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Why the Humanities and Liberal Arts in the AI Era Are Gaining Momentum

Humanities and liberal arts in the AI era are gaining renewed attention as artificial intelligence reshapes early-career work and lowers the cost of routine execution. Computer science (CS) isn’t “dead.” But the default advice to “study CS because it’s safe” is becoming less reliable in an AI-saturated world.

At the same time, something counterintuitive is happening: the humanities and liberal arts are starting to look more—not less—strategic, precisely because AI is getting better at routine execution.

This post makes three moves:

1. It explains what AI is changing about CS (especially early-career work).
2. It makes the case for humanities/liberal arts as an alternative with growing momentum.
3. It gives practical “humanities + AI fluency” pathways students can copy.

The CS question has changed

A decade ago, CS often functioned as a broad, flexible “ticket” to opportunity. Today, AI tools increasingly compress the value of basic implementation and push human advantage upward toward:

• problem framing
• systems thinking
• debugging and reliability
• security and privacy
• domain knowledge (health, energy, law, education)
• communication and stakeholder judgment

 
Long-run projections still show strong demand for software developers. But for many students, the nearer-term reality is that the entry-level bar has risen: portfolios, internships, specialization, and real proof matter more than “degree + decent grades.” This shift helps explain why humanities and liberal arts in the AI era are becoming strategically complementary rather than obsolete.

So the question becomes: if AI lowers the cost of routine execution, what becomes scarce?
 

Why humanities and liberal arts in the AI era are gaining strength right now

It’s easy to confuse “what universities are cutting” with “what the economy will value.” Humanities departments have faced real contraction; for example, the American Academy of Arts & Sciences reports the humanities share of bachelor’s degrees falling to 8.8% by 2022—a decline that began around 2005 and accelerated in the wake of the 2008 financial crisis.

But scarcity can be an advantage. And AI changes the payoff structure of skills.
 

Labor market signals are pointing to “human” skills

Two especially useful indicators (because they’re based on large employer samples):

• The World Economic Forum’s Future of Jobs Report 2025 emphasizes employer demand for skills like analytical thinking, creative thinking, and resilience/flexibility, alongside AI and technological literacy.  
• NACE’s Job Outlook 2025 shows employers rating competencies like critical thinking and communication as highly important (and often noting gaps in proficiency).

 
Those are not “nice-to-have” skills. In many roles, they are the difference between:

• using AI to produce plausible output, and
• using AI to produce correct, defensible, high-impact work.

AI increases the value of interpretation and judgment

As AI gets better at generating text, code, slides, and summaries, the differentiator shifts toward:

• interpreting ambiguous problems
• deciding what matters
• spotting weak logic
• arguing responsibly
• understanding humans and institutions
• making tradeoffs under uncertainty
• These are core liberal arts strengths—when taught rigorously and practiced seriously.

“Humanities” doesn’t mean “anti-technical”

The strongest version of this argument is not “skip STEM.”

It’s this:

The most resilient path for many students is humanities depth + technical fluency, so you can lead with judgment and still speak the language of the tools.

That combination is becoming more explicit in curricula. Universities are building interdisciplinary offerings that connect humanities to AI and the digital world (e.g., Leiden’s Digital Humanities & AI minor; programs and courses framed around human-centered impacts of AI).  

In other words: the “humanities comeback” is not just a vibe. It’s showing up in program design. For many students, humanities and liberal arts in the AI era offer a resilient foundation when paired with technical fluency and real proof of skills.
 

When students should still study CS

CS can still be the right choice if a student:

• genuinely enjoys building software (even the boring parts)
• likes logic and abstraction
• wants to specialize (not just “learn Python”)
• will graduate with proof: projects, internships, research, open-source, competitions

 
If that student exists, CS can be fantastic—especially when paired with a domain (bio, econ, energy, psychology) or with deeper systems/security work. But if a student is choosing CS primarily because it feels “safe,” it’s worth reconsidering what safety means in a market where baseline execution is cheaper.
 

The strongest humanities and liberal arts alternatives to CS in the AI era

Here are humanities/liberal-arts routes that are particularly compatible with the AI era:

• Philosophy. Training in logic, ethics, argument, and clarity—critical for decision-making in high-stakes environments and for AI governance conversations.
• History. Causal reasoning, evidence standards, context, and the ability to make sense of messy realities (which is exactly where AI output often fails).
• Literature / Comparative Literature. Interpretation, narrative, persuasion, voice, and deep reading—skills that separate “generated” from “compelling” in communication-heavy careers.
• Linguistics. A sleeper hit in the AI era: meaning, structure, ambiguity, pragmatics—highly relevant to language technologies.
• Political Science / International Relations. Institutions, incentives, policy, power, and governance—areas AI is already stressing.

 
If you want a single label for the best alternative: humanities + a quantitative spine.
 

The “Humanities + AI Fluency” playbook

If you want to make humanities feel concrete and career-resilient, treat it like a two-track plan:
 

Track A: Humanities depth (real rigor)

• heavy reading and writing
• seminar-style discussion
• original research
• close argumentation

Track B: Technical fluency (enough to be dangerous)

Pick 2–3:

• statistics / data literacy
• basic programming (Python or R)
• research methods
• logic (formal reasoning)
• AI literacy (how models fail, bias, evaluation)

 
LinkedIn’s reporting on skills trends has highlighted AI literacy and related skills as fast-growing.  

The point is not to “become a coder.” It’s to become someone who can:

• ask better questions than the model
• evaluate outputs
• design good workflows
• communicate conclusions responsibly

What careers does this actually lead to?

A humanities+AI-fluency profile can map cleanly to roles like:

• product (especially user-centered product thinking)
• marketing/communications (high-integrity, high-signal)
• policy and governance (tech, education, health)
• UX research / human-centered design
• consulting / strategy (when paired with analytical rigor)
• education and curriculum design
• journalism/analysis (high standards, domain expertise)

 
The common denominator is not “writing.” It’s judgment + communication + evidence standards.
 

How to “prove it” to universities and employers the value of humanities in the AI era

In an AI era, proof matters more, not less—because everyone can generate plausible text.

For humanities students, proof can look like:

• a sustained research project (published or presented)
• a public writing portfolio (essays, analysis, reviews)
• debate / Model UN / ethics bowl with strong artifacts
• interdisciplinary work: e.g., “history + data,” “literature + digital humanities”
• internships where writing and judgment matter (policy, media, education, nonprofit, think tanks)
• Employers say they want evidence of skills like problem-solving, communication, and teamwork; show them.  

FAQ

Are the humanities “coming back” even if departments are being cut?

Departments are under pressure and degrees declined for years. But employer skill signals increasingly emphasize analytical thinking, communication, and judgment.  And universities are actively building interdisciplinary AI-and-humanities offerings. So: institutionally stressed, economically re-valuable—both can be true.

Will humanities majors be replaced by AI?

AI can generate content. It struggles with accountability, taste, context, and responsibility. The more a role depends on high-stakes judgment and persuasion, the more “human” strengths matter—especially when paired with AI fluency.

What if a student loves CS and humanities?

That is often the best-case scenario: double major, minor, or a deliberate hybrid. The future belongs to people who can connect disciplines and produce real work across them.

Bottom line

• CS is still a great major for students who love it, will build real proof, and are thus prepared to face greater unpredictability in the job market (especially at entry level.)
• But the “default CS because it’s safe” heuristic is weaker than it used to be.
• For many students, humanities/lower-arts + AI fluency is becoming one of the most resilient and differentiating paths—because it trains the very capacities employers keep naming: thinking, judgment, communication, and adaptability.  

Preparar una beca deportiva NCAA es un proceso exigente que combina decisiones académicas, deportivas y estratégicas a largo plazo. Sin embargo, muchos estudiantes y familias cometen errores evitables que no tienen que ver con falta de talento, sino con información incompleta, mala planificación o expectativas poco realistas. Identificar estos errores a tiempo es clave para no comprometer un perfil beca deportiva NCAA que, bien trabajado, puede abrir muchas más oportunidades.

Pensar que el nivel deportivo lo compensa todo en una beca deportiva NCAA

Uno de los errores más extendidos al preparar una beca deportiva NCAA es creer que un buen nivel deportivo basta para acceder a una universidad estadounidense. Aunque el rendimiento en el deporte es fundamental, las universidades buscan estudiantes capaces de sostener el ritmo académico del campus. Un perfil académico débil limita las opciones, reduce la flexibilidad de los entrenadores y, en muchos casos, impide completar el proceso de admisión aunque exista interés deportivo. En la práctica, el deporte abre puertas, pero las notas determinan cuántas de esas puertas se pueden cruzar.

Empezar el proceso de la beca deportiva NCAA demasiado tarde

Otro error frecuente es iniciar la preparación cuando el estudiante ya está en los últimos cursos de secundaria. El sistema NCAA funciona con tiempos largos y ventanas muy concretas. Empezar tarde no significa que no haya opciones, pero sí reduce el margen de maniobra, limita el número de universidades posibles y obliga a tomar decisiones apresuradas. La preparación de un perfil de beca deportiva NCAA funciona mejor cuando se construye progresivamente.

No entender las diferencias reales entre las divisiones NCAA

Muchas familias se obsesionan con la División I sin analizar si es la opción más adecuada para el perfil del estudiante. Cada división responde a una filosofía distinta en términos de exigencia deportiva, equilibrio académico y tipo de experiencia universitaria. Ignorar estas diferencias dentro del sistema NCAA puede llevar a elegir entornos que no encajan ni a nivel académico ni personal, incluso cuando el estudiante tiene talento suficiente para competir.

Sobreestimar el propio nivel deportivo

La percepción del nivel propio no siempre coincide con la percepción de los entrenadores. Compararse únicamente con el entorno local o nacional suele generar expectativas poco ajustadas. Los entrenadores evalúan el nivel en un contexto mucho más amplio y comparan perfiles de distintos países, ligas y sistemas. Sobreestimar el nivel deportivo conduce a contactar universidades poco realistas y a perder oportunidades que sí encajarían mejor dentro de una estrategia coherente de beca deportiva NCAA.

Preparar vídeos deportivos poco representativos

El vídeo deportivo es una herramienta clave en cualquier proceso de beca deportiva NCAA, pero también una fuente habitual de errores. Vídeos excesivamente largos, sin contexto, centrados solo en jugadas espectaculares o mal editados suelen generar el efecto contrario al deseado. Los entrenadores buscan entender cómo juega el estudiante, qué rol ocupa en el equipo y cómo toma decisiones. Un vídeo honesto, claro y bien estructurado suele ser mucho más eficaz que uno pensado únicamente para impresionar.

Descuidar las pruebas académicas y de idioma

Otro fallo habitual es tratar el SAT, el ACT o las pruebas de inglés como un trámite secundario. En muchos casos, estos exámenes pueden reforzar significativamente el perfil académico y abrir la puerta a ayudas adicionales. No planificarlos con tiempo o presentarse sin una estrategia clara suele limitar opciones innecesariamente, especialmente para estudiantes internacionales que aspiran a una beca deportiva NCAA competitiva.

No investigar los requisitos académicos reales de las universidades

Muchas familias no utilizan herramientas oficiales para entender qué nivel académico es competitivo en cada universidad. Basarse únicamente en rankings o impresiones generales lleva a listas poco realistas. Analizar datos públicos como los rangos de admisión y el Common Data Set permite ajustar expectativas y construir un perfil de beca deportiva NCAA alineado con la realidad de cada institución.

Contactar entrenadores sin una estrategia clara

Enviar correos genéricos a decenas de entrenadores sin una estrategia definida es otro error muy común. Los entrenadores reciben cientos de mensajes y detectan rápidamente cuándo un contacto no está bien trabajado. Un enfoque indiscriminado suele generar pocas respuestas y mucha frustración. En el proceso de una beca deportiva NCAA, la calidad del contacto, el momento y el fit con el programa pesan mucho más que la cantidad.

Ignorar el fit académico y personal

Una beca deportiva NCAA no es solo una oportunidad deportiva, sino una experiencia vital de varios años. Ignorar factores como el tamaño del campus, el estilo de enseñanza, la carga académica o el entorno social puede llevar a decisiones poco sostenibles a largo plazo. El famoso “fit” académico, deportivo y personal es clave para que la experiencia funcione dentro y fuera del deporte.

Intentar hacerlo todo sin orientación especializada

Finalmente, uno de los errores más costosos es intentar gestionar todo el proceso sin una visión global. El sistema universitario estadounidense es complejo y muy distinto al europeo. Tomar decisiones aisladas sin una estrategia integrada suele generar incoherencias en el perfil y oportunidades perdidas. La orientación adecuada no sustituye al esfuerzo del estudiante, pero sí ayuda a canalizarlo de forma mucho más eficaz.

Evitar errores beca deportiva NCAA también es una forma de avanzar

Preparar una beca deportiva NCAA no consiste solo en sumar méritos, sino en evitar decisiones que resten opciones. Muchos estudiantes con talento se quedan por el camino no por falta de nivel, sino por errores estratégicos que podrían haberse evitado con información y planificación. Identificar estos errores a tiempo es uno de los pasos más importantes para construir un perfil de beca deportiva NCAA sólido y realista.

There’s a meme bouncing around the internet claiming that Bill Gates only flies economy class. Much as the story reeks of the apocryphal, it turns out to be at least partially true. As Netflix co-founder Marc Randolph wrote on LinkedIn, Gates did indeed travel economy during the lower-visibility early days of billionairehood (even though ostensibly he now owns not one—but four—private jets). According to Randolph, Gates’s insistence on flying coach was “not because he couldn’t afford First Class, but because he didn’t consider it good value.” He goes on to write, “It’s five or six times more expensive, but only marginally better (and you all get to your destination at the same time).” You may agree or disagree with Gates’ or Randolph’s premise on this point (First Class sure is nice), but the truth is no one likes to feel like they’ve gotten a poor deal. Value for HNW families matters too.

Flights—whether of airlines or of literary fancy—aside, HNW families in the US face a similar question of value when choosing universities for their children. At nearly all of the nation’s most prestigious institutions of higher learning (and all of the Ivy leagues), scholarships are awarded exclusively on the basis of financial need—meaning families of substantial economic means are not eligible (and let’s not forget that in order to receive these offers, students must first be accepted—more on this shortly). Now, while it’s true that such a high price tag won’t deter some fortunate families, others may feel—like Gates and Randolph when it comes to flights or expensive wines—that $400k+ for a bachelor’s degree isn’t a good value.

If this describes you, the good news is that there are outstanding options available that can save substantial money over the course of the degree without sacrificing on status. In this post, we will focus on those in the UK.

Let’s begin with the startlingly obvious: while far fewer in total number than US universities, British universities enjoy substantial prestige. In both the Times Higher Education and the QS World Rankings top 25, four spots are occupied by universities in the UK (Oxford, Cambridge, Imperial, and UCL)—more than any other country after the US.

Now let’s compare one of these two a US peer institution in terms of per-year cost in 2025: Cornell University, ranked #20 in the world by THE, and University College London, ranked #22 (a reminder, as well, that student-institution fit is far more important than rankings). Here are the annual costs* (estimated, in the case of variable costs) of each:

Already we can see there is a more than $10,000 difference in the yearly cost of attendance (taking into account the dollar’s slump in value as of the date of writing in June 2025). What many families may not realize, however, is that in the vast majority of UK universities (Scotland being the biggest exception), a bachelor’s degree is completed in three years, rather than four.

That’s a savings of $127,000 over four years. As Hogwarts alum Ron Weasley might say, that’s completely mental.

Of course, families should understand that what you save in time and money, you lose in breadth—but that isn’t necessarily a bad thing. It depends on each student’s needs. British universities (and high schools, for that matter) are more depth-focused than their US counterparts. Rather than applying to a university per se, you apply to the specific academic program that interests you. You start studying your program of choice on day one. That means that while it isn’t an ideal option for students who need time and exploration before choosing an academic or professional field, it’s an outstanding option for students who are clear about what they want to study going into the application process. (One of our goals, in fact, as mentors, is to help students clarify these choices as early as possible.)

Moreover, families wanting to take full advantage of the extra year this provides can add what is known as a “sandwich year”—an industry work placement that allows them to gain practical experience in their field and substantially increase their odds of employment. The cost of this year is negligible, usually 10-25% of tuition. Alternatively, students can complete a one-year Master in the UK, the US, or anywhere else for that matter—allowing them to network internationally in multiple universities, countries, and settings—as well as to have both a Bachelor’s and a Master’s by the time their US-based peers have only the former.

As for gaining admission to these universities, I have good news and bad news.

The bad news: getting into Cornell (or any Ivy, or any similarly-ranked university) requires unparalleled qualifications, luck, and substantial preparation, ideally with a qualified mentor with plenty of expertise (ahem). Those of our students who have managed it over the years have boasted straight As for four years in the most challenging curriculum their school offers, a near-perfect score on the SAT or ACT, and multiple accomplishments at the national or international level. Yup, you heard me right.

The good news: getting into UCL and most British universities (with the notable exceptions of Oxford and Cambridge—a topic for another post), while certainly difficult, is far more straightforward, and as Americans, we have a unique advantage.

In order to better unpack that, a bit of background. During the final two years of high school, British students take three (or in some cases four) courses that prepare them for standardized exams in their fields of choice, known as A-levels. These exam scores become the most heavily weighted criterion evaluated by universities for admission. But there’s a catch: students don’t receive their scores until mid-August, seven months after they have to submit their applications. To solve this problem, the British have a workaround: as part of their application, students in the British system must submit predicted scores provided by their high schools. Thus, when making admissions offers, British universities nearly always make conditional offers based on these predictions. The condition? Students must receive scores acceptable to the university (often equivalent or close to the predictions). Students thus live with tremendous uncertainty until scores are released.

And here comes the good news for US candidates. The British believe in admissions evaluation based on a standardized system. For US candidates, they’ve identified an equivalent to their system: AP exams. Most British universities require three or four (or in some cases, three plus the SAT). The difference, of course, is that American students can take AP exams after only one year of study (not two, as with A-levels) and as early as the Spring of freshman year. That means that by the time they submit applications, they can have as many as 8-10 exam scores. If they play their cards well, they can thus apply with actual scores, rather than predicted ones, and in many cases as a result, receive unconditional offers of admission based on them. US students also have the advantage of being able to take many more AP courses, so if their score for one is insufficient, they need not rely on it.

To make this concrete, here is what UCL asks for from students applying to the Bachelor’s degree in Economics:

• 5,5,5,5,4 in five distinctive AP subjects, taken in the final three years of high school.
• 5,5,5,5 in four distinctive AP subjects, plus a combined score of 1280 in SAT OR a composite score of 27 in ACT taken in the final three years of high school.
• 5,5,5 from three distinctive AP subjects including 5 in Calculus BC, plus 1280 from SAT OR a composite score of 29 in ACT plus the High School Graduation Diploma with a cumulative GPA of 3.8.

Students meeting any of these criteria—and as you can see, there is substantial latitude—enjoy a high probability of an unconditional offer. Of course, exam grades will be evaluated alongside interest in and preparation for the program as expressed in the personal statement and other facets of the application. And we advise all our students to work hard to demonstrate that their passion for the field is legitimate and backed by evidence from their personal experience.

In short, the UK offers a highly appealing opportunity to combine prestige with value. After all, while I may feel that coach is the best value for the service I’m receiving, why not fly First Class if I can get it for the same price?

Got questions on how to do so? We can help! Contact us for a free consultation and we’ll walk you through it!

* The cost of a degree in the UK depends on the course/program, with many professional programs (law, engineering, medicine) typically costing more. By contrast, the costs are similar—and as cited above—for nearly all of UCL’s academic disciplines.

Here’s what you need to know if you’ve been implicated in a university disciplinary process and are preparing to overcome the situation with confidence and grace.

Disclaimer: The information provided in this article is for general informational purposes only and does not constitute legal advice. I am not a lawyer, and nothing in this post should be interpreted as legal counsel. If you are involved in a university disciplinary process—particularly one that may involve a potential violation of the law or an allegation thereof—you should seek advice from a qualified legal professional. Neither the author nor Hyll Education assume any responsibility or liability for any actions taken based on the information provided herein or for the outcome of any disciplinary or legal proceedings.

Frankly, there are few things more terrifying to a college student than an official allegation of social or academic misconduct. As Allston Burr Resident Dean of Adams House, one of Harvard’s largest university residential communities, I was charged with shepherding my own students implicated in a university disciplinary process as well as with investigating allegations against students in other communities. More than once, I had to see my students’ faces go pale and tears well up in their eyes as I informed them of the allegations against them. Though being the bearer of such panic-inducing tidings was never easy, being on the receiving end was, for them, a moment of existential panic far worse. If you’re here, and you or someone you know is in that boat, I hope that this article will constitute the first step in allaying your fears and handing you a greater sense of control over a situation that is frightening by its very nature.

So let’s jump right into some practical advice on what to do if you’ve been implicated in a university disciplinary process.

Start by understanding what a disciplinary allegation means

Understand, first of all, that when something you have done is under scrutiny as a possible violation of university policy, it’s easy to feel like you are on trial. But university disciplinary committees are not courts of law, and there are some key differences to understand:

1. Ordinarily, a university disciplinary body is responsible for determining whether there has been a violation of university policy, not a crime. While some policy violations may also be crimes (and crimes are almost always policy violations) they are not the same thing. Policies are normally outlined in the student handbook or a similar publicly available document, not by penal code. More on this shortly.
2. The standard of proof is usually different. In a criminal court, the standard of proof is “beyond a reasonable doubt.” It’s a high, difficult-to-meet standard that intentionally ensures that conviction is limited only to cases in which the certainty of culpability is high. If we were to assign a number to this level of certainty, it would exceed 90% or more. In university disciplinary proceedings, however, the most common standards of proof are “reasonably persuaded” and “preponderance of the evidence.” In simpler words, a violation must be more likely than not to have occurred. In quantitative terms, here we are talking about a degree of certainty as little as just over 50%. That’s a much lower standard, and the consequences, which we will address shortly, can be substantial.
3. While the university may provide someone to guide and accompany you through the process, this person is normally a university officer, not an objective third party (such as a defense attorney). University officers can be a wonderful resource for you in these moments, as they are well-versed in the process, can provide detailed information on what to expect, and often play a role in the ultimate finding and decisions on sanctions. Even with the best of intentions, however, a university officer does not necessarily represent your interests—or at least not only your interests. Typically, they are responsible for weighing your interests against those of the student body, the wider university community, and complainants or others involved in your case. It’s important to keep this in mind.
4. This raises the very important question: do I need an attorney? The answer depends. If the alleged policy violation may also be a crime (or might later be addressed in a civil proceeding), a lawyer is strongly advised, because the university officers involved in the disciplinary proceeding—or reports produced as a result—may be subpoenaed by a judge in a court case. This question should not be considered lightly, however, because the involvement of a lawyer without specific experience in university disciplinary cases, while advisable for situations that might come before a judge or jury, may compromise a positive outcome at the university level. It’s a price you may need to pay—again, more on this shortly. International students should also be aware that disciplinary outcomes may, in some cases, affect their visa or immigration status. Legal advice is strongly recommended in such situations.

Understand your rights

If you’ve been implicated in a university disciplinary process, it’s critical for you to understand the procedures that will be followed in your disciplinary case, and the nature of the input you will have in it. My experience comes from Harvard’s process, but each university has its own, and these processes evolve over time. When I began in my position, Harvard’s Administrative Board heard all cases of social and academic misconduct, but over the years I worked there, an honor council responsible for hearing academic misconduct cases was implemented, as was a specific office for investigating Title IX violations. Generally you will find substantial information about university rules and procedures in the student handbook, its addenda, and other documentation specific to the process. Whether it is publicly available on the university website or accessible through a login will depend on the institution, but if you cannot find it, university officers involved in your case should be able to direct you to it. Read this information carefully—you need to know what you are up against. At a minimum, you should be looking for the answers to the following questions:

1. Will you be asked to give oral testimony? Usually, the answer is yes. Most university disciplinary processes will involve at least one meeting or hearing during which you are expected to respond to the allegations and answer questions posed by a panel, investigator, or administrator. While this may not resemble a formal courtroom cross-examination, it is still an important opportunity to present your perspective clearly and calmly.
2. Will you have the opportunity to provide a written statement? Often, yes. In many cases, students are invited or required to submit a written account of what occurred. This is your chance to organize your thoughts, present your version of events with supporting details, and demonstrate insight or reflection. Additionally, some universities offer a separate phase—after a finding but before a sanction—where you may be allowed to submit a “sanction statement” or “impact statement.” Check your institution’s policies carefully to see whether and how you can submit one.
3. Will you be allowed full access to the allegations? Usually, yes. Universities typically provide students with a written summary of the allegation(s), along with any relevant evidence collected as part of the investigation. This is essential for due process within the university system, though the level of detail and timing of access can vary. Make sure to request clarification if anything is unclear or incomplete.
4. Will you be permitted to provide a statement after learning the finding but prior to the decision on sanctions? In some universities, yes. This post-finding, pre-sanction phase allows you to contextualize the event, express remorse or growth, and present mitigating factors. If permitted, this can be an important moment to shape how the committee or decision-maker understands the broader circumstances and your response to them. Not all institutions include this step, so you will need to review your university’s procedures or ask explicitly.
5. What is the standard of proof? As we have pointed out, the standard of proof has important implications for how you should approach a case. Because the standard is usually lower for disciplinary cases than for a judge or jury, your chances of being found responsible for the violation are higher. In many institutions, the standard is “preponderance of the evidence” or “reasonable persuasion”—both of which essentially mean more likely than not and are far lower than “beyond a reasonable doubt.” Refer to your student handbook or documentation specific to the disciplinary process to determine what standard will be applied in your case. It’s also important to understand that the same standard of proof may not be used with all types of allegations. For example, Title IX procedures—often governed by federal regulation—may differ significantly from academic or social misconduct processes in both standards and structure.

What potential disciplinary outcomes might I face?

This varies by university of course, but generally there is some variation of the following:

• A finding of no violation. This is, of course, the best case scenario.
• A warning. This implies that the university believes that you did violate the rule in question, but the violation was not serious enough to warrant a more serious sanction.
• Probation. A bit more serious than a warning, in that further violations during the probation period are likely to be met with a much higher degree of severity. 
• Temporary separation from the university. Generally reserved for what the university regards as serious violations: minor vandalism, a minor or isolated instance of violence, plagiarism, cheating, and so on. While I was at Harvard, a two semester separation was most typical, after which students had the option to apply to return.
• Permanent separation from the university. Generally reserved for the most egregious violations or for “repeat offenders.”

Is it possible to appeal a decision I disagree with?

If your only grounds for appeal is disagreement, usually no. But if you are found responsible, review your university’s appeal policy carefully. While appeals are typically limited to procedural errors or new evidence, they can be an important next step if you believe the process was flawed. Keep in mind that for new evidence, generally it must be evidence that was not available to you when you were first asked to provide it. That is, evidence that you had but chose not to submit up front would not be grounds for an appeal. Remember this when submitting initial documentation.

What information should I provide if I’ve been implicated in a university disciplinary process? (Part I: Considering Legal Implications)

The answer to this question depends largely on the standard of proof. If it’s a preponderance standard (that is, “more likely than not”), then remaining silent—your right just as in a court of law—could work against you. While you technically have the right not to incriminate yourself, this protection does not function the same way in university settings as it does in criminal proceedings. It means that the evidence you provide (none) will inevitably be outweighed by the evidence provided by others. In other words, you are almost certain to be found in violation of the policy and to be disciplined according to its severity. This is where an attorney’s advice (especially if the attorney in question does not have experience with these sorts of cases), if oriented toward courtroom logic, may conflict with your desired outcome. I’ve seen students who, at their lawyers’ insistence, remained silent in the face of investigations and then faced the full brunt of the university’s disciplinary consequences as a result. Again, though, it’s important to understand the differences between the university investigation and a criminal/civil case, because the consequences of the latter may be far more serious than those of the former. So again, if there’s a chance that this will end up before a judge or jury, you would be wise to seek and follow legal counsel even at the risk of losing your disciplinary case. If you require legal counsel, I highly recommend that you speak with attorneys with specific experience in university disciplinary proceedings.

At this point, if you feel you might need legal counsel, go find it. Otherwise, read on for some advice on how to approach these cases.

What information should I provide if I’ve been implicated in a university disciplinary process? (Part II: At the University Level)

Here are a few things to think about in preparing your defense. Remember, this is not a criminal proceeding, but clear, factual evidence and descriptions will still carry significant weight with the committee.

1. If appropriate, begin collecting documentation or identifying individuals who may be able to provide context. Since memory can fade quickly and accounts may diverge, it’s a good idea to compile a timeline and supporting material—especially when the outcome may hinge on the interpretation of events.
2. Be careful to ensure that there are no discrepancies in your story or between your story and that of others involved. Honesty is usually the best policy here. University disciplinary committees do not look kindly upon dishonesty, and if they perceive it, they will be more likely to rule against you or increase the severity of any subsequent sanction.
3. When describing what happened, stick to the facts and never editorialize. While it’s important to describe how you experienced the event, try to maintain a calm and factual tone. Let the facts speak for themselves; emotional language can sometimes lessen the impact of your account and reduce its credibility. For example:
   • DON’T: “He said something really offensive and frankly idiotic, so I pushed him.”
   • DO: “Approaching me and placing his face about one inch from mine, he said, ‘people like you are a blight on society.’ I understood him to be making a reference to my race, and his proximity made me feel physically threatened. I therefore placed my hands open-palmed on his chest and pushed him, attempting to separate him from me. Although it was not a forceful push and was prompted by fear rather than anger, he tripped on the edge of a rug and fell over, hitting his head.”

Before submitting a written account, consider reviewing it with a trusted advisor—such as a residential dean, mentor, or legal professional familiar with university procedures—to ensure that it is clear, complete, and aligned with your goals.

Be humble, be honest, and be respectful of your core values

There comes a moment in any situation where we are being accused of wrongdoing, no matter how serious or trivial it may be, in which most of us will ask ourselves whether the best approach is to come clean and apologize or cleave to plausible deniability. That’s just human nature, and university disciplinary investigators fully understand that. They will be expecting you to protect your interests the best way you know how, and they know that for some students, that means not being entirely truthful. Here, though, you should reflect and be intentional in your decisions about how and what to communicate. Consider the following:

1. 1. Did you violate the rule in question, whether intentionally or not? If you did, and there are no legal pitfalls involved in being honest about it, you probably should be. Aside from protecting your dignity by doing so, keep in mind that disciplinary investigators will often comment on your response to the alleged violation in any documentation they provide as part of the process. 
   2. How will you feel later about how you respond now? If the answer is, “not good,” then consider responding another way. Though your pride may be wounded now, imagine how much worse you will feel later on if you do not act now according to your core values.
   3. Whether you violated the rule or not, what can you learn from this experience? Remember, universities are educational institutions at their very hearts and they will expect you to learn from this process too. The more you can demonstrate that you’ve reflected on the experience, taken it to heart, learned from it, and incorporated that learning into your approach to life, the better your chances at a lenient response.

Think long-term

Being implicated in a disciplinary process can have long-term consequences. Graduate school, law school, and medical school applications in particular will ordinarily ask you whether you’ve ever been found responsible for a disciplinary violation. Not being forthcoming in your response can have serious consequences, including the revocation of your admissions offer (or—if discovered after enrollment—expulsion). I don’t say this to scare you, though, but rather to reiterate the importance of conducting yourself with integrity throughout the process. Checking the “yes” box in answer to the disciplinary history question on your graduate school applications is not a death sentence. You will be given a chance to provide context, and you should also request that administrators from your current school (in some cases, these will be your recommenders) contextualize the events in question. Think about how you will want them, in a few years, to remember and describe your behavior—and conduct yourself accordingly.

Final Thoughts

Facing a university disciplinary process can feel overwhelming, but you don’t have to navigate it alone. By understanding your rights, preparing thoughtfully, and acting with integrity, you can approach the situation with greater clarity and confidence. Whether you’re a student, a parent, or an educator supporting someone through this process, the most important thing is to stay grounded, informed, and proactive.

If you or someone you know is going through a disciplinary case and would benefit from guidance or mentorship, don’t hesitate to reach out. At Hyll Education, we support students not just in their academic goals, but in navigating the real-world challenges that can arise along the way.

Disclaimer: The information provided in this article is for general informational purposes only and does not constitute legal advice. I am not a lawyer, and nothing in this post should be interpreted as legal counsel. If you are involved in a university disciplinary process—particularly one that may involve a potential violation of the law or an allegation thereof—you should seek advice from a qualified legal professional. Neither the author nor Hyll Education assume any responsibility or liability for any actions taken based on the information provided herein or for the outcome of any disciplinary or legal proceedings.

Spain has become a magnet for international families—and it’s easy to see why. Friendly people, a laid-back lifestyle, sunshine nearly year-round, and a lower cost of living? Yes, please. Add to that the growing possibilities of remote work and a renewed interest in slow living, and Spain feels like a dream destination for multiculturally minded families looking for a fresh start. Whether you’re drawn to the beaches of Valencia (or its fabulously scifi City of Arts and Sciences), the cultural buzz of Madrid, or the mountain air in Granada, it’s not just jet-setting digital nomads who are enticed—families are moving to Spain with teenagers too. And if your children are in secondary school or approaching it, that brings a whole new set of questions. What kind of school should they attend? Will they be able to go to university in another country? Will this move limit their options—or open new ones? Moving to Spain with teenagers raises all sorts of questions.

At Hyll, we’ve been hearing from more and more families making this leap, and many of them share a common concern: 

How do I set my teenager up for success when it comes to university admissions?

If that’s you, you’re not alone—and we’re here to help. Whether you’re planning for university in Spain, the US, the UK, or elsewhere in Europe, here’s what you need to know when choosing a high school and preparing for the next step.

What Kind of High School Should I Choose When Moving to Spain with Teenagers?

That depends on your child’s learning style, university goals, and your budget. Spain offers a wide variety of excellent public, private, and semi-private (concertado) schools, but one of the most important decisions you’ll make is not about type, but about curriculum. Here’s a quick rundown:

• Spanish Curriculum. The easiest option for students planning to attend university in Spain, as it does not require homologación (a formal recognition of foreign credentials). A Spanish diploma also allows for access to universities across Europe, the UK, and the US, though additional testing or documentation may be required. It should be noted that the Spanish curriculum is fairly traditional, privileging long lectures, exams, and rigorous curriculum over more progressive approaches.
• International Baccalaureate (IB). A rigorous and globally recognized program that is accepted in Spain and abroad. IB students applying to Spanish universities must meet certain additional criteria, but do not need to complete homologación. The IB is widely accepted by universities throughout the world.
• British Curriculum (GCSEs and A-Levels). Respected worldwide and particularly relevant for university entry in the UK. If students plan to attend university in Spain, homologación is required, however the British curriculum is a strong choice for university applications to other countries. It privileges depth over breadth, with students focusing on just three subjects (occasionally four for exceptionally strong students) during their final two years, known as Sixth Form. This period prepares them to complete their A-levels—standardized exams taken at the conclusion of high school.
• American Curriculum. A good fit for students aiming to study in the US. However, we recommend that families ensure the school offers AP exams (or IBs, which some American schools offer as an alternative to APs), as many international universities base admissions decisions on standardized exam scores. Without these, students may not have a viable path to certain universities in Europe or the UK.

What If My Child Is Splitting High School Between Countries?

This is usually fine, as long as students join their new curriculum with enough time to complete the final two years. Most European systems (including the Spanish Bachillerato, IB, and A-Levels) concentrate university preparation in these final years—so entering earlier is typically not an issue. However, switching in for just one year is much harder, as students would be joining midway through multi-year courses.

Note: While most international universities will be evaluating only these final two years, the US admissions system considers all four years of high school, not just the final two. Accordingly, students aspiring to US universities (especially selective ones) are strongly advised to begin their university planning in US 9th grade (or the equivalent in their new school).

What should I know about planning for university in the US after Moving to Spain with Teenagers?

US universities use a holistic admissions process, which considers a range of factors beyond academics:

• Course rigor
• Grades
• Standardized test scores
• Extracurricular activities
• Recommendation letters
• Essays
• Interviews (sometimes)

Many Spanish and international schools prioritize academics and discourage extracurriculars, which can put students at a disadvantage. For students targeting the US, meaningful involvement in extracurriculars is essential—especially in areas where they can grow and demonstrate leadership and increasing levels of achievement over time.

Letters of recommendation are also important, and they are often unfamiliar territory for schools not accustomed to US applications. We recommend informing your school early and—if needed—connecting them with an expert (like us!) who can support the process.

What should I know about planning for university in the UK after Moving to Spain with Teenagers?

Admissions in the UK are exam-focused. The key components are:

• Predicted and final exam results (A-Levels, IB, or equivalent)
• Personal statement

For students following:

• British Curriculum: A-Levels serve as the main credential.
• IB: IB exams are evaluated directly.
• Spanish Curriculum: The “Evaluación del Bachillerato para el Acceso a la Universidad” (EBAU or selectividad) results are used.
• American Curriculum: AP exams are typically required. If the school doesn’t offer them, students may struggle to apply to UK universities.

What should I know about planning for university in the Netherlands, Ireland, and Other European Countries after Moving to Spain with Teenagers?

In many European countries, university admission is also exam-based. Applications typically require:

• Final exam grades (IB, A-Levels, AP, or EBAU)
• A personal or motivational statement
• Sometimes an interview or subject-specific test

Important Update: The Dutch government has announced plans to limit English-language bachelor’s degrees to ensure access for domestic students. It’s worth watching how this develops if you’re considering Dutch universities.

How Much Should I Expect to Pay for University?

It depends on where your child studies, but here are a few key considerations:

• Degree Length. Many countries (like the UK, Netherlands, and much of Europe) offer 3-year bachelor’s degrees, which can significantly reduce overall cost. The US, Spain, and Scotland, however, are outliers in this, generally offering 4-year degrees.
• Total Cost of Attendance. US universities provide comprehensive cost breakdowns (tuition, room & board, living expenses). European universities often only list tuition. For example, a €12,000 tuition in Amsterdam might really cost €35,000/year once you account for rent, food, and other living expenses.
• Scholarships & Financial Aid. Scholarships outside the US are limited and often merit-based. In many cases, US universities with generous financial aid end up being more affordable than European options, especially for students with strong academic or extracurricular profiles.

How does the homologación process work, and when should I start it?

Homologación is the official recognition of foreign academic qualifications by the Spanish government, and be advised: it is lengthy (requiring 3-9 months to complete), cumbersome (your child will need to take additional exams), and we recommend avoiding it if possible. If your child is studying in a non-Spanish system (e.g. British, American), and they plan to apply to a Spanish university, however, they’ll likely need to homologate their diploma to the Spanish Bachillerato. Start the process as early as possible—ideally in the final year of high school—so that it’s complete before university applications begin. Some universities will accept conditional applications if the homologación is in progress.

Can my child complete their degree in Spain in English, or do they need fluency in Spanish?

Yes, Spain offers a growing number of English-taught bachelor’s degrees, especially at private universities and some public ones in fields like business, engineering, and international relations. However, many public universities still teach primarily in Spanish, and even in English-language programs, students often need basic Spanish to navigate daily life and certain classes (e.g. electives or language requirements). For Spanish-taught degrees, a B2 level of Spanish is typically required, and many universities will ask for proof (e.g. DELE, SIELE exams or school transcripts).

What if we’re not sure which country my child wants to attend university in?

That’s totally normal—and there are ways to keep options open:

• Choose a curriculum with broad recognition, like the IB or British A-Levels.
• Ensure that your school offers external exams (AP, A-Levels, or IB) if you’re in the American system.
• Begin building a profile that meets US holistic admissions requirements (extracurriculars, essays, etc.) while also preparing for exam-based systems in Europe and the UK.

Working with a counselor can help your child clarify their interests, strengths, and long-term goals—and build a flexible admissions strategy.

What role do standardized tests like the SAT or ACT play in Europe or the UK?

Standardized tests like the SAT or ACT are not required by most universities in Europe or the UK. These systems rely primarily on final exam grades (IB, A-Levels, APs, or EBAU). However, some universities in the UK, the Netherlands, Spain, or Germany may accept SAT/ACT as a supplement if your child doesn’t have traditional credentials. If you’re keeping US options open, it’s a good idea to take the SAT or ACT (even if test-optional policies remain in place) and build a testing timeline accordingly.

How do university application timelines differ across countries?

Here’s a simplified timeline overview:

• Spain: Applications for public universities typically open in May/June of the final year of high school. Private universities have rolling admissions, starting in January or earlier. Applications to IE University, which is increasingly popular, should be submitted before Christmas.
• UK: Applications through UCAS are due in January of the final year, with the exception of Oxford, Cambridge, and medicine, which have mid-October deadlines.
• US: Early deadlines begin in November; regular deadlines are in January of the final year. We recommend candidates submit to early deadlines whenever possible to increase the chances of admission and scholarship offers.
• Netherlands/Ireland/Other EU: Varies by institution, but most deadlines fall between January and May.

It’s important to build a calendar early, especially if applying to multiple countries.

Can my child apply to multiple countries at once? Is that advisable?

Absolutely—but it requires careful planning. Each country has different application systems, requirements, and timelines. At Hyll, we often build multi-country admissions strategies that allow students to pursue the best opportunities without overloading themselves.

What support do Spanish or international schools offer for university applications abroad?

It varies widely. Some international schools have full-time university guidance counselors, but many public or concertado schools in Spain do not provide guidance for applications outside of Spain.

If your child is applying to universities abroad, ask early:

• Do they help with writing recommendation letters in English?
• Do they know how to send transcripts or predicted grades?
• Are they familiar with systems like Common App or UCAS?

If not, it’s wise to work with an external advisor who can support the process and help bridge communication with the school.

Should we work with an external counselor, and how can they help navigate all this?

If your child is applying to multiple countries, especially if the application processes are unfamiliar to your family, working with an experienced educational advisor can be invaluable.

A good counselor can:

• Help you choose the right curriculum and school setup
• Build a multi-country admissions plan
• Guide the essay writing and interview process
• Liaise with your school on letters, transcripts, and testing
• Offer emotional support and time management strategies

At Hyll, we specialize in working with globally mobile families and multiculturally minded students—helping them find the university pathway that best fits who they are and what they want to become. If you are moving to Spain with teenagers, whether your child is applying to universities in Spain, the US, the UK, or elsewhere in Europe, our team brings deep expertise across multiple national systems and application processes. We understand how complex it can be to navigate different curricula, timelines, and requirements—and we’re here to make it simpler, clearer, and more personalized. If you’re looking for guidance that’s thoughtful, strategic, and rooted in real experience, we’d be delighted to support you.

Higher Education in Ireland

by Anthony Terenzio

Ireland is an increasingly compelling option for international students for a number of reasons – chief among them the opportunity to study at any one of seven universities in the top 25% worldwide, not to mention the nearly unmatched industry access presented by its booming economy and the welcoming, affable, and whimsical reputation of its people. The ease and efficiency of applying to multiple universities (and courses within each one) via the Irish Central Applications Office (CAO) is a further feather in the cap of the Emerald Isle for prospective students. Here’s Hyll’s beginner’s guide to higher education in Ireland as an international student.

Why Ireland?

Ireland has long been a popular tourist destination, especially for Americans of Irish heritage, but even more enduring is its reputation as a center of educational excellence. Ireland is home to many of the world’s top universities, including some of deep historical significance like Trinity College Dublin (among whose many notable alumni are the likes of Oscar Wilde and Hozier, as well as many illustrious international students such as both of the co-creators of Game of Thrones). Irish higher education also provides a unique level of access to one of Europe’s fastest growing economies – the so-called “Celtic Tiger” has generated an influx of investment by multinational corporations, including many at the top of the tech sector who have established major operations there (Google, Microsoft, Meta, Linkedin, and Indeed to name a few) – and many Irish universities are prioritizing employability and industry access via experiential learning opportunities such as internships. Beyond the opportunities Ireland presents for your career prospects, it’s also known as a country of friendly, artistic, and tolerant people, has many university towns and cities with lively social atmospheres, and it is one of the safest countries to travel to in Europe. What’s more, higher education in Ireland can be extremely affordable relative to other countries – Irish nationals and EU citizens don’t pay tuition for many schools, and the Irish government even provides scholarships for international students to help make its universities more accessible to a global student base.

Ready to hop on the next Aer Lingus flight to Dublin? Read on to learn about the Irish university admissions system.

Applying via the CAO

The vast majority of Irish universities accept applications via the Central Applications Office, or CAO (however, there are exceptions – some students, more commonly those applying from outside the EU, may have to apply directly to the university. More on this below.). The CAO is a centralized online application that allows students to submit their candidacy for a ranked selection of up to 20 degree programs across institutions on a single application. For many students, this is the only application you’ll need to submit to apply to all of the institutions of higher education in Ireland on your shortlist, but exceptions apply (more on this later).

The CAO provides a handbook for the application process that is updated every year. There are also specialized guides for students, parents, and counselors/schools available on the CAO website, along with other resources. The handbook outlines a high-level timeline for the application process, which we’ll summarize here:

1. Register with the CAO and pay the fee: this is as simple as visiting the website and entering in your basic demographic information and payment details. The fee is 30 euros for early registration (before January 20) or 45 euros for standard (by February 1). Late registration is possible by May 1st, but it incurs a 60 euro fee and may hurt your candidacy for more selective schools.
2. Research and input your course selections: once registered, you’ll need to enter your course (degree program) choices in order of preference within your CAO application. The CAO includes a database of courses which you can search through, but it’s easiest to get information about each course directly from the university’s website. Once you know which courses you would like to apply to, you can add their “course codes” (alphanumeric codes corresponding to each course within the CAO database) to your application. Many universities include the CAO course codes on their websites. You are allotted a maximum of 10 course choices at both the “ordinary” and “honours” level (known as level 7 and level 8 courses, respectively), for a total of up to 20 courses across institutions. The deadline for submitting your initial choices is February 1st, but you’re allowed to make changes within the “change of mind” window from May to July if necessary.
3. Receive and check the Statement of Application Record: the CAO will send a “statement of application record” in May to all applicants who submitted their application by the February deadline. This is essentially a confirmation of your applicant information (including course preferences) and should match what you submitted via the CAO portal, but students are encouraged to double check it for errors or omissions.
4. Submit your Final Grades or Exit Exam Results: as soon as you complete your high school course of study and receive your final grades/exit exam results (varies by country—consult with your Hyll Academic Mentor to confirm your situation), send them directly to the CAO by mail. The CAO will assess your results based on the relevant conversion to the Irish grading system (see here for guidelines by category of non-Irish application).
5. Receive your Offers: the CAO will send offers on behalf of each university following receipt of your grades/exit exam results, starting as soon as mid-June (after the standardized Irish “Leaving Certificate” exit exam takes place). The majority of offers are issued based on exam performance alone (i.e. places are offered to those with higher exam scores/grades).
   

Programs Not in the CAO

While most degree programs at major Irish universities can be applied to via the CAO, there are some exceptions that require direct applications to the university. In some cases, direct application may be required due to the specialized nature of the program or a requirement for supplemental application materials, like essays or exams, that aren’t submitted via the CAO. In others, a course may simply not be available in the CAO for an unknown reason (even when comparable programs at the same institution are). In all cases, it’s best to consult the university’s website, where the modality of application (CAO vs direct) is typically clearly indicated. When in doubt, feel free to contact us or reach out to the admissions office at the relevant university.

If a course is not available in the CAO, you’ll most likely have to apply through an application portal within the university’s website (if not the Common App for the four schools mentioned below). In some cases, this may require some duplication of what you have already entered into the CAO, or the application requirements/forms you have to complete could be different. Hyll mentors have expertise in higher education in Ireland and can assist you with navigating each university’s procedure and interpreting the requirements.

Non-EU Applicants

There are also certain universities that accept CAO applications from EU students but require direct applications from other nationalities. For this reason, it is especially important for non-EU students to confirm the correct procedure on an individual basis for each university they intend to apply to. There are also four Irish universities that accept international applications via the Common App: University College Dublin, Dublin City University, University of Limerick, and Mary Immaculate College. International applicants may also benefit from earlier admissions decision notifications.

Final Thoughts

Higher education in Ireland is an excellent choice for an international college experience. Its beautiful countryside, welcoming people, rich culture, and stock of excellent universities make it a compelling option for international and local students alike. Those studying business, technology, engineering, theatre, and history will find it a particularly apt environment for their studies, but we encourage students of all backgrounds to consider adding a few Irish universities to their shortlists.

Want to learn more about pursuing your degree in Europe? Check out some of our other articles on the topic:

• Pursuing Your Degree in Europe
• Studying Liberal Arts in the UK
• University Colleges: Liberal Arts Colleges in the Netherlands
• Czech It Out: Charles University in Prague
• Studying Medicine at Charles University: Which Faculty is Right for You?

Mitos y verdades acerca del examen que (muy probablemente) tendrás que tomar si quieres estudiar en USA

by Celeste Moreno Palmero

Hace unos días estaba hablando con una familia que se mostraba bastante pesimista respecto a las probabilidades de su hijo de acceder a una universidad estadounidense si no sacaba un buen SAT. El pobre chico—que se examina este sábado en la primera ronda de SATs de la temporada—estaba un poco nervioso y sentí que probablemente la información que le había llegado era parcial y no del todo correcta. Eso nos lleva a la pregunta: ¿Necesito el SAT para estudiar en USA?

Intenté explicarle que sí, para entrar en MIT—dónde el SAT es uno de los requisitos—se necesita tener al menos un 1550 para tener alguna remota posibilidad de entrar. Eso y haber construido un reactor de fisión nuclear en tu casa (ah, no, espera igual no entras incluso así), haber sido un olímpico (esto gusta en MIT o Stanford, by the way) o haber montado una startup que se vendió por un par de millones. Además de saber hacer el pino-puente mientras recitas un poema de Wordsworth al revés.

Bromas aparte, efectivamente, las universidades más competitivas de USA son inaccesibles por muchas razones—y siendo internacional, más todavía—pero, por alguna razón, se suele, erróneamente señalar al SAT como el baremo a tener en cuenta para valorar si se es un buen candidato o no. Nada más lejos de la realidad, de hecho, puedo confirmar que muchos brillantes aspirantes ivyligueños con casi perfectos SAT se quedaron fuera. Así que no, querido amigo, las probabilidades de entrar en una universidad en USA no tienen que estar únicamente relacionadas con esos 1600 puntos a los que puedes aspirar con tu SAT.

De hecho, aunque la tendencia está cambiando tímidamente, hay más de un 80% de universidades estadounidenses en las que estos tests son opcionales, es decir, si quieres puedes mandarlos y si no, no. Es más, del 20% restante—entre las que encontramos a varias top, aunque no todas: MIT, Harvard, UPenn—, algunas de ellas aceptan IB scores como sustitutos de estos tests.

Sin embargo, querido amigo—le decía yo al muchacho—eso no significa que no tengas que tomar el SAT. Muy al contrario, te animamos a que lo tomes, una, dos, e incluso hasta tres veces (nuestra experiencia es que después del tercero ya no se mejora mucho, la segunda vez suele ser la mejor). Pero que lo hagas relajado, usando tu nota como una estrategia más que como un deal-breaker. Para nosotros, el SAT es un compás que ayuda a los estudiantes a saber navegar y seleccionar las mejores universidades para ellos. Esos cuatro dígitos son un elemento que se tiene que interpretar a la luz de los objetivos y expectativas de cada uno de los aplicantes y en lugar de entenderlos como la llave a una universidad top (no lo es) o el final de la carretera al sueño americano (no lo es), hay que tomarlo con un “grain of salt”, ser estratégico al respecto, y—sobre todo—realista: el SAT es un indicador de quién eres tú como estudiante dentro del contexto universitario de Estados Unidos. El rigor y la dificultad de los cursos está siempre, de alguna manera, ligado a ese número SAT, que no es uno que las universidades imponen, sino la media de SAT que sus estudiantes tienen. Así en MIT la media de SAT está en torno al 1550, significando esto que el rigor estará ajustado a estudiantes que pueden desempeñar su trabajo exitosamente en ese contexto. Por el contrario, en otro tipo de universidades, como la mayoría de las públicas, ese número es más bajo como media ya que habrá estudiantes en un espectro más variado de esa nota. Algunos tendrán 1500, pero otros 1100, y eso te ayudará a poder encajar mejor, sea buscando los cursos más rigurosos o aquellos en los que te sientes más cómodo. Si decides ir a una universidad dónde la media es 1350 y tú has sacado 1450, es probable que destaques e incluso consigas más becas si envías tu SAT. Es decir, el SAT, si lo sabes utilizar, es una ventaja independientemente de la nota que saques.

El chico abría los ojos según se lo estaba contando y se podía percibir el alivio de haberse quitado un peso de encima. Figúrate, en las universidades de California, ni siquiera está permitido enviar el SAT, así que a las malas, pides solo allí, añadí.

El mito del SAT alto, es sólo eso, un mito. Conseguirlo es fantástico, pero no te abrirá automáticamente las puertas de esos ansiados paraísos de los rankings. Sin embargo, una gran verdad a tener siempre en cuenta es que la variedad de universidades a las que puedes optar con un SAT medio (entre 1250-1350) es larga y bien nutrida. Algunos de nuestros favoritos son Allegheny College, Bucknell University, Chapman University, Connecticut College, Embry-Riddle Aeronautical University, George Mason University, Indiana University, Purdue University, San Diego State University, Savannah College of Art and Design, Penn State University, UC Boulder o Ursinus College entre otros muchos.

Desgraciadamente, es posible que en Europa todavía no se conozca lo suficiente estas fantásticas instituciones y ¡para eso estamos nosotros aquí!

En resumidas cuentas, ¿necesito el SAT para estudiar en USA? Si quieres estudiar una carrera en USA, te conviene tomar el SAT, sí, sobre todo porque si sacas una buena nota, será una baza más con la que “jugar” a la hora de trazar una buena estrategia de solicitud; sin embargo, si tu número no es estratosférico, no te preocupes, al final de día, el SAT es sólo eso, un número.