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The Research Process

• About the Research Process
• Research Scenario

Understanding Your Assignment

Choosing a Topic

Locating Background Information

Using Wikipedia in Research

Before you move on...

• 2. Develop a Research Question/Thesis
• QuickSearch
• Find Articles
• Find Videos & Images
• Web Searching
• 4. Strengthen Your Search Methods
• 5. Evaluate & Select Sources
• 6. Cite Sources

How do you get to the core of what you're being asked to do in your paper? Thoroughly reading your assignment is an important part of getting started so you understand what your end goal should be. 

• What is the purpose of the project?
• To what extent should I bring my own ideas to the project? Do I need to present an original theory, argue a point of view, or am I primarily synthesizing and organizing information in order to report on it?
• How much evidence (or information) will I need to gather? Is there are required number of sources to use?
• What kinds of evidence (or sources) am I expected to use? 
• What should the finished project look like?
• When is the project due? To make sure I have enough time to research and write, when should I start my first step?

(Credit to the Gustavus Adolphus College Folke Bernadotte Memorial Library Do Research Guide for their insightful questions.)

Whether your topic is about current events or needs to be within a certain subject area, exploring your interests and what’s being written can help you craft an idea:  

• Start by making a list of possible issues to research that you can explore before deciding.
• Use class notes or readings, your personal interests, podcasts, conversations with friends or your professor as ideas.
• Read the news or other publications you enjoy to look for current ideas and conversations. 

In the video below, Jennie goes through the process of picking a topic and learns how to select one that's just right. 

Collecting background information can help you :   

• Helps define your topic and makes sure there is enough information to explore
• Gives you the language and facts to understand later research such as key concepts, important terminology, notable people, and big events 
• Helps you understand current conversations and contextualize topic  
• Formulate more specific research questions to help narrow your topic 
• Choose keywords to use for deeper searching and highlight potential resources to use in the research process 

General Reference Databases (library subscription resources)

Open web (free) resources.

• Wikipedia (Yes, it is OK to use Wikipedia as a starting point for background information, but it's not ok to cite it as a source.)
• Biography.com
• Library of Congress
• Encyclopedia.com
• Using Wikipedia
• Text Description of Using Wikipedia

Thanks to IUPUI University Library for allowing reuse of this graphic under a Creative Commons license.

Click the second tab above for an accessible text version of this graphic. 

Using Wikipedia for Research

Find Background Information - Entries and embedded links can be used to generate ideas and learn the terminology associated with your topic.

Generate Search Terms - Take a look at the embedded links, bolded words, or table of contents. They can help generate search terms to use for searching in library databases.

Look at the Bibliography - The bottom of the page should list the sources used to compile the entry. They can point you to other resources (sometimes scholarly) on the topic.

Cite to Wikipedia - In academic research, you usually never cite to an encyclopedia or other sources of background information.

Believe Everything - Because the content is user-created, anonymous, and does not have a mandatory review process, there is no guarantee that the information is accurate and credible.

https://researchguides.uoregon.edu/getting-started/background_info

Remember, your research starts as you are picking your topic! This is because you need to learn about the key facts, perspectives, and history in order to develop your own perspective and thesis. You can adjust the specifics of your topic as you develop your question in Step 2 . In addition, sources of background information may differ by discipline so if you are struggling to locate sources, consider your topic area and consult your professor or librarian for more help.

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The Question and Answer sections of our study guides are a great resource to ask questions, find answers, and discuss literature.

Ask a question and get answers from your fellow students and educators.

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Bar Exam Resources: New York

• Practice Exams and Books
• Multistate Exams and Other States
• Uniform Bar Exam
• Commercial Bar Exam Courses

Free MBE Questions

• Bar Prep Hero Provides a review and preparation program that deals with the MBE part of the test, which covers all testing administered on day one of the bar examination.

NY Law Exam

Among other requirements , candidates for admission to the New York bar must take the New York Law Course (NYLC) and the New York Law Exam (NYLE).

The NYLC is a prerequisite to the NYLE.   More information is available on the BOLE website .

The NYLE will be offered four times per year. The dates and times of administration of the NYLE in 2019 are:

• March 21, 2019, 12:00 pm EST
• June 13, 2019, 12:00 pm EST
• Sept. 26, 2019, 12:00 pm EST
• Dec. 19, 2019, 12:00 pm EST
• Information about Course Materials for NYLC and NYLE
• Course Materials for the NYLC/NYLE
• Sample Questions for the NYLE
• Introduction to New York Law Course "[NYLC] is an online, on demand course on important and unique principles of New York law in the following subjects: Administrative Law, Business Relationships, Civil Practice and Procedure, Conflict of Laws, Contracts, Criminal Law and Procedure, Evidence, Matrimonial and Family Law, Professional Responsibility, Real Property, Torts and Tort Damages, and Trusts, Wills and Estates. Completion of the NYLC is required in order to obtain a license to practice law in the State of New York."

General Information

• New York State Board of Law Examiners (BOLE) Information about applying for the bar, bar exam results, old bar exam questions and answers.
• Advisory Committee on the Uniform Bar Examination "The Advisory Committee on the Uniform Bar Examination (UBE) was created by Chief Judge Jonathan Lippman to comprehensively examine a proposal to adopt the UBE as part of the New York bar examination. A study committee chaired by the Honorable Jenny Rivera, Associate Judge of the New York State Court of Appeals, and comprised of representatives of law schools, the bar, the judiciary and the State Board of Law Examiners, is considering this proposal."
• Preparing for the Bar Exam Advice from the Academic Support Program at Pace Law School.
• Reports and Press Releases from NY BOLE Press releases, bar passage rate statistics, and reports from the BOLE.
• Bar Exam Results (BOLE) Alphabetical list of candidates who passed the bar.
• Which Bar Prep Course is the Best? Brian Dalton provides information about the major bar prep providers for Above the Law. He analyzes variables including cost, format, guarantees, discounts, and pass rate. Keep in mind that you can sometimes negotiate a better price than what is listed.
• Developing Legal Careers and Delivering Justice in the 21st Century Report by the NYC Bar Association Task Force on New Lawyers in a Changing Profession, issued Fall 2013. Discusses changes to the NY bar exam to reflect the needs of the profession, including dropping UCC article 3 (negotiable instruments) in July 2014 and adding administrative law in February 2015.

New Book on Reserve

This guide was created by Cynthia Pittson and is currently maintained by Pace Law Library Reference Librarians.

Description of UBE Administered in NY

From the BOLE website :

The UBE is administered on the last Tuesday and Wednesday of February and July.

During the morning session on Tuesday , applicants are given three hours to complete two Multistate Performance Test (MPT) items. Applicants may work on the MPTs in any order and they are free to decide how to allocate their time between the two MPT items although NCBE develops each MPT as a 90 minute test item.

During the afternoon session on Tuesday , applicants are given three hours to answer six Multistate Essay Exam (MEE) questions. Again, applicants are free to answer the questions in any order and they may decide how to allocate their time among the MEE questions.

On Wednesday , applicants will take the Multistate Bar Examination (MBE), which is a six-hour, 200 question multiple-choice exam divided into two three-hour sessions.

The schedule for the UBE in New York is as follows:

• Tuesday: 9:30 am to 12:30 pm and 2:00 pm to 5:00 pm
• Wednesday: 9:30 am to 12:30 pm and 2:00 pm to 5:00 pm

The July 2019 bar exam is scheduled for the last Tuesday and Wednesday of the month, July 30-31, 2019.

• MEE (essays) = 30% of score

Passing score for NY on the UBE is 266.

MBE, MEE, and MPT Multistate Exams

• MBE Information about the Multistate Bar Examination, a six-hour, 200-question multiple-choice examination covering contracts, torts, constitutional law, criminal law and procedure, evidence, and real property.
• MBE Preparation Includes sample test questions.
• MBE Subject Matter Outline Updated for 2020
• MEE Multistate Essay Exam, part of the UBE.
• MEE Preparation Includes sample test questions.
• MEE Subject Matter Outline Updated for 2019.
• MPT The Multistate Performance Test consists of two 90-minute skills questions covering legal analysis, fact analysis, problem solving, resolution of ethical dilemmas, organization and management of a lawyering task, and communication.
• MPT Summaries 2012-2018 Provides a description of the MPT, an outline of the skills tested, and summaries of previously administered tests.
• Questions & Sample Answers 2004-2018, NY Bar Examiners
• Sample MPT & MEE Questions with Answers From NJ Board of Bar Examiners
• Sample MPT & MEE Questions with Answers (July 2019) From NJ Board of Bar Examiners
• MPT Feb. 1998
• MPT July 1998

Nuts and Bolts of the NY Bar Exam

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• Last Updated: Jul 28, 2023 1:28 PM
• URL: https://libraryguides.law.pace.edu/barexam

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Placement and Registration

Academic advisement.

Prior to each registration period, faculty advisers, academic advisers, and Adult and Continuing Education advisers are available to help students plan their programs.

Although advisers will lend assistance, the responsibility for academic planning rests primarily with the student. A student should become familiar with the requirements for the program in which he or she are registered and initiate conferences with the appropriate adviser. Before registering, however, students must submit their course selections to their advisers for approval.

Placement Testing

The University is committed to helping each student achieve academic success. Through careful advisement and review of prior academic record, a student may take placement tests in subjects such as writing, mathematics, and possibly a second language. The purpose of placement testing is to ensure new students enroll in coursework for which they are prepared. Pace uses several factors, including AP credit, transfer credit, and placement tests administered prior to Orientation to make sure you take appropriate classes.

All placement testing is online and can be accessed via computer through the Pace website ( https://www.pace.edu/new-student-experience-transitions/placement-testing ). Read carefully below to see which of our online placement tests you should take. Consult with an advisor if you have questions about which tests you need to take. 

Incoming first-year students must take the online English placement test. This test requires students to write an essay.

Transfer students who have been notified should take the English Placement Test.

• New York City Transfer Students: If you are required to take a placement test, you will be notified by the Office of Undergraduate Admission. The placement test should be taken at least two days prior to the Transfer Orientation date for which you have registered.
• Westchester Transfer Students: If you are not receiving Pace credit for an English class from another institution, you will need to take the English placement test. If you don't know if you need to take the English placement test, consult with your Academic Advisor.

All students will be evaluated on their ability to organize and develop ideas, to sustain an argument, and to use correct spelling and grammar. Students may place out of ENG 110 Composition , which starts the core course of study, after evaluation of appropriate transfer credit or AP credit, writing sample, and verbal SAT scores by the English department on each campus.

Please note: Students admitted to Pace through the Challenge to Achievement at Pace (CAP) Program will be placed into required English classes solely on the results of their performance on Pace University’s English Placement Exam. Any previously earned credit for college-level English courses, or successful completion of exams through the College Board’s Advanced Placement (AP), the College Level Examination Program (CLEP), or the International Baccalaureate (IB) Program, will be accepted only as credits toward the General/Open Electives component of the chosen degree program.

English as a Second Language (ESL) Placement

The English Placement Test determines where an ESL student begins in the sequence of ENG 099A Introduction to Academic Writing - ESL (noncredit), ENG 100A Academic Writing - ESL , (4 elective credits), ENG 110A Composition - ESL (3 credits) and ENG 120A Critical Writing - ESL  (4 credits). The test results will also suggest which other courses and how many credit hours the student may attempt. These courses are intended primarily for students who have attended secondary school in countries where English is not the first language.

Mathematics

Incoming first-year students will take the online mathematics placement test to determine the appropriate mathematics course to take in their first semester. Questions range from word problems to trigonometry and pre-calculus. Students may use calculators.

Even if a student has pending AP credit or college transfer credits, they should take the mathematics placement test. Mathematics placement will be reevaluated upon receipt of official AP scores or appropriate college transcripts.

Transfer students who have been notified should take the Mathematics placement test.

• New York City Transfer Students: If you are required to take a placement test, you will be notified by the Office of Undergraduate Admission.  The placement test should be taken at least two days prior to the Transfer Orientation date for which you have registered.
• Westchester Transfer Students: Please contact your Advisor for information. If your Advisor has told you to take the Mathematics placement test, please take the test.

Modern Languages

All students with two or more years of high school study in Chinese, French, Italian, Russian, or Spanish who plan to continue their study of the same language in their first semester must take the online placement test prior to Orientation to determine the appropriate level of college study. The test may only be taken once . Test scores remain valid for one year.

Students with less than two years of high school study in a language will automatically be placed in the 101-level course in their chosen language and don't need to take the placement test.

Students who demonstrate proficiency in a second language by taking the SAT II exam prior to enrollment will be exempt from having to take a foreign language course as part of their Core Curriculum requirement. Students who qualify for this exemption will not be granted college credit.

International students who have graduated from a high school where English is not the language of instruction are exempt from the second language requirement.

If you have questions please contact the Center for Academic Excellence at (212) 346-1386 for the NYC campus or (914) 773-3510 for the Pleasantville campus. 

Accommodated Placement Testing

If you have a disability that requires accommodations, please contact the Student Accessibility Services (SAS) on the campus you will be attending prior to your Orientation. SAS recommends contacting the office as soon as you register for Orientation.

• New York City Campus Student Accessibility Services: (212) 346-1526
• Pleasantville Campus Student Accessibility Services: (914) 773-3710 

College Credit and Advanced Placement (AP) Course Equivalency

If you have taken college courses for credit or have participated in a dual enrollment or Bridge program, please be sure to have all official college transcripts forwarded to the Office of Undergraduate Admission for evaluation. Prior credit will only be evaluated once your official transcript has been received. A minimum score of 4 is required on all AP exams with the exception of the Computer Science A and Computer Science AB exams: a score of 3 or above is acceptable for these.

Speech Clinic Referrals

Students who do not achieve minimum departmental standards in SPE 100 Voice and Diction for Non-Native Speakers , SPE 101C Fundamentals of Speech Communication (CAP) ,  SPE 102 Speech Communication II or SPE 102A Public Speaking - ESL may be referred to the Speech and Hearing Center for a speech evaluation. Referred students may be assigned to Speech Clinic (SPE 050, 052) for individual or group remedial speech services. An assigned student must register for Speech Clinic in the semester following the referral. A grade of Incomplete-Referral (IR) with a provisional letter grade is given to students in the course from which they were referred. The I-R grade is removed when the student registers for the Speech Clinic. However, they may be required to take more than one semester of the Speech Clinic.

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Commencement 2024: your questions answered.

Accessing your GradPass, when to arrive, where to park, what to eat, and so much more. You've got questions and we've got answers. Get ready to walk, grads.

• Accessing Your Tickets
• When to Arrive
• How to Get In
• What to Wear

Transportation

Accessibility, food and drink, accessing your gradpass and guest tickets.

We know there are a lot of questions about accessing your Grad Pass and transferring your tickets to your guests. We’ve created a special FAQ section with detailed instructions and information to help you get the info you need. We are still distributing tickets—if you registered late, keep checking your MarchingOrder account.

When To Arrive

Graduating students should plan to arrive one hour before their scheduled ceremony start time. Graduates and guests with ADA needs should plan to arrive 1.5–2 hours prior to their ceremony start time. Most students and families choose to attend both the Main Ceremony and their smaller school/college ceremony. 

• 9:45 a.m.–11:15 a.m. Elisabeth Haub School of Law |  Louis Armstrong Stadium
• 9:45 a.m.–11:30 a.m. Lubin School of Business |  Arthur Ashe Stadium
• 12:15 p.m.–1:30 p.m. Main Ceremony |  Arthur Ashe Stadium
• 2:15 p.m.– 5:00 p.m. College of Health Professions and Seidenberg School of Computer Science and Information Systems |  Louis Armstrong Stadium
• 2:30 p.m.–5:45 p.m. Dyson College of Arts and Sciences, Sands College of Performing Arts, and School of Education |  Arthur Ashe Stadium

How To Get In

When arriving at the venue, all guests must show either a printed ticket or present their ticket on a mobile device for entry into the USTA complex at the East Gate. If you have ADA parking or drop-off/pick-up passes, please enter through the West Gate.

Graduates must check in in the East Plaza, showing either their printed Grad Pass or presenting it on their mobile device. Be sure to access your Grad Pass and guest tickets via   MarchingOrder in advance to print or screenshot to show on a mobile device. We recommend forwarding guest tickets to your guests for them to print or screenshot to show on a mobile device. For more information about accessing your Grad Pass and/or guest tickets,  visit our special FAQ section . 

If you or your guest(s) do not have a mobile device or printed ticket, you will still be able to enter. Speak to Pace University staff upon arrival.

What To Wear

Dress to the nines and make sure to bring your cap and gown! If you're feeling extra flashy, wear it to the venue. No idea how to put it on? We got you. Pace staff will be onsite to help grads robe up. Real talk: The venue is BIG. You’ll be doing a lot of walking, so consider comfy shoes or at least a pair to change into.

Subway: The 7 train provides service from Grand Central Terminal to Mets-Willets Point Station, including connections for all Metro-North Trains from Westchester and Connecticut. Service is also available from the Port Authority Bus Terminal.

Long Island Railroad: LIRR provides easy service to Mets-Willets Point Station from Woodside, and convenient connections from Penn Station for New Jersey Transit customers. For guests with disabilities, get off the LIRR train at 61st Street-Woodside Station and transfer to the 7 train. Take the 7 train to Mets-Willets Point Station.

Event parking is at Citi Field, located next to the USTA complex. USTA recommends using Grand Central Parkway exit 9E or Whitestone Expressway Exit 13D for the shortest route to available parking lots.

Upon arrival, lot attendants will direct you to the appropriate area.

There is a charge for parking and cash is not accepted.

Some of our grads and their guests may have questions regarding ADA and accessibility. We’ve created a special FAQ section with detailed instructions and information to help you get the info you need.

The USTA's Grounds and Food Village will be open from 11:00 a.m.–4:00 p.m.; cash is not accepted.

Bottle re-filling stations are available throughout the USTA complex. Bring your refillable bottles to stay hydrated!

Commencement takes place rain or shine. Both Arthur Ashe and Louis Armstrong stadiums will be covered in the event of inclement weather, so grads and their guests can stay dry. Check the weather closer to the event date and bring an umbrella in case of rain.

Still don't have the info you need? Visit the Commencement website .

More from Pace

Commencement 2024: Announcing This Year’s Speakers and Honorees…

On Monday, May 20, the Class of 2024 will celebrate with some amazing guests who will impart their wisdom to the departing graduates. Among the honorees are a Broadway powerhouse, a family who turned a heartbreaking loss into hope for children, a renowned judge, the former president of one of the largest and oldest American comic book companies, and a physician leading the way in AI-powered medicine.

Pace University Professor Receives Fulbright Specialist Award

Professor Claudia G. Green, Ph.D., RD , a professor of Management and director of Hospitality and Tourism Management at the university’s Lubin School of Business , has received a Fulbright Specialist Program award, Pace University today announced. It marks the second time Green has been a recipient of a Fulbright award.

Tips for Your Summer Internships (and how to get the next one!)

It’s internship season. Check out these Career Services tips for finding opportunities, making the most of them, and setting yourself up for next year. And if you’re a recent grad, we’ve got some helpful hints for you, too!

Colleges are now closing at a pace of one a week. What happens to the students?

Most never finish their degrees, and graduates wonder about the value of degrees they’ve earned.

It was when the shuttle bus stopped coming that Luka Fernandes began to worry.

Fernandes was a student at Newbury College near Boston, whose enrollment had declined in the previous two decades from more than 5,300 to about 600.

“Things started closing down,” Fernandes remembered. “The food went downhill. It felt like they didn’t really care anymore.”

The private, nonprofit school had been placed on probation by its accreditors because of its shaky finances. Then the shuttle bus connecting the suburban campus with the nearest station on the public transportation system started running late or not showing up at all. “That was one of the things that made us feel like they were giving up.”

After students went home for their winter holiday, an email came: Newbury would shut down at the end of the next semester.

“It was, ‘Unfortunately we have to close after all these many years, and blah, blah, blah,’ ” said Fernandes, who was a junior. “I was very angry.”

The loans that students had taken out to pay the college weren’t forgiven, “which was infuriating. I had already put so much money into my education, and my family didn’t have that money. How am I going to apply this to my future if it doesn’t exist?”

This and other questions are on the minds of more and more students this spring as the pace of college closings dramatically speeds up.

About one university or college per week so far this year, on average, has announced that it will close or merge. That’s up from a little more than two a month last year , according to the State Higher Education Executive Officers Association, or SHEEO.

So many colleges are folding that some students who moved from one to another have now found that their new school will also close, often with little or no warning. Some of the students at Newbury, when it closed in 2019, had moved there from nearby Mount Ida College, for example, which shut down the year before.

Most students at colleges that close give up on their educations altogether. Fewer than half transfer to other institutions , a SHEEO study found. Of those, fewer than half stay long enough to get degrees. Many lose credits when they move from one school to another and have to spend longer in college, often taking out more loans to pay for it.

The rest join the growing number of Americans — now more than 40 million , according to the National Student Clearinghouse Research Center — who spent time and money to go to college but never finished.

“I was asking my dad, ‘Can I not go back?’” said Fernandes, who eventually decided to continue at another college and now works as a patient coordinator at a hospital.

“I’m glad I did. But it honestly scares me for the future of education. I’m not sure where education’s going to go if all of these colleges keep closing.”

That is almost certain to happen. As many as 1 in 10 four-year colleges and universities are in financial peril , the consulting firm EY Parthenon estimates.

“It’s simply supply and demand,” said Gary Stocker, a former chief of staff at Westminster College in Missouri and the founder of College Viability, which evaluates institutions’ financial stability. The closings follow an enrollment decline of 14 percent in the decade through 2022, the most recent period for which the figures are available from the Education Department. A decline of as much as 15 percent is projected to begin next year.

Already this year, and within a span of a few days, Birmingham-Southern College in Alabama, Fontbonne University in St. Louis and Eastern Gateway Community College in Ohio all announced that they would close — Birmingham-Southern in May, Fontbonne next year and Eastern Gateway by June, unless it gets a financial bailout.

The for-profit University of Antelope Valley in California was ordered by the state to shut down because of financial shortfalls. Lincoln Christian University in Illinois and Magdalen College in New Hampshire will close in May, Johnson University of Florida in June and Hodges University in Florida by August. The College of Saint Rose in New York, Cabrini University in Pennsylvania, Oak Point University in Illinois, Goddard College in Vermont and the Staten Island campus of St. John’s University will all be shuttered by the end of this semester.

Notre Dame College in Ohio will also close its doors at the end of this semester, stranding for a second time students who transferred there from Alderson Broaddus University in West Virginia, which shut down just days before classes were scheduled to begin last year.

Seven out of 10 students at colleges that have closed got little or no warning. Of those, a smaller proportion were likely to continue their educations than students at colleges that gave more notice and ended operations in an “orderly” way, the SHEEO study found.

Tatiana Hicks was at her laptop preparing for her final exams in the nursing program she attended at for-profit Stratford University in Virginia when her group chat with fellow students started to blow up. “The only thing that was going through my mind was studying for finals, but my phone would not stop ringing,” said Hicks, who was going to school while working 12-hour shifts three days a week as a nurse assistant in a hospital to pay for it.

An email had just gone out saying Stratford had lost its accreditation and was closing, effective immediately. Students had a month to get their transcripts, it said. But within a day, the university’s phones and email were shut down, said Hicks, now 27, who lives in Gainesville, Va.

“I started panicking. I cried. I cried for hours that day,” said Hicks, who lost all of the 94 credits she had earned and owed $30,000 in student loans, though they would later be forgiven after more than a year of red tape.

“I thought, this just proved I shouldn’t have gone to college in the first place,” she said.

Hicks eventually enrolled in a new program, beginning again from scratch on her way to a degree in respiratory therapy.

More common is the experience of Misha Zhuykov, who ended his formal education when Burlington College in Vermont shut down during his junior year there.

“There was always this ramshackle feeling” at Burlington, he said. “I thought, ‘Just hold out for another two years and I’m out of here.’”

Instead, Zhuykov and the last 100 or so other undergraduates were given less than two weeks’ notice that the college would be closing. He said he found that not all of his credits would be accepted if he transferred.

Like many of his classmates, Zhuykov never took his formal education any further. He now works as a graphic designer in New Hampshire. “A lot of folks just kind of dropped off. They were banking on that degree. I have a friend who’s working at a gas station.”

Even those who graduated from colleges that later closed run into uncomfortable questions. Laila Ali, who was in the last group of students to graduate from Newbury College, started a new job in December, but her employer couldn’t verify her education. “I didn’t really know what route to take. Who do I contact?” The employer ultimately accepted the physical degree that she was handed when she walked at graduation.

It triggered unwelcome memories.

“I remember graduation and my last semester being gloomy,” said Ali, now 27 and living in Atlanta. She said Newbury’s closing came as a surprise. “They could have given us a warning.”

How much difference a warning can make was evident at Presentation College in South Dakota, which — before announcing that it would close — contracted with the nonprofit College Possible to help its 384 remaining students continue their educations.

Ninety percent of those last students either graduated before the college closed its doors for good or transferred to another institution, said Catherine Marciano, College Possible’s vice president for partnerships — a far higher proportion than at closed colleges elsewhere.

That kind of an experience is an exception to the rule, however. “Some colleges literally padlock the door, and that’s their announcement,” said Paula Langteau, the last president of Presentation, who now works as a consultant to help other colleges through the process — a sign of how frequently it’s happening.

Mergers are also picking up, though they almost always end with the struggling partner fading away. Woodbury University is being merged into the University of Redlands, and St. Augustine College in Chicago into Lewis University. The Pennsylvania College of Health Sciences was absorbed by St. Joseph’s University in January. Salus University will become part of Drexel University in June and stop running as a separate institution next year. Bluffton University in Ohio will be integrated into the University of Findlay, also next year.

New rules from the federal Education Department take effect in July that will require institutions to report if they are entering bankruptcy or facing expensive legal judgments, and to set aside reserves to cover the cost of student loans if they go under.

It’s also growing more important that consumers understand the financial status of colleges they consider, said Stocker, of College Viability.

“If a restaurant has health complaints, we don’t want to go there,” said Stocker. “If a car manufacturer is having trouble, why would we want to buy that car? Same thing for colleges.”

This story about college closings was produced by the Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Additional reporting by Sara Hutchinson. Sign up for its higher education newsletter . Listen to its higher education podcast .

Pennsylvania State University | Penn State

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Pennsylvania State University | Penn State’s 2023-24 Essay Prompts

Select-a-prompt short response.

Short Answers

What do you hope to get at Penn State as a Schreyer Scholar to help you accomplish your future goals and aspirations?

If you were able to go anywhere in the world, outside of the country you currently reside, where would you go and why?

Tell us about your leadership experiences (community roles, family contributions, research, clubs, organizations, etc.) and why leadership is important to you. Describe the challenges and/or successes you’ve faced in these roles.

List awards or other recognitions you have received in or outside of school over the last 4 years. Which award or recognition means the most to you and why?

Tell us about a book or other media that has made you think about something in a new way.

Consider a time when you had to collaborate with individuals from diverse backgrounds or with different perspectives. How did this experience contribute to your personal growth and understanding of others?

Everyone belongs to many different communities and/or groups, including: shared geography, faith, ethnicity, income, cuisine, interest, race, or intellectual heritage. Choose one of the communities or groups to which you belong and describe how it has influenced your life over the last four years.

Please use this space to share information you would like us to consider that has not been discussed elsewhere in your Schreyer Honors College application. This could include obstacles you’ve overcome, something you’re proud of that is not discussed elsewhere, or anything else you choose.

Personal Statement Short Response

Please tell us something about yourself, your experiences, or activities that you believe would reflect positively on your ability to succeed at Penn State. This is your opportunity to tell us something about yourself that is not already reflected in your application or academic records.

Extracurricular Essay

Please use this space to list or discuss your activities other than academic work during the last several years (for example: school organizations, jobs, athletics, the arts, community service, religious groups, or other individual interests).

Schreyer Honors College Essay 1

Describe a problem you‘ve solved or a problem you‘d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could take to identify a solution.

Schreyer Honors College Essay 2

Isaac Asimov wrote: “Any book worth banning is a book worth reading.” Do you agree? Is such censorship ever justified? If not, explain why. If so, who or what should determine which books are read and which books are forbidden.

Accelerated Premedical-Medical Program (BS/MD) Short Response 1

Describe one non-academic activity during your high school years that has been the most meaningful to you.

Accelerated Premedical-Medical Program (BS/MD) Short Response 2

Write a personal statement indicating why you want to be a physician, why you want an accelerated program and why you’ve selected this Penn State/Kimmel program.

Accelerated Premedical-Medical Program (BS/MD) Short Response 3

Describe what you think your strongest qualities are as well as weaknesses that you would like to improve upon.

Accelerated Premedical-Medical Program (BS/MD) Short Response 4

Tell us about a time you were unsuccessful and how you grew from this experience.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

What will first-time readers think of your college essay?

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