academic and non-academic interests

Close read of the prompt: See that phrase “in addition”? That tells you that UWM wants to see that you’re drawn to the school for more than just your intended major. 

Therefore, we recommend brainstorming two separate lists: Non-major and Major (or main academic interests). 

Again, we go into more detail in our “Why Us” article, but you should spend time brainstorming and researching your own interests, in UWM’s case, extracurricular and academic . 

Aim to think deeply about 3-5 of these interests — which can also include career-related aspirations if you have them (it’s fine if you don’t). For each interest, develop granular detail (aka essay-fodder), by asking yourself questions such as: 

• What most interests you about the thing?
• What first got you interested in it?
• How does this interest relate to your career ambitions (if any)?
• What big questions do you have about this interest? 
• What are you most curious about within this interest? 
• How would you like to pursue this in college?

Note that you can organize your thoughts for free in the Dashboard at our guided Why Us Brainstorming module (after creating an account ).

At the end of this process, you should have 2-3 great interests with lots of detail that you can use as fodder for this essay. Again, make sure you have at least one academic and one extracurricular interest for this essay. 

Step 2: Figure out what UWM has to offer that matches your 2+ identified interests

Remember, the goal is to show you’ll be a great fit on UWM’s campus. So the next task is to see what UWM has going on that will match with your interests.

The more research you do (on a campus tour, UWM’s website, their news service, their student newspaper, or just by talking to a student or alumni), the more specific you’ll be able to be about what UW Madison offers, and the more your essay will stand out. 

Again, you want two lists here: Non-major and Major (or main academic interests). 

In the Non-major list , write down everything about UWM that connects to your passions and interests apart from your major (if you’re undecided, substitute your main academic interests instead). This might include clubs, the structure of classes, campus housing, the school’s emphasis on community service. Make sure the features you mention aren’t too general; they should be specific to UW Madison. Then include specific examples from your life illustrating why these aspects of UW Madison excite you.

In the Major list , write down specific resources (classes, faculty, study abroad opportunities) at UW Madison that will help you pursue your major or main academic interests. However, notice that the prompt asks “why you are interested” in studying your major. So you’ll also want to write down the events, people, books, classes, teachers, films, etc. that inspired you to pursue this subject. 

For your academic research, your most rewarding source will likely be the department website for your major or field(s) of interest. Look at courses that are more advanced, as these tend to be more distinctive than entry-level courses. Look at the opportunities in your field. 

Optionally, you can also list your future goals—what will you do with this specific degree? By connecting your intended major to your past life experiences, current passions, and (optionally) future goals, you’ll show how your academic interests represent a vital part of who you are.

Step 3: Put your two pieces together using a straightforward, clear style (Example)

As you likely know, a 300-500 essay is not the place for clever metaphors or philosophical musings. Your goal is to share your academic and non-academic reasons for applying to UWM. That’s really as simple as this should be. 

But being clear isn’t necessarily easy, which is why we highly recommend having someone review your work for clarity only (not content - you know what content to include from this article). Obviously, a college essay coach is the best person to look your essay over and provide substantive guidance, but a well-trained adult can step in, too.  

Again, the prompt is: 

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

I decided to apply to the University of Wisconsin-Madison once I got the strong sense that it would be a nurturing, challenging, and exciting fit for my nature-loving soul. 

I’ve been hiking and exploring nature my whole life, but particularly as a high school student, when I started hiking and mountain climbing every weekend, sometimes with friends and sometimes solo. 

This commitment to being in nature fed my desire to find a career that would help reduce global warming. Two summers ago, I was an intern for a solar energy company, and mostly just got to learn about the business model involved in trying to expand the number of customers who rely on the sun instead of fossil fuels for energy. Last summer, I was given much more responsibility at the same company: I got to go on sales visits and talk to customers, and was responsible for a project mapping out twenty potential institutional targets and ranking them on a number of factors for sales potential. 

In addition, I love leading the Green Newton club, which finds ways to make our high school more sustainable. Thanks to our efforts, our school has committed to expand its solar energy consumption by 30% by next academic year and also replaced plastic knives and forks with compostable wooden ones. 

At UWM, I’d want to be part of the GreenHouse learning community . I couldn’t believe it when I saw that was a possibility. I love the idea of working to make a living situation as sustainable as it can be while taking advantage of seminars, field trips, and volunteer opportunities to learn more about how we can build a more sustainable world. Of course, if I didn’t get into GreenHouse, there’s so much more I’d be interested in: BioHouse and StartUp would both be amazing for my interests in eventually working in a business focused on sustainability. 

For my major, I cannot wait to begin exploring Biological Systems Engineering . Science has always been my strongest subject, and I’d love to keep pushing in that direction. I would want to specialize in the Natural Resources and Environmental Engineering Option because it’s exploring how science can help us steward the natural world with imagination and knowledge.

Outside of class, you’ll be able to find me at the King Student Farm — in fact, I spent much of my campus visit there and became friends with a number of the students who work it as part of the Sustainable Agriculture organization. 

• This is 414 words.
• The essay has lots of specificity, mentioning specific clubs, areas of study, and houses that the student would like to engage with. It also is specific about what the student has done that matches with those resources. 
• The essay shows a dynamic student who would contribute a lot to the campus and fit well with it.
• The essay demonstrates enthusiasm about attending the college.
• Note that while the students’ academic and extracurricular interests in this essay are similar, that’s not necessary — they can be quite different and still form a great “Why Us” essay. 

Q2 — Ace the “personal statement” essay by focusing it on your very best high school experiences

What about the other UW Madison essay? Well, that depends on which application you use: 

• If you choose to apply to the University of Wisconsin through the Common App , you'll have to submit a personal statement and activities list . We definitely recommend this route if you are applying to any other Common Application schools.
• If you do apply through the Wisconsin application, this will be your required “personal statement” prompt:

This part is all about you. Tell us about something you’ve done — academically or personally — and what you’ve learned from it. Was it a success or a challenge? Did it represent a turning point in your life? How did this particular moment in your life influence you, and how will it continue to influence you as you pursue your college education? (250-650 words)

Well, this is going to be a short section because, to ace this question, you need to know a lot about writing a great college essay — your most important essay: the personal essay. And we covered everything you need to know about personal essays in better detail than we can here.

Even though this article is about the Common App personal statements, we promise that it will 100% apply to this UWM personal statement. (And take out a lot of agonizing you’d otherwise suffer through!)

Helpful info on all the “other” stuff you’ll consider as you apply to U-Washington (and other schools)

A few helpful resources for the non-supplement parts of your application:

• Common App : If you decide to use it, first read our guide to acing everything to do with writing your Common App application . 
• Whether to submit test scores: UWM is test-optional through 2025 . Read our test-optional article to learn how to think about submitting scores or not. 
• Early options: UWM has an Early Action option . Read our Early Admissions article so you know how to approach this decision. 

BTW, here’s our guidance for approaching any college supplement + here’s where you can find our guides for almost every college’s supplements . 

Feeling inspired? A great place to start is at our College Essay Help Center . 

More articles on Prompt.com’s admissions-boosting methods:

• Work with a college essay coach
• Strong essays increase your chance of admission by up to 10x
• Don’t let influencers influence your college essays
• Should I apply test-optional?
• Early admissions: Everything you need to know
• College Essay Help Center

Related Articles

How to Write Your Waitlist Essay

Cassandra Cloutier

Your Waitlist Essay (aka, Letter of Continued Interest) serve two primary purposes: (1) share new (or additional) information that will make you a more compelling candidate and (2) confirm your level of interest in the school.

The Simple “Why Us” Essay Strategy that Works

A successful Why Us essay indicates you’ll likely enroll if admitted and shows why you’re a good fit. Focus on how your academic interests match what the college offers.

How to Write Every Ross School of Business Essay for the University of Michigan

This guide will help you develop compelling topics for both Ross School of Business essay prompts.

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Requirements and Policies

Are you a current UW–Madison student looking to earn your business degree? Apply for the Wisconsin School of Business undergraduate program. Nearly half of the program’s students are admitted after spending at least a year at UW–Madison.

• A 3.0 Overall UW–Madison GPA is required at the time of starting the application, and at the end of the spring application term.
• Prerequisite courses in communications, quantitative reasoning, economics, and human behavior are also required.
• All applicants are required to attend one Pre-Business 101 Workshop during the intended application year.
• Applicants will be able to apply once for admission within their first four semesters (Fall/Spring) at UW–Madison.

We encourage you to review the complete list of Wisconsin School of Business undergraduate admissions policies.

Application Deadlines and Key Dates

The application for Fall 2024 admission is closed. The application will open in early March 2025 for Fall 2025 enrollment consideration.

Eligible applicants should apply when they feel their application is strongest, keeping in mind there are a greater number of applicants and admission offers for first-year students looking to start their second year in business. There is no preference based on year in school when making admission decisions.

Ready to Apply?

The Wisconsin undergraduate business program application for current UW–Madison students consists of four parts:

• Online application: Available March 2025
• Academic record: The minimum GPA to apply is 3.0 at both the time of application and conclusion of the spring term. Your transcripts will be available to us as a part of your UW–Madison records. For additional details on GPA calculation, visit the undergraduate admissions policies page.
• Résumé: Check out our résumé resource guide for help.
• Essay: View our essay preparation tips .

Admit Rates

Admit rates are from the past three years, do not include direct transfer applicants, and vary based on resource capacities and number of submitted applications.

Attend Pre-Business Events

The Wisconsin undergraduate business program hosts a number of pre-business events that will help you explore your interest in business and guide you through the application process. These workshops take a sequential approach, and prospective students are strongly encouraged to attend every workshop offered in this series. All applicants are required to attend the Pre-Business 101 Workshop. Registration can be found in our Pre-Business Experience Canvas Course.

Meet With an Advisor

The Wisconsin undergraduate business program offers one-on-one advising for prospective students currently enrolled at UW–Madison. Our pre-business advising team is available to help you prepare for admission and determine if the program is the best fit for you.

Use Starfish to schedule a 15-30 minute appointment with a pre-business advisor.

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The Wisconsin School of Business provides almost $2 million in scholarship support to admitted and newly enrolled undergraduate students each year. To be considered for scholarships from the School of Business, a WiSH application is required and FAFSA strongly recommended to be considered for most awards.

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University of Wisconsin-Madison 2020-21 Supplemental Essay Prompt Guide

Regular Decision: 

University of Wisconsin-Madison 2020-21 Application Essay Question Explanation

The Requirements: 1 essay of 650 words (or less)

Supplemental Essay Type(s): Why

Tell us why you decided to apply to the University of Wisconsin-Madison. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided please describe your areas of possible academic interest. (You may enter up to 650 words, but 300-500 is recommended).

This sneaky prompt is a twofer, though both parts cover classic why essay territory: admissions wants to know just what appeals to you about the University of Wisconsin-Madison. So, take a moment to look inside. What exactly do you want out of your college experience? Research opportunities? Weekend football games? To dip your toe into city life? Now, if you were to imagine a Venn diagram of your expectations and the University of Wisconsin-Madison’s offerings, what would land in the overlap? The only way to know for sure is to do your research! As you dig through the school’s website, you’ll naturally uncover “academic, extracurricular, or research opportunities” to describe how you’ll turn your vision into a reality in Madison.

The goal is to show admissions that you’ve done your homework. Pick out classes, professors, research projects, internships, sports leagues, clubs, events, and residences that appeal to you. Make sure Admissions Officers know that you’ve already thought about what you want to do when you get there and that you’re ready to act on those hopes and dreams and so forth. Bonus points if you can honestly say that the pizza in their dining hall is not abysmal.

But, wait, there’s more! The second part of the prompt gives you the opportunity to include information about specific academic programs at Madison that appeal to you. So just as before, utilize the school’s website, but this time pay careful attention to the specific majors and academic offerings that catch your eye. What do you love about your chosen major and/or minor? If you’re interested in UW’s Gender & Women’s Studies pr ogram, can you describe what you will take away from this program and how it relates to your long-term ambitions ? How did you become interested in this field, and what resources does Madison provide that will help you achieve your goals? Finally, if you’re undecided, think about what makes Madison the ideal environment for your academic exploration. How do you plan to hone in on the perfect major as you attend? Remember, the more details you include, the better.

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Your guide to voting in Wisconsin’s 2024 spring election, presidential primary

Wisconsin's April 2 election includes 2 statewide referenda, an anti-climactic presidential primary and local races

Voters head to the polls across Wisconsin Tuesday for an election that includes a presidential primary, two proposed amendments to the state constitution and a long list of local races and proposals.

You can check what’s on your ballot at myvote.wi.gov.

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Wisconsin weighs in on presidential primary

The presidential primary is all but decided, since President Joe Biden and former President Donald Trump already have enough delegates to secure the Democratic and Republican nominations.

Nonetheless, there will still be six Republican candidates on Wisconsin’s presidential primary ballot, including former South Carolina Gov. Nikki Haley, even though every Republican candidate except for Trump has dropped out of the race.

On the Democratic side, U.S. Rep.  Dean Phillips  of Minnesota will appear alongside Biden on the ballot, although Phillips has also dropped out.

In swing state Wisconsin, presidential primary lacks drama and choices

Some progressives are urging Wisconsinites to vote none of the above by selecting “uninstructed ” on the Democratic ballot, as a way to pressure Biden into not taking their votes for granted. They’re calling for an immediate ceasefire in the war between Israel and Hamas, and they’re urging Biden to withdraw military aid to Israel and to reinstate humanitarian aid to a UN agency supporting Palestinian refugees.

Similar efforts have taken hold in other states. During Michigan’s presidential primary in February, for instance , more than 100,000 uncommitted votes accounted for 13 percent of the vote in the Democratic primary compared to Biden’s 81 percent.

2 referendum questions could change how Wisconsin runs elections

Voters statewide will weigh two referendum questions that would amend the state’s constitution to restrict how future elections can be run in Wisconsin.

A “yes” vote on question 1 would bar private donations and grants from being used to run elections in the state. A “yes” vote on question 2 would specify that only election officials could carry out tasks needed to run an election.

READ MORE: Private funds and elections: What voters need to know about the April 2 referendums

After school culture wars, Wisconsin voters will weigh in on results

Voters in scores of districts will decide school funding proposals

Across the state, voters in 85 school districts will weigh a total of 91 school-related referenda .

That includes a request from Milwaukee Public Schools for $252 million in funding over four years .

How to vote

Polls are open from 7 a.m. to 8 p.m. on Tuesday. Voters have until 8 p.m. to return an absentee ballot.

A photo I.D. is needed to vote. If you haven’t registered already, it’s not too late. You can register at the polls until 8 p.m. on Election Day, but you’ll need to provide proof of residence .

Wisconsin Public Radio, © Copyright 2024, Board of Regents of the University of Wisconsin System and Wisconsin Educational Communications Board.

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President Biden promotes ‘life-changing’ student loan relief in visit to Wisconsin

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President  Joe Biden  said Monday that more than 30 million borrowers would see “life-changing” relief from his  new plan to ease their student loan debt burdens , a fresh attempt by the Democratic president to follow through on a campaign pledge that could buoy his standing with younger voters.

He detailed the initiative, which has been in the works for months, during a trip to Wisconsin, one of a handful of battleground states that could decide the outcome of Biden’s likely November rematch with Donald Trump, the presumptive Republican nominee.

Biden said he wanted to “give everybody a fair shot” and the “freedom to chase their dreams” as he lamented the rising cost of higher education.

“Even when they work hard and pay their student loans, their debt increases and not diminishes,” he said. “Too many people feel the strain and stress, wondering if they can get married, have their first child, start a family, because even if they get by, they still have this crushing, crushing debt.”

Biden’s trip, which included a stop at a Chicago fundraiser on the way back to Washington, comes a week after  primary voting in Wisconsin  highlighted political weaknesses for him as he prepares for the general election.

More than 48,000 Democratic voters chose “uninstructed” instead of Biden, more than double his narrow margin of victory in the state in 2020.

Trump also saw a significant number of defections during the state’s primary, with nearly 119,000 Republicans voting for someone other than him.

But Biden’s results, which echoed similar protest votes in states like Michigan and Minnesota, have rattled Democrats who are eager to  solidify the coalition  that catapulted him into the White House in the first place.

A critical fracture has been the Israel-Hamas war. Younger voters are more likely to disapprove of Biden’s enduring support for Israel’s military operation in Gaza, which has caused heavy casualties among Palestinian civilians.

Concerns about the war have spread throughout the Madison area, said Democratic Rep. Mark Pocan, who represents the city. Pocan said he was “surprised to see the intensity on the issue” from all ages of voters, and he wanted Biden to be aware.

“I just want to make sure he knows that if we’re going to have a problem, that could be the problem in Wisconsin,” Pocan said.

Some young voters have been impatient with Biden’s attempts to wipe away student loan debt. The  Supreme Court last year foiled  his first attempt to forgive hundreds of billions of dollars in loans, a decision that Biden called a “mistake.”

Since then, the White House has pursued debt relief through other targeted initiatives, including those for public service workers and low-income borrowers. Administration officials said they have canceled $144 billion in student loans for almost 4 million Americans.

At the same time, the Department of Education has been working on a more expansive plan to replace Biden’s original effort. Monday’s announcement was an opportunity to energize young voters whose support Biden will need to defeat Trump in November.

Vice President Kamala Harris went to Pennsylvania, another battleground state, on Monday to promote debt relief in a meeting with city and school employees in Philadelphia.

“You shouldn’t have to make a decision whether you serve or be able to pay your bills,” she said.

Republicans said Biden’s plan shifts the financial burden of college tuition onto taxpayers who didn’t take out loans to attend school, and Kris Kobach, the Republican attorney general in Kansas, accused him of trying to twist the law “beyond recognition.”

The Job Creators Network, a conservative advocacy group that challenged Biden’s original plan, is considering legal action as well. The organization is backed by Bernie Marcus, a Republican donor who is also hosting a fundraiser for Trump in Atlanta on Wednesday. Trump described Biden’s debt relief initiative as an “election-enhancing money grab” two years ago.

Related Story

Are federal student loan balances eventually forgiven under income-dependent repayment plans?

Yes. Some, but not all, federal student loans are paid off under income-dependent repayment plans, whereby an individual’s income determines the amount of their monthly payments.

Biden’s new plan would expand federal student loan relief to five new categories of borrowers through the Higher Education Act, which administration officials believe puts it on a stronger legal footing than the sweeping proposal that was killed by a 6-3 court majority last year.

The plan is smaller and more targeted than Biden’s original plan, which would have canceled up to $20,000 in loans for more than 40 million borrowers. The new plan would cancel some or all federal student loans for more than 30 million Americans, the White House said. The Education Department plans to issue a formal proposal in the coming months, with plans to start implementing parts of the plan as early as this fall.

The plan’s widest-reaching benefit would cancel up to $20,000 in interest for borrowers who have seen their balance grow beyond its original amount due to what Biden described as “runaway” interest. That part of the plan would forgive at least some unpaid interest for an estimated 25 million borrowers, with 23 million getting all their interest erased, according to the White House.

An additional 2 million borrowers would automatically have their loans canceled because they’re eligible but have not applied for other forgiveness programs, such as Public Service Loan Forgiveness.

Borrowers who have been repaying their undergraduate student loans for at least 20 years would be eligible to have any remaining debt canceled, along with those repaying graduate school loans for 25 years or more.

The plan would forgive debt for those who were in college programs deemed to have “low financial value.” It’s meant to help those who were in programs that ended up becoming ineligible to receive federal student aid or programs found to have cheated students.

A final category would cancel debt for borrowers facing financial hardship.

Wisconsin Watch  is a nonprofit and nonpartisan newsroom. Subscribe to our  newsletter  to get our investigative stories and Friday news roundup. This story is published in partnership with The Associated Press.

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On Politics

College towns usually lift democrats. is the picture more complicated in 2024.

An enthusiasm gap among young voters and anger on campuses over Gaza has some Democrats wary.

By Jess Bidgood

If you want to be the president, you should probably win Wisconsin.

And if you are a Democrat, there is a proven way to do that: Run up the numbers in Dane County, the fast-growing and deeply progressive swath of the state that contains Madison and the behemoth public university that carries the state’s name.

President Biden’s trip on Monday to a technical college in Madison, where he announced a new plan to help pay off student loans , seemed to be part of an effort to build excitement around his re-election bid in a college town that has been a bright spot for Democrats, one seen as crucial to his victory in the state in 2020 and vital to his chances in November.

“My district,” said State Senator Kelda Roys, a Democrat who represents much of Madison, “could potentially decide the fate of the free world.”

But this year, amid signs of an enthusiasm gap among young voters and widespread anger on college campuses over the administration’s handling of Israel’s war in Gaza, college towns are emerging as a more complex battleground for Democrats. So I decided to head to Madison myself.

“I’m definitely a little bit nervous,” said Megan Eisenstein, the communications director of the College Democrats group at Lawrence University, who had traveled from her campus in Appleton, Wis., to Madison over the weekend for the statewide College Democrats convention.

“I think right now,” she added, “the hardest thing is to make young people excited about Joe Biden.”

The uninstructed vote

Last week, when Wisconsin voters went to the polls in snow and rain for the now-very-much-effectively-over presidential primaries, nearly 50,000 people cast “uninstructed” votes on the Democratic side — meaning 8.3 percent of the state’s Democratic primary voters seemingly decided to use their ballots to protest the Biden administration’s support for Israel’s war in Gaza.

That wasn’t enough to net the “uninstructed” voters any delegates to this summer’s Democratic National Convention, as “uncommitted” voters did in Michigan, where the protest movement was born.

But it was enough to send a signal about voters’ discontent with Biden — particularly in a state that he won by just 20,682 votes in 2020. (There was something of a protest vote on the Republican side too, with Nikki Haley, a candidate who has dropped out of the race, earning more than 75,000 votes.)

In Madison, almost a third of Democratic primary voters in wards on or near the university’s campus voted “uninstructed,” according to an analysis by The Daily Cardinal , the University of Wisconsin-Madison’s independent student newspaper.

“This is more than just nit-picking, like, ‘I’d prefer if it was the other way,’” said Dahlia Saba, a student organizer with Listen to Wisconsin, the group that led the push for the “uninstructed” vote. “This is deep betrayal, and deep anger.”

State Representative Francesca Hong, a Democrat who endorsed the campaign for the “uninstructed” vote, said there is a risk that Biden could underperform here in November.

“I think there are people who say now that they will never vote for this president,” Hong said, although she believes there is still time for Biden to mobilize those voters if his administration shifts its policy regarding the war.

Democrats take notice

On Sunday afternoon, in a plenary hall at the business school at the University of Wisconsin-Madison, the College Democrats of Wisconsin were finishing up their convention business in front of a sunny slogan: Blue Skies Ahead!

The student Democrats here are hugely proud of how they turned out in droves in 2020, in the midterms and last year’s state Supreme Court election , which flipped the court to liberal control. They see themselves as tipping-point voters in a tipping-point state.

But as they packed up their blue plastic tablecloths and empty cups of iced coffee, some of the activists expressed a current of worry, too.

“With Joe Biden seeing the results in Michigan and Minnesota” Matthew Lehner, the newly elected chair of the group, said, referring to the uncommitted votes in both of those states, “it is certainly my hope, and it’s certainly my desire that they listen to folks.”

Ben Wikler, the chair of the Democratic Party of Wisconsin, said the state’s races were too close not to pay attention to anything that could shape turnout.

“It’s absolutely the case that turnout in any set of wards in Wisconsin can tip not just Wisconsin, but the entire presidential race,” Wikler said.

But he takes comfort in the fact that young people in cities like Madison chose to express their disappointment in Biden by going to the polls — not by staying home.

“This fall,” he said, “we’ll be working to to ensure all that energy is channeled into ensuring we defeat Trump again.”

The enthusiasm gap

Every set of college voters is different, from election to election, said John Della Volpe, the director of polling at the Institute of Politics at the Harvard Kennedy School and an expert on the youth vote.

“This generation seems to be voicing concern over Gaza, and also voicing concern about why all of this matters, why voting” matters, Della Volpe said. “That’s the biggest concern.”

A poll conducted by Della Volpe late last year found that young voters appeared less likely to vote in 2024 than in 2020, and a Times poll conducted this year found that young voters were the age group least likely to feel hopeful or excited about the election.

The Biden campaign has a national organizing program aimed squarely at young voters and is working with youth voting groups to make over 155 million “direct voter contacts.” Still, a lack of enthusiasm was palpable on campus in Madison. Sophie Filipczak, a freshman, grimaced when she was asked about the election over coffee in the student union.

“We haven’t had those really cool candidates,” said Filipczak, a Democrat, who said she was planning to vote for Biden but wished she were more excited. “It’s the rich, it’s the old — that’s just kind of how it’s been.”

Her friend Calissa Schumacher, an independent voter, said she planned to back an independent candidate in the fall because she did not like either major-party option.

“I just can’t stand for either Trump or Biden,” she said. If it came down a choice between those two and the independent candidate Robert F. Kennedy Jr., she said, she would vote for Kennedy.

The Biden campaign says it is working hard to communicate the president’s accomplishments across campuses like this one — but neither Filipczak or Schumacher planned to pay much attention to the official visit in their own backyard, where he was doing just that.

“I can’t say I’m, like, super gung-ho about going to see him,” Filipczak said.

Trump speaks on abortion

After months of sending mixed signals about the issue of abortion rights, former President Donald J. Trump released a video on Monday morning saying he believed the polarizing issue should be left up to the states.

It seemed to leave a lot of people unsatisfied.

Democrats, including Biden, were quick to tie Trump to the restrictive abortion bans that have taken effect in states like Texas. Opponents of abortion rights were angry that Trump had not referred to a national abortion ban.

But there are other ways that Trump could curb access to abortion across the country as president, as my colleagues Lisa Lerer and Elizabeth Dias have reported . I caught up with Lisa to talk about the tricky politics for Trump and the anti-abortion plans being proposed by his allies.

JB: Trump has gone back and forth on the issue of abortion over the years. He likes to take credit for appointing some of the justices who overturned Roe vs. Wade. He’s blamed the “abortion issue” for Republicans’ struggles in the 2022 midterms. He’s signaled openness to a 15-week ban . What does today’s announcement tell us about the politics of this issue for him?

LL: Trump has always been a very faulty messenger for the anti-abortion cause. In the late 1990s, he called himself pro-choice . In 2016, he made a lot of very big promises to the anti-abortion movement, including that he would appoint judges that would overturn Roe. He’s always been, as you point out, wishy-washy on this issue.

I think what this tells us is, Trump understands the politics of all this. And he sees what we all see in the polling data, which is that the idea of a federal ban, while popular among Republican voters, is not popular among the broader electorate, and particularly among independents.

JB: Beyond a national ban, are there other ways Trump could use a second term to curtail abortion in this country?

LL: The whole idea of this national abortion ban was always a little bit of a red herring, because such a ban is so unlikely to pass Congress. There are ways that a second Trump administration could severely curtail abortion access across the country, regardless of what the state laws are, even without a federal ban.

What Trump could actually do, which we’ve reported on , is he could effectively have his administration ban or severely limit abortion access nationwide, by leveraging the power of the Comstock Act. That’s a law from the 1800s that could be interpreted to ban the mailing of any item used in an abortion procedure. That could mean things like a speculum, or more saliently, that could mean abortion medication — and abortion medication is now used in the majority of abortions across the country.

ON THE GROUND

An eclipse twofer in Wisconsin

For Tony Ketterer, a security professional whose office is right by the airport in Madison, seeing Air Force One isn’t exactly a novelty. This is a swing state, after all. Presidents come and go.

But on Monday, he stood in the parking lot outside his office and watched as something special happened: The plane carrying President Biden, who had just wrapped up his remarks on student loans, lifted into the air as shadows curved on the ground, taking off just moments before the peak of the partial eclipse.

“There’s 200-something million people that’ll see the eclipse,” Ketterer said, “but very few that’ll have gotten to see —”

“The president ride off into the eclipse!” marveled Dave Hutchison, a former Republican state representative who had found himself in the same parking lot.

Ketterer, a moderate voter who said he typically leans Democratic, and Hutchison, a moderate Republican who plans to vote for Biden, wondered what the president had seen. Did he have eclipse glasses? What might the phenomenon look like from the air?

Both were glad they had been part of a rare communal experience in a political season wracked with division.

“I hope that’s a shared experience and that Americans, you know, that’s something we can all talk about regardless of what’s going on in the political world or the international world,” Ketterer said.

And then he very kindly shared his eclipse glasses with me.

Jess Bidgood is a managing correspondent for The Times and writes the On Politics newsletter, a guide to the 2024 election and beyond. More about Jess Bidgood

Writing Cover Letters

What is a cover letter? What to include in a cover letter How to organize a cover letter Questions to guide your writing How to format a cover letter Sample cover letters

What is a cover letter?

To be considered for almost any position, you will need to write a letter of application. Such a letter introduces you, explains your purpose for writing, highlights a few of your experiences or skills, and requests an opportunity to meet personally with the potential employer.

Precisely because this letter is your introduction to an employer and because first impressions count, you should take great care to write an impressive and effective letter. Remember that the letter not only tells of your accomplishments but also reveals how effectively you can communicate.

The appropriate content, format, and tone for application letters vary according to the position and the personality of the applicant. Thus, you will want to ask several people (if possible) who have had experience in obtaining jobs or in hiring in your field to critique a draft of your letter and to offer suggestions for revision.

Despite the differences in what constitutes a good application letter, the suggestions on these pages apply generally.

What to include in a cover letter

• Try to limit your letter to a single page. Be succinct.
• Assess the employer’s needs and your skills. Then try to match them in the letter in a way that will appeal to the employer’s self-interest.
• As much as possible, tailor your letter to each job opportunity. Demonstrate, if possible, some knowledge of the organization to which you are applying.
• Write in a style that is mature but clear; avoid long and intricate sentences and paragraphs; avoid jargon. Use action verbs and the active voice; convey confidence, optimism, and enthusiasm coupled with respect and professionalism.
• Show some personality, but avoid hard-sell, gimmicky, or unorthodox letters. Start fast; attract interest immediately. For more information see Business Letter Format .
• Arrange the points in a logical sequence; organize each paragraph around a main point.

How to organize a cover letter

Below is one possible way to arrange the content of your cover letter.

Opening Paragraph

State why you are writing.

Establish a point of contact (advertisement in a specific place for a specific position; a particular person’s suggestion that you write): give some brief idea of who you are (a Senior engineering student at UW; a recent Ph.D. in History).

Paragraph(s) 2(-3)

Highlight a few of the most salient points from your enclosed resume.

Arouse your reader’s curiosity by mentioning points that are likely to be important for the position you are seeking.

Show how your education and experience suit the requirements of the position, and, by elaborating on a few points from your resume, explain what you could contribute to the organization.

(Your letter should complement, not restate, your resume.)

Closing paragraph

Stress action. Politely request an interview at the employer’s convenience.

Indicate what supplementary material is being sent under separate cover and offer to provide additional information (a portfolio, a writing sample, a sample publication, a dossier, an audition tape), and explain how it can be obtained.

Thank the reader for his/her consideration and indicate that you are looking forward to hearing from him/her.

Questions to guide your writing

• Who is my audience?
• What is my objective?
• What are the objectives and needs of my audience?
• How can I best express my objective in relationship to my audience’s objectives and needs?
• What specific benefits can I offer to my audience and how can I best express them?
• What opening sentence and paragraph will grab the attention of my audience in a positive manner and invite them to read further?
• How can I maintain and heighten the interest and desire of the reader throughout the letter?
• What evidence can I present of my value to my audience?
• If a resume is enclosed with the letter, how can I best make the letter advertise the resume?
• What closing sentence or paragraph will best assure the reader of my capabilities and persuade him or her to contact me for further information?
• Is the letter my best professional effort?

*From Ronald L. Kraunich, William J. Bauis. High Impact Resumes & Letters. Virginia Beach, VA: Impact Publications, 1982.

How to format a cover letter

• Type each letter individually, or use a word processor.
• Use good quality bond paper.
• Whenever possible, address each employer by name and title.
• Each letter should be grammatically correct, properly punctuated, and perfectly spelled. It also should be immaculately clean and free of errors. Proofread carefully!
• Use conventional business correspondence form. If you are not certain of how to do this, ask for help at the Writing Center.

Sample cover letters

Looking at examples of strong cover letters is a great way to understand how this advice can become implemented. We’ve compiled and annotated a range of different kinds of cover letters from different kinds of student applicants. We encourage you to look through these letters and see some of what we’ve highlighted as working particularly well in these real world examples.

• Cover Letter Example 1. Undergraduate student applying for a restaurant hosting position.
• Cover Letter Example 2. Undergraduate sophomore applying for an internship with a non-profit, political organization.
• Cover Letter Example 3. Graduate student applying for a Project Assistant position at UW-Madison. The original job posting for this position can be found here .
• Cover Letter Example 4. A graduated student with an English literature and Spanish language double major applying to work as a law firm legal assistant.

In addition to these sample cover letters, you can find a range of other, often discipline-specific cover letter examples through these UW-Madison resources:

• SuccessWorks has developed a useful resource that features an overview of cover letters. It provides a breakdown of this genre’s main parts as well as an example cover letter and resume, all in response to an included job posting for a position with Americas Society Council of the Americas. All of this is located here .
• UW-Madison’s Law School has several wonderful examples of cover letters for law-related jobs here . These are organized according how far the applicants were into their law school careers (i.e., L1, L2, and L3).
• The Career Center for the School of Education has information about cover letters as well as sample cover letter for someone applying to be an elementary school teacher here .

Academic and Professional Writing

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Analysis Papers

Reading Poetry

A Short Guide to Close Reading for Literary Analysis

Using Literary Quotations

Play Reviews

Writing a Rhetorical Précis to Analyze Nonfiction Texts

Incorporating Interview Data

Grant Proposals

Planning and Writing a Grant Proposal: The Basics

Additional Resources for Grants and Proposal Writing

Job Materials and Application Essays

Writing Personal Statements for Ph.D. Programs

• Before you begin: useful tips for writing your essay
• Guided brainstorming exercises
• Get more help with your essay
• Frequently Asked Questions

Resume Writing Tips

CV Writing Tips

Cover Letters

Business Letters

Proposals and Dissertations

Resources for Proposal Writers

Resources for Dissertators

Research Papers

Planning and Writing Research Papers

Quoting and Paraphrasing

Writing Annotated Bibliographies

Creating Poster Presentations

Writing an Abstract for Your Research Paper

Thank-You Notes

Advice for Students Writing Thank-You Notes to Donors

Reading for a Review

Critical Reviews

Writing a Review of Literature

Scientific Reports

Scientific Report Format

Sample Lab Assignment

Writing for the Web

Writing an Effective Blog Post

Writing for Social Media: A Guide for Academics