Introduction
If you’re hoping to pursue STEM without sacrificing your interest in history or music, Harvey Mudd College might be the perfect fit. In fact, students at Harvey Mudd are required to fulfill a concentration in humanities, social studies, or the arts in addition to their engineering-, science-, or math-based major. A small college known for its collaborative community and real-world learning projects, Harvey Mudd is also a member of the Claremont Colleges, effectively expanding students’ academic and social opportunities across four nearby campuses. So why should you become a Mudder? You’ll need to reflect on that question to effectively write the two supplemental essays.
But before we dive into the prompts, check out Harvey Mudd’s website to get a better sense of what it’s looking for. You’ll find an extensive, by-the-numbers look at its offerings, from enrollment and tuition statistics to student life and financial aid information, on its Common Data Set. For insights into Harvey Mudd’s values, read through its Mission and Strategic Vision—a simple way to learn more about how the school envisions its role and how it plans to grow and evolve.
What are the Harvey Mudd College supplemental essay prompts?
Harvey Mudd College Supplemental Essay Prompt #1
HMC’s collaborative community is guided by our mission statement. Through an intentional interdisciplinary curriculum our students seek to build a skillset adaptable to society’s needs. How has your own background influenced the types of problems you want to solve, the people you want to work with, and the impact you hope your work can have? (500 words or less)
Harvey Mudd College Supplemental Essay Prompt #2
Many students choose HMC because they don’t want to give up their interests in the Humanities, Social Sciences and the Arts – or HSA as we call it at HMC. Briefly describe what you'd like to learn about in your dream HSA class. (100 words or less)
How to Write Each Supplemental Essay Prompt for Harvey Mudd College
how to write Harvey Mudd Supplemental Essay Prompt #1
“Scientific research is a human endeavor. The choices of topics that we research are based on our biases, our beliefs, and what we bring: our cultures and our families. The kinds of problems that people put their talents to solving depends on their values.'' - Dr. Clifton Poodry
How has your own background influenced the types of problems you want to solve, the people you want to work with, and the impact you hope your work can have? (500 words)
This prompt is a pivot from what used to be Harvey Mudd’s classic “Why Us” essay. Through this shift, Harvey Mudd is signaling that they are hoping for more reflection from their applicants, particularly around lived experience and context. While the previous Prompt #1 followed a more “left-brained,” cut-and-dry blueprint, this updated version is more “right-brained” and nebulous. (And just in case, to be clear—the left-brain v right-brain differences stuff is largely a myth, but it seems like useful shorthand in this case.)
Right-brained? Nebulous? STEM school!? Before you think this is a game of “two truths and a lie,” take a look at this quote from Maria Klawe, Harvey Mudd’s president:
“Harvey Mudd College opened its doors five years after the first hydrogen bomb test and just before the Sputnik I launch. At this time, many were wondering if technology was being pursued for its own sake rather than to improve the human condition. In response to these concerns, HMC made the commitment to educate a new generation of engineers, scientists and mathematicians who understood the impact of their work on society.”
President Klawe makes it clear that Harvey Mudd prides itself on marrying innovation with intentionality. They are curious to hear about your motivations, goals, and a sense of how the world you come from has influenced these intentions.
Here are a few tips and possible approaches to start brainstorming your response to this prompt:
Identify your core values using our Values Exercise.
Reflect on some of the largest challenges you’d like to solve through STEM. Then, complete our Feelings and Needs Exercise with that challenge.
This exercise is helpful for those who want to write about a challenge for their personal statement, but it can be recalibrated for this prompt pretty effectively. Since this exercise is all about the human impact and emotional arc of a challenge, it’s a great (microscope) lens to view this prompt through. Move through it like so:
Challenge: based on a background, what’s the biggest challenge that you believe STEM innovations can help address?
Effects: how has this challenge impacted you? Directly? Not at all?
Feelings: how does this challenge make you feel?
Needs: what do you—or the wider world—need to combat this feeling?
What I Did About It: “pursue an intentional STEM education” is one possible answer!
Lessons, Skills and Values: what lessons, skills, or values from your background have helped prepare you to tackle this challenge?
Write a mission and vision statement for your STEM education.
This exercise will help you tap into the last part of the prompt: the impact on society you hope to address through Harvey Mudd. This blog from ClearVoice.com does a great job clarifying the distinction between a mission statement (your commitments) and a vision statement (your aspirations). Bonus points: they give examples from 25 companies (most of which are in the tech and start-up space) for oodles of #inspo.
Consider a few final questions:
Have you witnessed certain injustices in your community that you feel STEM innovations are prepared to address?
Conversely, are there certain privileges you feel your community possesses that were circumstantially available to you, and you feel should be more widespread? How are you motivated to leverage STEM to rectify this?
What types of collaborators do you feel will help you address these goals? People with similar skill sets and experiences, different ones, or both?
This Cornell essay is a nice example of how to approach this kind of prompt:
Example:
“A long time ago in a galaxy far, far away….”
Star Wars, along with other science fiction and superhero stories, was an integral part of my childhood. Growing up, I wanted to figure out how to build lightsabers and spaceships capable of hyperspace. I would tell anyone who would listen how I planned to make fantasy a reality. I became immersed in the world of science.
My perspective on science changed as I grew older and learned more about the world and my family. Three of my grandparents died from diseases tied to their genes--Parkinson’s, lung cancer and a brain aneurysm--and there are thousands of genetic diseases affecting the lives of millions throughout the world. My knowledge of genetics and biotechnology expanded in eighth grade through current event assignments on developments in gene therapy and stem cells. My family history, my own struggle with Asperger’s, and the struggles of other families inspired me to help others. With the development of the biomedical engineering major at Cornell and the intention to vastly expand the program, especially in biomaterials and nanotech, my interest in Cornell and the field only grew.
Desiring to learn more about the workings of the scientific realm and how it functions in the world, I attended a summer course through Johns Hopkins CTY that focused on science, technology, and public policy. I learned how scientific and technological developments affect policy decisions and vice versa, as well as the importance of public opinion concerning scientific progress. I wrote a paper on gene therapy, elaborating on CRISPR-Cas9 and somatic cell versus germline cell gene therapy. The benefit of being able to cure genetic diseases, but also being able to create “designer babies” with germline cell gene therapy, added to our classroom discussions of the ethics and the nuance of how science and policy interact and shape each other.
It became clear to me that I have two very different interests: science and politics. While they seem separate at first glance, they are intrinsically tied. The work of Cornell professors Michelle Bradbury and Michael Overholtzer was able to reveal that the nanoparticles known as C dots have the ability to kill cancer cells without a cytotoxic drug. Meanwhile, the Cornell Bioethics society works to discuss what new questions that research poses to our society and government. In order to make major medical breakthroughs, proper legislation informed by sound science must be in place to allow for the safe, ethical, and productive use of scientific research; only then can medical treatments improve.
I plan to pursue a Biomedical Engineering degree at Cornell and conduct research in tissue engineering and medical nanotechnology. By also pursuing a secondary degree in Information Science, Systems and Technology, I will be able to better communicate the goals and purpose of biomedical engineering in both the business and political spheres. Cornell’s dedication to expanding its Biomedical Engineering program and its leadership in developing micro-and nano-biotechnology creates an environment where I can combat the diseases that have affected my family and millions of others. Through monthly discussions with Cornell's Bioethics Society on the ethical implications of recent breakthroughs in research, while also conducting research at the Nanobiotechnology Center, I hope to stay involved and informed on the state of the biomedical field.
We are on the brink of a scientific revolution. Much of the research being conducted today was inconceivable mere decades ago. Science has the ability to transform our lives, which is why government and public involvement and awareness is so important. By exploring these avenues, I hope to democratize the research I conduct and apply it for the benefit all people affected by genetic diseases. Through the combinations of my interests at Cornell, I would be able to better help people in unprecedented ways, but in a galaxy not so far away. (635)
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Tips + Analysis
Remember your galaxy. For many, science is appealing because it allows us to explore the unknowns (like those Hubble images that broke the internet). However, this prompt wants you to stay down-to-Earth. What’s happening in your orbit? What are you witnessing or experiencing? What grinds your gears? In paragraph two, this author does a great job doing just that: “My family history, my own struggle with Asperger’s, and the struggles of other families inspired me to help others.” Had they been writing this prompt for Harvey Mudd, we’d encourage them to push this sentence even further and spend a larger bulk of the word count reflecting on this.
Think critically about your collaborators. This author references two primary populations they’d like to work with to achieve their goals: science researchers (specific professors) and political/government scholars. While they score bonus points for referencing specific Cornell professors (and you can certainly follow suit!), Harvey Mudd’s prompt gives you permission to think more broadly about potential collaborators Perhaps they are:
Members of a different community (especially if you’ve grown up in more of a homogenous environment).
Students or professors at the other Claremont Colleges (many of which have departments and expertise outside of STEM that can help widen the scope of your work).
Fellow members of an underrepresented identity within STEM (such as women and people of color) and ensure that your viewpoint has a seat at the table (or lab).
Think less about these “people you want to work with” as specific companies or organizations you want to intern or do research with—and more about actual humans.
Give yourself permission to hope. This author does a great job of offering concrete action steps (i.e. a mission statement) to address problems they care about: “In order to make major medical breakthroughs, proper legislation informed by sound science must be in place to allow for the safe, ethical, and productive use of scientific research; only then can medical treatments improve.” But the prompt also allows you to share ideals—your vision statement. Consider folding this into your conclusion. Someone needs to help launch Mission Impossible—why not you? (Don’t let Tom Cruise steal your thunder).
And here’s a Harvey Mudd example:
Example:
“Ingenioso,” (Ingenious) my father remarked as he analyzed the square hole on the ceiling. Burglars broke into our restaurant again; they stole the computer and stereo, and the cash register was forced opened and destroyed. He pulled his phone out and called 066 (911 at that time). It was the fourth burglary into my family’s restaurant that month and my dad didn’t seem fazed at all.
My father filed a complaint to the Public Ministry of Hermosillo and we were assigned a unit that would investigate our case: a unit that didn’t showed up any of the four times. I couldn’t help but feel anger and injustice at that time. I stood in awe examining the thieves’ creation with hopelessness recalling that day when the batteries were stolen from our cars overnight; and that other night when they forced their way through the kitchen door; or the day they intruded into our own home in our absence. There is so much impunity and negligence that just can’t be resolved in Mexico. For many years, I had to live in a hostile environment with the fear of losing more the next day. It was clear that security was compromised and the police department could care less about what happened.
After the sixth robbery that year, I experimented with the current system of cameras, sensors, and alarms. However, the devices were far from usable: the cameras would disconnect, sensors would malfunction overnight, and alarms would not contact the police department.
I wanted to try to work with what I had. If we cannot trust the Public Minister in doing his job, I believe we have to trust technology in order to prevent potential situations as much as possible. It inspires me to major in Electrical and Computer Engineer, so I can come out with better methods of security. Relying on algorithms and programs is old-fashioned. I look forward to creating security systems that will think like the human brain rather than one that follows established algorithms.
But developing stronger security will just serve as an incentive for more developed crimes. My goal is not just using STEM knowledge to safeguard one family from a hostile environment. In the future, I hope to see a tranquil community where corruption and injustice are not factors to be worried about daily. To fulfill this we need to change part of our culture, and the best way to start is with education. I look forward to the day when Mexico is no longer a place where people will see it with negative connotations. (427 words)
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And one more:
Example:
At Rishi Valley boarding school in grade 10 (during the height of the Covid-19 pandemic), there was a breach in the school’s bubble and several people got infected. As a result classes were suspended for 3-4 weeks and everybody was split into even smaller dorm-sized bubbles. Since our house parent happened to be our physics teacher, we continued learning physics, and he even volunteered to teach other subjects: math and chemistry. There was a group of us interested in learning math and physics, but we all brought different experiences to our learning. We began discussing olympiad-level questions and concepts on an old blackboard that had been lying in the dorm’s common room for years. Miraculously, one of us had “borrowed” chalk from the classroom, so we had to ration 6-7 sticks of chalk for a month.
It surprised me that we were able to turn a significant barrier into a fruitful educational opportunity as a team. Not only did we resume our learning, but we also targeted other areas of our interest: namely, advanced number theory and geometry. We also introduced a friendly and casual competition where we were split into teams to solve a math olympiad paper. At the end of the day, we assembled to present our solutions (our room won).
We also happened to have a small telescope in the common room, which we set on the roof of the house. With ample time in our hands we explored using the telescope and eventually figured out how to use the telescope's limited features effectively. We made guesses as to which brightly lit orb in the sky was Jupiter or Saturn and with some trial and error, we figured which was which and saw Jupiter’s great red spot and Saturn's rings in all their glory! We felt like the scientists of the early 1600s, discovering and tracking heavenly bodies like never before. We pushed our limits and made use of what we had, transforming a restrictive barrier into a constructive opportunity to continue our academic journeys.
At Harvey Mudd, I aim to continue solving academic problems in astronomy and physics through research. I’m excited to continue gazing through telescopes and tracking heavenly bodies while collaborating with others to solve problems. I know I can find my scientist peers and scientific haven at Harvey Mudd. I wish to work with the kind of people I can have an intense debate with on the workings of a subatomic particle, right after which we grab a few cookies and shoot some three-pointers. At Harvey Mudd, I’m eager to meet fun-loving scholars with different backgrounds that will bring different skills, knowledge, and experiences to the table.
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how to write Harvey Mudd Supplemental Essay Prompt #2
Many students choose HMC because they don’t want to give up their interests in the Humanities, Social Sciences and the Arts – or HSA as we call it at HMC. Briefly describe what you'd like to learn about in your dream HSA class. (100 words or less)
This is your chance to be creative and really speak to the values that draw you to HMC. You’ve probably spent a lot of your high school career taking standard required courses. Now you get to dive into a truly engaging college curriculum tailored to your interests. And with this prompt, you get to either choose one of HMC’s (pretty awesome) HSAs, or design the one class you’d most like to take! Some pointers to get you started:
Before you look at what HSAs are offered:
Tip #1: Think about what really gets you excited intellectually. Is there a course or academic extracurricular activity that you’d like to explore further? Something you’re constantly wondering, reading and watching youtube videos about? A subject you wish was offered at your high school? Scroll your news feed… what grabs your attention? Choose a narrow piece of one of those and develop your course around it. Brainstorm a list of things you love and another list of things you know a lot about. Where is there overlap? Do any of these things excite you?
Tip #2: If you’re looking for ideas, think about what you love and what you know and where there’s a nexus between them. Maybe you adore food and you’re curious about migration… What about “Refuge and Recipes: How Food Transports Culture”? Also consider any aspects of yourself that haven’t come through elsewhere in your application. If you’ve already communicated your academic prowess and contributions to your local community, wouldn’t it also be valuable to reveal your madness for bungee jumping or native geckos?
Tip #3: It’s a great idea to connect your discussion of a class (whether real or created) with the school’s intentions. If you don’t already know what HMC’s core values are, you can start with its Mission & Objectives. Take this chance to show how you direct your innovative mind to real-world issues.
If you choose to create your own course:
Give your course an interesting name. (Politicizing Beyoncé, anyone? That was a real Rutgers course, btw.) Does your title sound like a class you’d actually sign up for? Remember that the name you choose is your first chance to hook your reader. Make it as memorable as you can.
Think outside the box! There’s a popular class at Harvey Mudd called Bicycle Revolution—you actually go on bike rides as part of its community engagement component. Maybe your class on the global rise of Korean popular culture requires watching K-pop videos and visiting a Korean food truck. (Just be sure, if you choose a quirky topic, to strike a balance between intellectual and fun. This should still be a believable academic course.)
Finally, think about your application as a whole—what is HMC seeing between your main statement, activities list, additional info, and the first supplement? And what is it not seeing? Is there a way you can use this prompt to show interests, skills, and values that school officials would otherwise miss?
Here’s an example written for a different school’s prompt. Given the limited word count, you’d want to use the “course description” and cut the rest for the HMC version (while using detail to illustrate wherever feasible).
Pro tip: We highly encourage the use of super essays that can be repurposed for multiple schools.
Example:
The Exalted Power of Music: How Our Ears Inspire Our Eyes
Course Description: Music dominates our society–pop songs and singers are hugely influential in today’s time. But where else in our lives does the enchanting power of music hold influence? As we investigate and unravel the techniques of modern artists through a diverse slate of plays, cartoons, and films, we will discover the vital role of music in enhancing benchmark works of visual fiction. Simultaneously, through philosophical readings of Walton and Nietzsche, we will analyze the emotional and physiological effects of music, examining the dynamic interplay of visual and auditory elements. Finally, students will synthesize their research to create a short film or multimedia piece that displays their knowledge of visual aspects, music's attributes, and their combined impact on a universal audience.
Sample lectures:
How To Enjoy Murder: Alternating Major and Minor Chords in Schubert’s String Quartet No. 15
Required Reading/Viewing/Listening:
The Evolution of Music in Film and its Psychological Impact on Audiences - Stuart Fischoff, Ph.D.
Crimes and Misdemeanors - Woody Allen
Schubert’s String Quartet No. 15
Why We Love Saturday Morning Cartoons: Two Mechanisms of Fictional Immersion
Required Reading/Viewing/Listening:
Fearing Fictions - Kendall L. Walton
The Birth of Tragedy, Section 7, 24, 25 - F. Nietzsche
Tom and Jerry, Episode 33 - William Hanna and Joseph Barbera
Franz Liszt’s Hungarian Rhapsody no. 2
How Movies Possess Our Bodies: A Physiological Analysis
Required Reading/Viewing/Listening:
Quantitative and Visual Analysis of the Impact of Music on Perceived Emotion of Film - Rob Parke, Elaine Chew, Chris Kyriakakis
The Invisible Art of Film Music, Section 7 - Lawrence E. MacDonald
Jaws - Steven Spielberg
Why Fiction Feels So Real: Analyzing Silence
Required Reading/Viewing/Listening:
Silence and Slow Time: Studies in Musical Narrative - Martin Boykan
Life Is a Dream - Pedro Calderón de la Barca
“4’33”” - John Cage
In a society propelled by media and entertainment, the study of music’s influence on our lives not only can allow us to better produce captivating works, but understand our emotional responses and discover the profundity of human expression.
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Tips + Analysis:
Use the course title to hook your reader. This one makes you want to keep reading. It’s not too long, and it uses the colon to separate an academic topic (“the exalted power of music”) with a more basic/understandable direction for the course (“how our ears inspire our eyes”).
Show off what you know. Don’t be afraid to use some “geeky” language to show content-area knowledge, or to name specific authors or thought leaders (just don’t overdo it, as that risks alienating your audience). Name-dropping Nietzsche is a total power move here.
Consider different ways to learn. If you’re talking about course materials in your description, remember that they don’t have to be limited to books and academic articles. Think podcasts, art shows, performances, and films. The author of this essay does a nice job of incorporating different mediums into their class description. This attention to detail demonstrates a deeper understanding of the topic as well as an appreciation of multiple styles of learning.
Make it meaningful. This student ultimately argues that studying music’s influence will lead to a deeper understanding of humanity. The “so what?” moment comes at the very end, though, so you’ll want to make sure you don’t run out of space before you’ve given your course a strong sense of purpose.
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And here’s an example written for HMC.
Example:
It’s going to happen: a zombie apocalypse. That’s why I look forward to Surviving the Zombie Apocalypse 101 (SZA 101) at HMC. There’s so much more to this course than what meets the rolling eye.
A “black swan” event happens every few decades. We faced degrowth during Covid-19. The zombie apocalypse will require allocation of scarce resources amidst untaxed overconsumption. They will be eating us out of our homes–even eating us! It is a real test of the integrity and cooperation of human beings: SZA 101 is about the intricate web connecting economics, financial structures, sociology, urban planning and management.
Special thanks to Tom Campbell for writing this post.
Tom Campbell (he/him) is an eternally extra Gemini who has spent the past seven years helping students and families navigate the college admissions process – one alliterative/assonant aphorism at a time. Prior to joining College Essay Guy, he worked as a college counselor at Lakeside School and an admissions officer at Pomona College and College of the Holy Cross (his alma mater). He stans em dashes and semicolons, Kacey Musgraves (all eras, not just star crossed and Golden Hour), superior breakfast burritos, and complaining about space tourism.
Top Values: Authenticity | Fun | Vulnerability
