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VCU Requirements for Admission

What are VCU's admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

• GPA requirements
• Testing requirements, including SAT and ACT requirements
• Application requirements

In this guide we'll cover what you need to get into VCU and build a strong application.

School location: Richmond, VA

This school is also known as: Virginia Commonwealth University

Admissions Rate: 90.7%

If you want to get in, the first thing to look at is the acceptance rate. This tells you how competitive the school is and how serious their requirements are.

The acceptance rate at VCU is 90.7% . For every 100 applicants, 91 are admitted.

This means the school is a nearly open admissions school. They accept nearly all students, so for the most part, you just need to submit an application to get in. But if you don't meet all their application requirements, you'll be one of the very few people who gets rejected.

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VCU GPA Requirements

Many schools specify a minimum GPA requirement, but this is often just the bare minimum to submit an application without immediately getting rejected.

The GPA requirement that really matters is the GPA you need for a real chance of getting in. For this, we look at the school's average GPA for its current students.

Average GPA: 3.72

The average GPA at VCU is 3.72 .

(Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

With a GPA of 3.72, VCU requires you to be above average in your high school class. You'll need at least a mix of A's and B's, with more A's than B's. You can compensate for a lower GPA with harder classes, like AP or IB classes. This will show that you're able to handle more difficult academics than the average high school student.

SAT and ACT Requirements

Each school has different requirements for standardized testing. Only a few schools require the SAT or ACT, but many consider your scores if you choose to submit them.

VCU hasn't explicitly named a policy on SAT/ACT requirements, but because it's published average SAT or ACT scores (we'll cover this next), it's likely test flexible. Typically, these schools say, "if you feel your SAT or ACT score represents you well as a student, submit them. Otherwise, don't."

Despite this policy, the truth is that most students still take the SAT or ACT, and most applicants to VCU will submit their scores. If you don't submit scores, you'll have one fewer dimension to show that you're worthy of being admitted, compared to other students. We therefore recommend that you consider taking the SAT or ACT, and doing well.

VCU SAT Requirements

Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school's average score.

Average SAT: 1165

The average SAT score composite at VCU is a 1165 on the 1600 SAT scale.

This score makes VCU Competitive for SAT test scores.

VCU SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1040, and the 75th percentile SAT score is 1290. In other words, a 1040 on the SAT places you below average, while a 1290 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

The Score Choice policy at your school is an important part of your testing strategy.

VCU ACT Requirements

Just like for the SAT, VCU likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 26

The average ACT score at VCU is 26. This score makes VCU Moderately Competitive for ACT scores.

The 25th percentile ACT score is 22, and the 75th percentile ACT score is 33.

ACT Score Sending Policy

If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 22 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

However, from our research, VCU is understood to superscore the ACT . We couldn't confirm it directly from the school's admissions website, but multiple sources confirm that the school does superscore the ACT. We recommend you call their admissions office directly for more information.

Superscoring is powerful to your testing strategy, and you need to make sure you plan your testing accordingly. Of all the scores that VCU receives, your application readers will consider your highest section scores across all ACT test dates you submit .

Click below to learn more about how superscoring critically affects your test strategy.

For example, say you submit the following 4 test scores:

Even though the highest ACT composite you scored on any one test date was 20, VCU will take your highest section score from all your test dates, then combine them to form your Superscore. You can raise your composite score from 20 to 32 in this example.

This is important for your testing strategy. Because you can choose which tests to send in, and VCU forms your Superscore, you can take the ACT as many times as you want, then submit only the tests that give you the highest Superscore. Your application readers will only see that one score.

Therefore, if your ACT score is currently below a 22, we strongly recommend that you consider prepping for the ACT and retaking it . You have a very good chance of raising your score, which will significantly boost your chances of getting in.

Even better, because of the Superscore, you can focus all your energy on a single section at a time. If your Reading score is lower than your other sections, prep only for the Reading section, then take the ACT. Then focus on Math for the next test, and so on. This will give you the highest Superscore possible.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and ACT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

SAT/ACT Writing Section Requirements

Currently, only the ACT has an optional essay section that all students can take. The SAT used to also have an optional Essay section, but since June 2021, this has been discontinued unless you are taking the test as part of school-day testing in a few states. Because of this, no school requires the SAT Essay or ACT Writing section, but some schools do recommend certain students submit their results if they have them.

VCU considers the SAT Essay/ACT Writing section optional and may not include it as part of their admissions consideration. You don't need to worry too much about Writing for this school, but other schools you're applying to may require it.

Final Admissions Verdict

This school offers nearly open admissions, which means they give almost every student an offer of admission. To be safe, you should aim for a 1040 SAT or a 22 ACT or higher . If you can achieve this, you're pretty much guaranteed a spot in the incoming class.

Admissions Calculator

Here's our custom admissions calculator. Plug in your numbers to see what your chances of getting in are. Pick your test: SAT ACT

• 80-100%: Safety school: Strong chance of getting in
• 50-80%: More likely than not getting in
• 20-50%: Lower but still good chance of getting in
• 5-20%: Reach school: Unlikely to get in, but still have a shot
• 0-5%: Hard reach school: Very difficult to get in

How would your chances improve with a better score?

Take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

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Application Requirements

Every school requires an application with the bare essentials - high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We'll cover the exact requirements of VCU here.

Application Requirements Overview

• Common Application Accepted
• Electronic Application Available
• Essay or Personal Statement
• Letters of Recommendation
• Interview Not required
• Application Fee $70
• Fee Waiver Available? Available
• Other Notes

Testing Requirements

• SAT or ACT Considered if submitted
• SAT Essay or ACT Writing Optional
• SAT Subject Tests
• Scores Due in Office None

Coursework Requirements

• Subject Required Years
• Foreign Language 2
• Social Studies 1

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes January 15 November 1

Admissions Office Information

• Address: 901 Richmond, VA 23284-9005
• Phone: (804) 828-0100 x0100
• Fax: (804) 828-1899
• Email: [email protected]

Other Schools For You

If you're interested in VCU, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to VCU.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than VCU. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for VCU, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for VCU, you should have no problem getting into these schools. If VCU is currently out of your reach, you might already be competitive for these schools.

Data on this page is sourced from Peterson's Databases © 2023 (Peterson's LLC. All rights reserved.) as well as additional publicly available sources.

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Honors College

Incoming freshmen.

The Honors College offers opportunities for you to discover your passions and connect with a diverse student body to develop a standard of excellence. We encourage students from all disciplines and backgrounds to apply to the Honors College.

Admission Guidelines

Admission into the VCU Honors College is competitive, and all applicants are expected to have challenged themselves in high school through their course selections. The Honors College conducts a holistic review on all applicants with the following recommended admission guidelines:

• Unweighted high school grade point average of 3.5 or higher on a 4.0 scale.
• Combined SAT score of at least 1330 (writing not included) OR an ACT composite score of at least 29.

Students who do not meet these criteria but feel an exception should be made remain eligible to apply as other components (extracurricular, honors, leadership, etc.) will be used in the holistic review and may offset lower quantitative scores.

Please note : For the 2024-2025 application year, test scores will not be required for general admission into the Honors College. Applicants who are able to take a standardized test and would like the scores to be used in our holistic application review may still submit scores. Students without test scores will receive a holistic review on all other portions of the application. Submission of test scores remains a requirement for all Guaranteed Admission Programs. 

If you are a high school student interested in joining the Honors College, consider registering for an information session via Zoom. Questions about the information sessions can be directed to the Honors Recruitment and Enrollment Counselor, Will Gilbert ( [email protected] ). 

Register for an Info Session

Application Process

In addition to the submission of your VCU Common Application, prospective students must submit an Honors College application. As a first-time user, you will be prompted to create a username and password on the Honors College website. Once you have created a username and password, your application can be saved and completed at a later time. Upon submission of your Honors College application you will receive a confirmation email.

The Honors College will confirm your test scores and grade point average through the materials sent in with your Common Application. You do not need to send additional transcripts or scores to the Honors College.

As you prepare to apply, please consider these application components:

Submission of VCU Honors College application. You will need the following information to complete the application:

• Your unweighted high school GPA.
• Date(s) and score(s) for your SAT and/or ACT (optional for 2024-2025 admissions cycle).
• Date(s), subject(s) and score(s) for any Advanced Placement or International Baccalaureate tests you have taken or plan to take.
• List any extracurricular involvement (leadership, service, honors, awards, etc.).
• Major influences on your intellectual and personal development, such as curricular and extracurricular experiences, community service or important people, events or ideas
• Your immediate educational goals and plans for achieving them
• Your goals and dreams for the future

Honors Application Portal

Important Dates & Deadlines

The VCU Honors College application will be available in early August.

Applications to the Honors College from incoming freshmen are accepted through April 15 of the senior year in high school. However, students are encouraged to apply by our priority deadline of February 1 . All prospective freshmen who apply to the Honors College by February 1 will be notified of our admissions decision by April 1.

Applications received after the priority deadline of February 1 will be considered on a space-available basis. All admissions decisions will be made no later than June 15. Applications received after 11:59 p.m. EDT on April 15 will not be considered.

Incoming Freshman Honors students are also eligible to apply for Honors College scholarships. Honors College scholarships require a supplemental application. Students will be emailed more information regarding scholarships. Students who wish to be considered for the University-wide scholarships from the Office of Admissions must also submit their Common Application by November 1.

Are you applying for an Honors College Guaranteed Admission Program?

Students interested in applying to the Honors College Guaranteed Admission Programs should begin the Honors College incoming student application and select which Guaranteed Admission Program they are interested in when prompted. Selecting a Guaranteed Admission Program will open the second half of the application, which is only for students applying to a Guaranteed Admission Program. This application must be completed in full with supporting documents by November 1  for consideration for the Guaranteed Admission Program. Students will be evaluated for both admission into the Honors College as well as into the selected Guaranteed Admission Program. Incoming freshmen who are interested in Guaranteed Admission do not need to complete a personal education paper. To learn more about the Guaranteed Admission Program requirements visit the link below.

Honors Guaranteed Admission Program

Transfer applicants

Apply to VCU as a transfer student using the VCU applicant portal.

Application overview

The instructions in this section are for domestic transfer applicants, including U.S. citizens, permanent residents, refugees/asylees and undocumented students. If you are a non-immigrant currently residing outside of the U.S. and plan to come on an F1 or J1 visa, or a non-immigrant currently residing in the U.S. under a visa, please visit the international undergraduate applicant page  for instructions.

Transferring made easy

VCU's Transfer Center is here to help. Connect with us to learn which of your previously earned credits may transfer to VCU, set up a transfer advising appointment, or find out which higher ed institutions have admissions agreements with VCU.

Visit the Transfer Center

Application instructions

New transfer applicants.

If you are a new transfer applicant to undergraduate programs on the Monroe Park Campus, you must choose the application that corresponds with your intended term of entry in the  VCU applicant portal (example: Fall 2022, Spring 2023, etc.)

Former VCU students

Former VCU students are deemed returning applicants and must complete the application for readmission in the  VCU applicant portal if they have:

• Not attended VCU in a degree program for three or more successive fall and spring semesters
• Been suspended from VCU
• Attended another college or university since attending VCU, and three or more successive fall and spring semesters have passed

Considerations

Guaranteed admission agreements.

VCU has entered into guaranteed admission agreements with the Virginia Community College System, Richard Bland College and College of Southern Maryland. VCU also has specific program articulation agreements with some VCCS colleges and RBC. All VCCS students must complete a  letter of interest to be eligible for guaranteed admission agreement benefits.

Visit VCU's Transfer Center site for details on guaranteed admission agreements and VCCS transfer agreements .

Be ready to pay the application fee

The online application fee is $70 and must be paid via credit card when submitting your application. Do not submit cash, checks or money orders. The fee is nonrefundable.

All VCU applicants are required to submit an application fee. If you are financially unable to pay the application fee, a waiver can be requested. Applicants must meet certain eligibility requirements and submit appropriate documentation when requesting a fee waiver. Visit your applicant portal for details about how to request a fee waiver.

Follow these application guidelines

• Submit only one application for a specific semester (i.e., one application for Spring 2023).
• Be sure to apply to only one undergraduate degree program.

If you need to make changes to your application once it’s been submitted, find out how to make updates . Do not submit more than one application — if you do, only the first will be processed.

When to expect our admissions decision

Admissions decisions will be posted in your  VCU applicant portal . Transfer applicants who submit all materials by March 15 for fall admissions will receive a decision by May 1, otherwise decisions are sent on a rolling basis until enrollment capacity is met. Find additional admission decision posting dates on the application status page . 

Transfer links

• Transfer credit checker
• Application requirements
• Application checklist
• VCU applicant portal

Find answers in our  FAQs

Have questions about the application process? Explore our frequently asked questions.

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This is the preliminary (or launch) version of the 2024-2025 VCU Bulletin. Courses that expose students to cutting-edge content and transformative learning may be added and notification of additional program approvals may be received prior to finalization. General education program content is also subject to change. The final edition and full PDF version will include these updates and will be available in August prior to the beginning of the fall semester.

Transfer applicants are considered for admission to the university provided they present evidence of good standing at all previous institutions of higher learning; to be competitive for admission consideration into VCU, they should present a minimum cumulative GPA of 2.5 from all accredited institutions. Priority application review will be given to applicants who have completed a minimum of 24 credits at their former institution(s) and submit all required documentation by the recommended application deadline. Applicants with a minimum of 24 semester (36 quarter) credits are not required to submit high school transcripts or SAT or ACT scores (unless required by the applicant’s intended degree program). All transfer applicants are eligible for test score optional review, regardless of GPA (unless required by the applicant’s intended degree program.)

Transfer applicants who have earned fewer than 24 semester (36 quarter) credits will be reviewed on the basis of their high school performance; they must submit their high school transcripts in addition to their credentials from all accredited institutions of higher learning. 

The undeclared major is not open to students with 60 or more college credits. Transfer applicants will be notified of an admissions decision on a rolling basis until the class is filled.

Some programs have additional requirements for admission as a transfer student. Transfer applicants should consult the appropriate area of this Bulletin or the departmental website for admission requirements.

Transfer applicants who are not admitted with degree status may be eligible to enroll as nondegree-seeking students as determined by the Office of Admissions.

Transfer applicants ineligible to return to a former institution because of an academic suspension may not enroll at VCU for a period of one year for the first suspension and five years for the second suspension.

Transfer applicants who have been suspended from another institution for nonacademic or disciplinary reasons are referred to the Office of the Senior Vice Provost for Student Affairs for preadmission clearance.

Additional information for transfer students is available on the VCU Office of Admissions website as well as the VCU Transfer Center’s website.

University undergraduate transfer credit policy

An official evaluation of transferable credits for applicants to both Monroe Park Campus and MCV Campus programs is made by the VCU Transfer Center after the applicant has accepted an offer of admission to the university. The Transfer Center will provide an unofficial evaluation of transferable credits to prospective transfer applicants upon request. The acceptance of transfer credits is based on the following guidelines.

Accreditation

• Middle States Commission on Higher Education
• Higher Learning Commission
• New England Association of Schools and Colleges, Commission on Institutions of Higher Education
• Northwest Commission on Colleges and Universities
• Southern Association of Colleges and Schools, Commission on Colleges
• Western Association of Schools and Colleges
• VCU may accept for transfer college-level credits earned at institutions accredited by other accreditation agencies recognized by the U.S. Department of Education that have developed formal articulation agreements with VCU. Articulation agreements are posted on the Transfer Center website.
• Collegiate work will be considered for transfer credit for courses completed at colleges and universities outside of the U.S. which are accredited by one of the six institutional accrediting associations listed previously or approved by the Ministry of Education (or other appropriate governmental agency) of the country in which they are located. Students seeking transfer credit from international institutions are required to submit an official transcript and a course-by-course evaluation completed by a member of one of the following organizations:
• National Association of Credential Evaluation Services. A list of current member organizations can be found on the NACES website.
• Association of International Evaluators, Inc.  A list of current members can be found on the AICE website. 

Governing policies

• The evaluation and award of transfer credit will be based on official transcripts. Students are required to submit official transcripts for all post-secondary institutions attended. To be eligible for evaluation, course work must appear on an official transcript from the institution that offered the course work and initially conferred the credit in question. Students do not retain the right to pick or choose certain courses for transfer. All transferable work will be posted to the VCU transcript. Once awarded, transfer credit will not be removed from a student’s VCU record for any reason, unless requested by the Office of the University Registrar.
• Only courses with grades of C- or higher will be transferable. This includes courses taken on the pass/fail or pass/no pass systems and courses taken for grades of satisfactory or unsatisfactory that receive earned credits and a satisfactory grade (or comparable passing grade) from the transfer institution as long as the comparable passing or satisfactory grade is equivalent to a grade of C- or better. Transfer credits graded as pass/fail will not be included in the computation for determination of academic honors at VCU.
• VCU follows a semester calendar and posts credits to the VCU transcript in semester hours. Course work completed at institutions that follow a semester-based academic calendar will be posted to the VCU transcript with the semester hour total attempted for each course. Course work completed at institutions on non-semester-based academic calendars will be converted and posted to the VCU transcript with the semester hour equivalent attempted for each course. For example, the conversion rate for quarter-hour credits is one quarter-hour credit to two-thirds of a semester-hour credit
• Whenever possible, courses accepted for transfer are evaluated and posted on the VCU transcript as VCU course equivalents to ensure those credits apply to VCU degree requirements. Transferable courses that do not have equivalents at VCU are posted as either lower-level (1XX or 2XX) or upper-level (3XX or 4XX) electives. A full list of equivalency decisions on transferable courses is maintained on the course equivalency tables located on the Transfer Center’s website .
• Courses completed at institutions outside of the U.S. will be evaluated based on a course-by-course evaluation completed by a member of either the National Association of Credential Evaluation Services or the Association of International Evaluators, Inc. In addition to a course-by-course evaluation, students with international credit may be required to provide course information such as a syllabus (translated into English, if necessary) to the VCU Transfer Center for the purposes of determining VCU course equivalents. VCU does not accept international credit for English writing composition courses unless the school holds regional accreditation from a U.S. accrediting agency or the syllabus is reviewed and approved by the Department of Focused Inquiry. VCU does not accept English language courses for transfer.
• No distinction will be made by VCU regarding credit received for college courses that are taken through dual enrollment arrangements with high schools.  Students who earn dual enrollment college credit must submit official transcripts to VCU from the college awarding the credit.
• In support of the state-level Transfer Virginia initiative that seeks to improve degree completion outcomes for community college students, VCU will accept transfer elective credit (TREL 1XX) for prior learning credit awarded through institutionally administered exams or portfolio-based reviews that have been posted as course equivalent credit on official transcripts from the Virginia Community College System and Richard Bland College up to a maximum of 30 transfer credits. Credit granted for prior learning and posted as course equivalent credit on official transcripts from all other institutions will be reviewed and evaluated on a case-by-case basis. VCU will evaluate prior learning credit for external equivalencies such as ACE recommendations, AP, CLEP or IB examinations based on VCU’s policy on Additional sources of academic credit .
• Credits earned at other institutions carrying a grade of D or passing/satisfactory grade equivalent to a D (unless the D grade is earned at a European institution and converted to a C grade through the European Credit Transfer System)
• Placement credit granted by another institution
• Remedial or developmental courses
• Technical, occupational, vocational and some workforce courses from two-year institutions (unless approved for transfer within an approved articulation agreement of transfer pathway of study)
• VCU will accept credits for transfer regardless of when they were completed. However, time limits exist in some academic programs, such as in information systems or accounting, to ensure that transfer credits meet present-day academic standards. Students should consult with the Transfer Center regarding these time limits. Credits earned in those program areas with time limits will transfer as electives rather than VCU course equivalents. 
• VCU will accept credits for transfer regardless of the modality of the course delivery, such as online courses. However, due to certain programmatic accreditation requirements, students in the natural sciences may be required to complete in-person labs for major-specific science course requirements after transfer. 
• Accepted transfer credit contributes to hours earned and toward fulfillment of degree requirements at VCU. The grades of accepted transfer courses are recorded as TR on the student’s VCU transcript. Hours attempted and quality points earned are not recorded.
• Accepted transfer credits are not included in the transfer student’s overall GPA at VCU. The GPA for fulfillment of VCU degree requirements is computed only from courses taken at VCU. However, the grades and quality points of transferred courses are evaluated in the computation determining graduation honors .
• A maximum of 90 total undergraduate transfer credits will be accepted. Regardless of how many transfer credits are accepted, students must satisfy all VCU graduation requirements noted in the  graduation checklist , including the following:
• Completion of at least 25 percent of the semester-hour credits required for their bachelor’s degree program at VCU
• Completion of at least 30 of the last 45 semester-hour credits required for their bachelor’s degree program at VCU
• Completion of at least 45 upper-level credits (courses numbered 300 or higher)

No more than half (50 percent) of the courses applied to the major requirements can be transferred from another college. In other words, students may need to complete at least 50 percent of their major degree requirements at VCU.

General education requirements for transfer students

• Transfer students who earn a Uniform Certificate of General Studies, a transfer-oriented associate degree (A.A., A.S., or A.A.& S.), an Associate of Fine Arts (A.F.A.) or a bachelor’s degree from a regionally accredited institution prior to enrollment at VCU will be considered to have met all lower-division general education requirements with the exception of certain lower-level and upper-level degree program requirements that also apply to native students.
• Transfer students from Virginia community colleges and Richard Bland College who have completed approved courses through the Virginia-based Passport or Uniform Certificate of General Studies, with a minimum grade of C, will be considered to have met the comparable general education requirements at VCU. This includes students who complete Passport or UCGS courses through dual enrollment at high school.
• VCU provides students the option of reverse transfer of credit earned at VCU back to their former college. Virginia Community College System or Richard Bland College transfer students who are eligible for the awarding of an associate degree through reverse transfer of credits within one semester of enrollment at VCU will be considered to have met all lower-division general education requirements. Students must complete all other lower-level and upper-level degree program requirements that also apply to native students.
• Since some transfer students may have followed VCU course or pathway recommendations based on prior general education requirements, all transfer students have the option of selecting the VCU general education requirements in effect at the date of the student’s admission to their prior institution. This option will remain in effect for students matriculating at VCU through fall 2025.

Transfer students from Virginia community colleges who earn an Associate of Applied Science degree as part of an established transfer pathway (e.g., A.A.S. in Nursing to Bachelor of Science in Nursing or A.A.S. in Early Childhood Development to Bachelor of Science in Education) will be considered to have met all lower-division general education requirements with the exception of certain lower-level and upper-level degree program requirements that also apply to native students. A full list of established pathways with A.A.S. degrees, as well as pathways with other associate degrees, can be found online . VCU academic units developing pathways with A.A.S. degrees will ensure that community college students complete a broad range of general education courses, including, but not limited to, two semesters of English composition (e.g., ENG 111-112). 

State policy on transfer agreement

VCU welcomes applications from Virginia community colleges and Richard Bland students who have earned the Associate in Arts, Associate in Science, Associate of Fine Arts, or Associate in Arts and Science degrees, or A.A.&S. or A.S. programs in general studies . In compliance with VCU’s guaranteed admission agreements with the Virginia Community College System and Richard Bland College, students holding these degrees with a minimum cumulative GPA of 2.5 and a minimum grade of C in all transferable courses will be guaranteed general admission to the university. GAA students will have junior standing at VCU as long as they have earned a minimum grade of C in all the transferable courses and will be considered to have met all lower-division general education requirements with the exception of certain lower-level and upper-level degree program requirements that also apply to native students. (See below for more information about requirements for all students.) Students should closely follow the detailed course suggestions offered on the  Transfer Center  website for Virginia community colleges and Richard Bland College. By following the course recommendations of VCU’s transfer maps or guaranteed admission agreements , additional lower-division courses needed after transfer to VCU can be held to a minimum. 

Additionally:

• Students must make proper application for admission to VCU.
• Only courses with minimum grades of C are transferable.
• Credits needed to meet major prerequisites will be based on the  course equivalency tables  or agreements resulting from program-to-program articulation agreements. (See the  list of agreements .)
• Students will not be required to repeat courses that have been satisfactorily completed at a Virginia community college except in cases where special restrictions apply to all students.
• Applicants to degree programs that are competitive are not guaranteed admission but will be evaluated on the same basis as native students.

For students with any of the associate degrees from a VCCS institution or Richard Bland College, VCU degree requirements in effect at the date of the student’s admission to the VCCS or RBC associate degree program will be used in certifying the student for graduation if the student has not interrupted his or her associate degree more than two consecutive semesters (excluding summer sessions).

Students from VCCS institutions, Richard Bland College or other two-year institutions  who have not completed the college parallel A.A., A.F.A., A.S. or A.A.&S. degree  will have the exact designation of their status determined after an official evaluation of acceptable credits. This evaluation is determined by the equivalencies shown in the VCU course equivalency tables for Virginia community colleges and Richard Bland College that may be accepted, including not more than 50 percent in the major field of study. However, the applicant should realize that more than two additional years may be necessary to complete the degree requirements in certain curricula.

Requirements of native students which would apply to associate-degree holders after transfer to VCU are:

• All bachelor’s degree programs in the College of Humanities and Sciences, L. Douglas Wilder School of Government and Public Affairs, School of Social Work and VCU Life Sciences require competency through the elementary level of a foreign language (or American Sign Language); some majors require competency through the intermediate level.
• The School of Social Work requires a 2.5 GPA for admission to upper-level courses. The School of Business requires a minimum GPA for admission to upper-level course work. Please contact the Office of Undergraduate Studies in the School of Business for the current minimum GPA required. The School of Mass Communications requires a 2.5 GPA for admission to upper-level work. The School of Education requires a minimum GPA of 2.8 for admission to the teacher preparation program. For students applying to majors in the School of the Arts, a portfolio evaluation for visual arts applicants and an audition for performance applicants are required.
• The professional baccalaureate programs within the schools of Dentistry and Nursing and the College of Health Professions, and the doctoral programs in physical therapy and pharmacy have specific program-related lower-level requirements that must be completed to apply to and enter health sciences programs and to achieve success in the programs, if admitted.
• The health, physical education and exercise science program has specific lower-level requirements related to state-approved program status, professional certification and entry into the practicum sequence. Specified science courses are prerequisite for entry into upper-level kinesiology and exercise science courses.

Transfer work from some occupational or technical programs is reviewed under specific conditions for the completion programs in clinical laboratory science and nursing for community college A.A.S. degree holders.

Students wishing to transfer to the College of Engineering must have a 3.0 GPA with no grades below a C. Also, minimum grades of B must be attained in mathematics, science or engineering courses to be considered for transfer. Transfer students from the VCCS will follow the  admission agreement for engineering .

The A.A.&S. and A.S. programs in general studies are considered transfer degrees by VCU.

Detailed information about the  Virginia Community College/VCU and Richard Bland College/VCU transfer-equivalent courses  is available on the Transfer Center website.

Virginia Commonwealth University Richmond, Virginia 23284 Phone: (804) 828-0100 [email protected]

All Bulletins © 2024-2025 Virginia Commonwealth University Mon Dec 18 2023 14:41:23 GMT-0600 (CST)

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VCU Career Services

Strategic enrollment management and student success, personal statements.

A personal statement is your opportunity to set yourself apart from other applicants. It is often one piece of an application process for graduate school, scholarships, professional school/program and much more. It is the part of an application where you can share who you are and what is important to you, so insert your own style and take advantage of that! Highlight and detail relevant experiences that demonstrate your interest, motivation, and preparation for the opportunity you are applying for. Use your personal statement to provide depth into why you are pursuing a particular academic/career path.

Types of personal statements

• A general, comprehensive essay that allows you to write about a wide variety of topics and experiences related to the prompt . This approach is often used for admission to specific types of professional programs such as medical or law school.
• Responding to very specific questions. Often graduate programs ask specific questions and your essay should respond directly to the question(s) being asked. You may also have multiple essays asking distinct questions. 

About the process

Brainstorming.

Brainstorming is an important part of the writing process and can help in the planning/outlining process. Below is a list of questions you can use to help create an outline, especially for a general statement.

• Why are you interested in your chosen academic/career path? Why not other similar areas?
• What are your short-term and long-term goals? How do they overlap with the opportunity you are applying for?
• What skills or characteristics do you possess that would contribute to your success?
• Why are you applying for this opportunity? (Do some research on it and be specific)
• How have your academic, life, and professional experiences prepared you for this opportunity?
• How have your experiences and choices influenced your decision to pursue your path?

Writing your personal statement

• Identify a theme that is specific to you and tailored to the application. 
• Start with a story to draw the reader in. There is no singular narrative path or style to write your story. 
• Take your experiences and develop them into more detailed anecdotes with reflections.
• Write a rough draft to get your ideas out of your head and into a document. Don’t worry about the length yet. This draft doesn’t have to be ready to submit on the first try. You will have plenty of time to edit and refine.
• Write different versions of specific parts of the essay or the whole essay. Try a variety of ways of telling stories and reflections.
• Revise, rewrite and repeat. Your final draft will never be "perfect," but you should be comfortable and satisfied with the result. 

Personal statement do's 

• Follow any instructions or formatting guidelines that are required.
• If there are no instructions or guidelines, use 10-12 point font, one-inch margins and standard fonts (e.g., Calibri, Times New Roman or Arial).
• Review for grammar and punctuation.
• Avoid using passive voice when writing (e.g., "I was able to volunteer during my spring semester" is passive, and "I volunteered during my spring semester" is active).
• Use first-person throughout the essay, but try not to use "I" too much. 
• Provide specific examples.
• Write a new and different personal statement for each application. Every opportunity will be different and you should tailor your essay to it as much as possible.

Personal statement don’ts

• Don’t use contractions. Personal statements are considered formal writing so you should avoid contractions (e.g., say "I have" instead of "I’ve").
• Don’t have run-on sentences. Break up long sentences and use appropriate punctuation to keep the essay flowing. 
• Don’t include filler/empty words to use characters or fill a page (e.g., sort of, kind of, very, basically, absolutely).
• Don’t include quotes from others unless it is a first-person account of a story (like something your coach or family member told you). It is typically a cliche overall, but especially if you start your essay with it.
• Don’t rely too heavily on overused or vague language such as "lifelong dream" or "passion."
• Don’t vary your verb tenses throughout the essay, especially when telling the same story.
• Don’t use the same essay for different applications. Also do not "recycle" essays. If you are reapplying, you should write a new draft with any appropriate updates. 

Editing tips

• Read your essay out loud. Read it backward (the last sentence first then work your way up the essay). These strategies will help you catch any awkward or clunky sentences. 
• Have more than one person read your essay. You will get different perspectives and types of feedback that you can combine into an essay you are confident submitting. 
• Take your time writing drafts. If you can always set the essay aside for some time and come back to it. 

Elevating your personal statement

• Focus on your opening paragraph. Aim to grab the reader’s attention and pull them into the rest of the essay. Sometimes it can help to write your opening paragraph last. 
• Address and explain any perceived failure, flaws or inconsistencies that you want to make sure are understood more clearly by the reader, sharing your insights to avoid assumptions  (e.g., poor academic performance, legal issues or gaps in education). 
• Do your research. If you are submitting your essay to an individual school/program, do some research to find out what sets the school/program apart from others. Also consider specific faculty, curricular highlights or program offerings that made you want to apply.
• Share unique experiences and reflections the best you can. The more distinct and tailored your experiences and reflections can be, the more personal the essay will be to you as an individual candidate, which should be your goal. 
• Personal Statement Guide
• Writing a Personal Statement
• Personal Statement Worksheet
• Personal Statement Rubric

VCU career advisors are available to answer your questions and review your personal statement. 

Make an appointment

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Your chance of acceptance, your chancing factors, extracurriculars, does vcu have supplemental essays.

What's up, folks? I'm starting to work on my college applications and I was wondering if VCU has any supplemental essays as part of their application process. Does anyone here have any insight on this?

Hello! As of now, Virginia Commonwealth University (VCU) does not require supplemental essays as part of their regular application process. You only need to submit your Common Application or Coalition Application, which will include your personal essay. Keep in mind that university requirements may change from year to year, so it's always a good idea to double-check VCU's admissions website or reach out to their admissions office for the most up-to-date information on their application process.

Just be aware that there is an essay if you are applying to VCU's Honor's College.

That being said, as you work on your personal essay, it's essential to focus on telling a unique and engaging story that reflects your personality, experiences, and goals. Since VCU doesn't require additional essays, this is a crucial opportunity to make a lasting impression on the admissions officers. Best of luck with your college applications!

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Change major/minor, add major/minor, and readmission to VCUarts

Important deadlines

Fall 2024 deadlines.

April 1, 2024, for the following majors:

Art Education, Cinema, Communication Arts, Craft/Material Studies, Dance + Choreography, Fashion Design, Fashion Merchandising, Graphic Design, Interior Design, Kinetic Imaging, Music, Painting + Printmaking, Photography + Film, Sculpture + Extended Media, and Theatre.

Spring 2024 deadline

November 1, 2023

Deadline for change of major/minor applicants to Art Foundation, Art History, Dance + Choreography, Fashion Merchandising, Music, and Theatre.

The following Visual Arts and Design programs will review spring change of major/minor applications only from students who have completed VCU’s Art Foundation program: Art Education, Communication Arts, Craft/Material Studies, Fashion Design, Graphic Design,* Interior Design,* Kinetic Imaging, Painting + Printmaking, Photography + Film, and Sculpture + Extended Media.

*Please meet with an advisor for major-specific course limitations for spring admits.

Change of major

All change of major/minor applicants to VCUarts must submit a change of major or change of minor application online. This process is for currently enrolled VCU students. Current VCUarts students should speak with their advisor before submitting these forms.

This online application asks for your personal and contact information, current and preferred curriculum. Any required supplemental materials (audition, essays, portfolio) will be shared after submitting a change of major/minor request.

Students who have completed Art Foundation requesting a major in Art Education, Communication Arts, Craft/Material Studies, Kinetic Imaging, Painting + Printmaking, Photography + Film, or Sculpture + Extended Media must have their arts advisor submit the change of major request to bypass the portfolio requirement for these majors.

Students who have completed Art Foundation requesting a minor in Craft/Material Studies, Painting + Printmaking, or Sculpture + Extended Media must have their arts advisor submit the change of minor request to bypass the portfolio requirement for these minors.

Students with current majors outside of VCUarts may only apply for the Art Foundation program which is a prerequisite for visual arts and design programs. You must complete the change of major request and submit a portfolio in the VCUarts SlideRoom website .

Art Foundation is the first-year program required of all visual art and design (BFA) students. The exciting first year provides an intellectually rigorous, studio-based experience in the fundamental issues of art and design. The program exposes students to a vast forum of ideas and concepts preparing them for a wide range of disciplines.

Submit 12 to 16 works of art that you have created within the past two years that show your promise in visual art and design. Present your strongest work and demonstrate your potential to develop a diverse set of skills and ideas should you be accepted into VCUarts. We prefer to see a diverse range of 2D and 3D media. Drawing from observation is recommended, while copying anime, cartoons, graffiti or tattoos is discouraged.

• Images may be submitted in the following formats: JPG, PNG, GIF, TIFF
• Images can be up to 5 MB each
• Videos may be submitted in the following formats: MPG or AVI.
• Video can be up to 250 MB each. Each video must be less than 3 minutes. The total maximum time for all moving images cannot exceed 5 minutes.

You will be prompted to submit your portfolio through the VCUarts SlideRoom website .

Writing sample 

Prior to applying to major in Art History, students enrolled in a major outside of the School of the Arts must complete ARTH 103, 104 and one additional ARTH course.

Art History applicants are required to submit a research-based writing sample that makes a clear assertion about a selected topic and cites published sources to support your assertion. The paper may focus on a work of art, an historical event, a sociological phenomenon, a literary text, or other humanities topic. Your writing sample should be no longer than 600 words, including any citations. You will be emailed a link to submit your essay after submitting your VCU Change of Major Request, or you can submit your writing sample here after you have completed your VCU Change of Major Request.

Change of minor applicants do not have to submit a writing sample.

Majoring in Art History

Minoring in Art History

A minor in art history consists of 18 credits, which must include:

• 3 credits ARTH 103
• 3 credits ARTH 104
• 3 credits from courses in list #1 (details can be found by following the link below)
• 3 credits from courses in list #2 (details can be found by following the link below)

The remaining 6 credits may be any ARTH course at the 200-300 level open to non-majors (visit http://bulletin.vcu.edu/azcourses/ for a list of all ARTH courses), however only one history of film class (270, 271, 370, or 374) can be counted toward the art history minor.

Of the total 18 credits, 9 credits must be 300-level courses. Only courses in which a student earns a grade of C or higher may be applied to the minor. A student may apply for the Art History minor after successful completion of ARTH 103 and ARTH 104.

Additional information for the Art History minor curriculum can be found on the Department of Art History website.

Cinema essay

In 300 words or fewer, introduce us to a character for a movie – either a protagonist or an antagonist. Express your imagination by developing this character using elements such as description, backstory, drama and dialogue. This character must be your own original invention, not an adaptation from a story that already exists.

Visual storytelling exercise

In order to give us a sense of your artistic personality as a visual storyteller, use the VCUarts SlideRoom website to respond to the following prompt: Create an original series of 5-7 still images using your smartphone or camera. Submit the individual still images in a sequence that expresses your imagination and tells a story or establishes a mood. Photographs should be uploaded in sequential order. Use cinematic elements such as composition, lighting, location, props, costumes, etc. Let the images speak for themselves while conveying your style.

You will be prompted to submit your cinema essay and visual storytelling exercise after completing your change of major request .

This is a track for Communication Arts majors.

Accepted applicants will begin their courses in the following Spring Semester, as Spring Admits. Applicants should follow the Spring Deadlines listed above.

You must submit a portfolio in the VCUarts SlideRoom website .

Personal statement

While completing the online application, you must include a personal statement. In this brief statement, articulate your interest in the Visual Effects minor, including a detailed anticipated application of the minor to your primary field of study.

Visual effects scene description

You must complete a 300 – 500 word-long visual effects scene description of an original scene, with a focus on visual effects usage. Scene descriptions will be assessed by the following rubric: plot, structure and creativity.

Inspirational filmmakers and/or visual effects artists

You must l ist up to five favorite artists or filmmakers that inspire the you to create visual effects and you must explain why they inspire you.

Five cinematic photos or one 1- to 2-minute video

• Upload items in the sequential order intended to convey a narrative.
• Work samples may be taken with any device (e.g., cell phone, digital camera, film camera).
• Photographic sequence/video will be assessed according to composition, lighting, story and creativity.

Minor is for individuals not majoring in Communication Arts.

You must complete the change of minor request and submit a portfolio in the VCUarts SlideRoom website .

Major in Dance

Dance applicants are required to audition for admission into the Department of Dance & Choreography. The auditionee will submit a short video based on movement prompts and exercises in improvisation, ballet, modern and West African, via the VCUarts SlideRoom website . An interview with the Dance faculty is also required.

Once your request has been submitted, applicants will receive an email from [email protected] with information regarding how to submit video auditions and schedule an interview. If you do not receive a confirmation email, please call the Dance department at 804-828-1711.

Minor in Dance

To apply to minor in Dance, you must have completed at least 8 credits of dance courses and have a cumulative VCU gpa of 3.0 or greater. No audition is required.

Submit your audition and schedule your virtual interview

A complete application must be submitted before you may submit an audition date.

Admission criteria

• Talent and potential as an artist in the field of dance.
• Prior training and the ability to demonstrate knowledge of modern dance and/or classical ballet techniques.
• Ability to demonstrate musicality and dynamic range.
• A healthy, physically conditioned body that is injury-free.
• Openness to new ideas and the ability to engage in creative problem solving.

About the audition

VCU Dance welcomes students with varying levels of dance experience to audition for our program. The audition consists of a warm-up, a barre, modern center work, an improvisation section and a short interview.

The following attire is appropriate: leotards, tights, unitards, bike shorts with a leotard or fitted top, leggings and appropriate supportive undergarments. No socks. No dangling jewelry. Hair secured away from the face. Please wear either ballet or jazz shoes in the ballet section. The modern, West African and improvisation sections are barefoot.

Fashion Merchandising applicants have no required supplemental materials.

Admissions Criteria

• Students from any department/major may request a minor in Fashion Merchandising, provided they have a 3.0 or higher GPA.
• Students intending to minor in Fashion Merchandising must apply and be accepted as seeking a minor in Fashion Merchandising.
• Students must see an advisor upon declaration of the Fashion Merchandising minor and once a semester thereafter.

The minor in Animation is housed in the Department of Kinetic Imaging and includes relevant elective options from majors across the School of the Arts.

The minor in Animation is for students who seek to combine technical and conceptual approaches to animation. Students can expect to gain a basic understanding of contemporary interdisciplinary animation practices, the history of animation and a background on the creative approaches to animation arts.

A minor in Animation consists of 18 credits:

• KINE 245 Animation Practices (4 credits, required course)
• ARTH 370 History of Animated Film (3 credits, required course)
• KINE 405 Animation Studio (1 credit, required course, offered spring semester)
• In addition, select 10 credits from the list of elective options, which includes a variety of relevant classes from across the School of the Arts

*please note that some courses may have prerequisites and may require an override or permission from the host dept/instructor

If a student takes 1-2 classes per semester, this minor can be completed in 1.5 – 3 academic years. Open to all VCU students! Acceptance is based on the review of the VCU Change of Major or Minor Application. A personal statement and a link to an online portfolio are required.

Personal statement: please communicate your experience in animation (if any), why this minor is interesting to you and how this minor will support your goals for learning and research.

Portfolio: the portfolio may contain still images (digital or hand drawn, not photo), storyboards, and moving images (can be motion graphics/animation). Once you complete the change of minor request form, you will receive a link to submit a portfolio through SlideRoom

Please take note of deadlines on  the application page , For questions, please email us at  [email protected] . Please note, admission into this minor is competitive. Consult with your academic advisor for degree progress questions before you apply.

The minor in sound design combines both technical and conceptual approaches to sound for video, film and stage. The focus is not on Music but rather on such practices as sound effects production including Foley, as well as field recording and voice over. The minor is a collaboration between the Department of Kinetic Imaging and the Department of Theatre and includes relevant elective options from majors across the School of the Arts.

A minor in sound design consists of 18 credits, nine of which must be at the 300-400 level:

• 3 credits THEA 333 Sound Technology
• 3 credits KINE 346 Survey of Sound Design
• 12 credits from the list of elective options

Any VCU student may apply to the minor in sound design and acceptance is based on the review of the VCU Change of Major or Minor Application and a personal statement (see below).

Personal statement After completion of the change of minor request , please email a brief statement (approximately 300 words) to [email protected], in which you articulate your interest in sound design, an instance of effective sound design from something you’ve seen (and heard) recently, any relevant experience in sound design and how the minor might apply to your primary field of study.

Audition/interview

Once your application has been submitted, audition recordings must be submitted in the VCUarts SlideRoom website . Instrument-specific requirements can be found on the Department of Music website . Applicants will receive a link to SlideRoom after submitting the change of major request . Once audition videos have been submitted, the music department will contact the applicant to schedule an interview.

The music minor consists of 18 credits distributed among the areas of music history and theory, ensemble performance, private lessons and music electives. All students must provide their own instruments (with the exception of piano). All students must be able to read music. Students must have a minimum GPA of 2.5 in order to be considered for a minor in Music.

Voice minor Applicants are required to audition. You must play a short passage—at sight—on the piano and sing the same passage a capella. After completion of the change of minor application, students interested in minoring in voice will be contacted via university email. The student will then be connected to a Voice faculty member to schedule an audition. Voice auditions are usually held a few days before the beginning of each semester and at the end of each semester.

Strings minor (Cello, Classical Double Bass, Viola, and Violin) Applicants are required to audition. Prepare one composition or movement from the standard repertoire for their instrument no more than 10 minutes in length. You will also be required to perform scales. After completion of the change of minor application, you will be contacted via university email. You will then be connected to a Strings faculty member to schedule an audition.

Piano minor After completion of the change of minor application, you will be contacted via university email. You will then be connected to a Piano faculty member to schedule an audition.

Other instruments minor You will be asked a few questions about your musical experience and abilities during this online application. Once approved for the minor, Christine Hoffman, Academic Advisor for the Department of Music, counsels every student about the selection of appropriate courses based on the student’s competence and interest. Students interested in minoring in music (instrumental) should contact Christine Hoffman via email ( [email protected] )

Once your change of major request has been submitted, please create a SlideRoom account ; answer all questions, including callback date selection; and upload your materials.

Options are:

• Friday, November 10, 12:30 – 5 pm (only callback date for Spring applicants)
• Friday, December 1, 12:30 – 5 pm
• Friday, January 19, 12:30 – 5 pm
• Friday, January 26, 12:30 – 5 pm
• Friday, February 2, 12:30 – 5 pm

Callbacks take place at the W.E Singleton Center for the Performing Arts , located at 922 Park Ave, Richmond, VA. The department will send more information in advance of your callback date.

At callbacks, Bachelor of Arts applicants come on campus to learn more about our programs, interview with faculty, tour our facilities, and meet current students and faculty. Parents are welcome to attend.

The purpose of the interview is to allow faculty members to get to know more about the applicant’s interests, commitment and communication skills. This interview is an important part of the application process. Applicants should be prepared to discuss their recent theatre activities, career goals, as well as personal goals and experiences. Please bring your resume to the interview.

Once your change of major request has been submitted (select “Theatre Foundation with concentration in Performance” as the major), please create a SlideRoom account ; answer all questions, including callback date selection; and upload your materials.

At Callbacks, applicants can expect to:

• Interview with faculty in their area of interest.
• Present their portfolio or appropriate audition pieces (details dependent on intended major).
• Tour theatre facilities.
• Talk with current students.
• All students participate in a group general info and Q+A session.
• Performers participate in group warm-ups.
• Parents are encouraged to attend, too. We continue with a parent Q+A session after applicants head off to auditions/interviews.

Callbacks take place at the W.E Singleton Center for the Performing Arts, located at 922 Park Ave, Richmond, VA. The department will send more information in advance of your callback date.

At callbacks, Stage Management applicants come on campus to learn more about our programs, interview with faculty, tour our facilities, and meet current students and faculty. Parents are welcome to attend.

The purpose of the interview is to allow faculty members to get to know more about the applicant’s interests, commitment and communication skills. This interview is an important part of the application process. Applicants should be prepared to discuss their recent theatre activities, career goals, as well as personal goals and experiences. Please bring your prompt book to the interview.

In SlideRoom, submit 12 to 16 works of art that you have created within the past two years that show your promise in visual art and design. Present your strongest work and demonstrate your potential to develop a diverse set of skills and ideas should you be accepted into VCUarts. We prefer to see a diverse range of 2D and 3D media. Drawing from observation is recommended, while copying anime, cartoons, graffiti or tattoos is discouraged.

• Video can be up to 30 MB each. Each video must be less than 3 minutes. The total maximum time for all moving images cannot exceed 5 minutes.

At callbacks, applicants can expect to:

Please fill out the change of minor form , and the theatre department will contact you with more information.

Readmission to VCUarts

All students applying to the Art Foundation Program for readmission must submit a portfolio that includes recent work made while not enrolled at VCU.

Students who have been suspended since their last enrollment at VCU must apply for readmission, submit a portfolio that includes recent work made while not enrolled at VCU.

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• 2024-2025 MD Medical School-Specific Discussions

2024-2025 Virginia Commonwealth

• Thread starter wysdoc
• Start date Apr 10, 2024

Plain-spoken Texan

• Apr 10, 2024

Virginia Commonwealth University Medical Center School of Medicine Interview Feedback

tzuyu&yuqi

Full member.

• Jun 5, 2024

M2 here at VCU, happy to answer any questions  

Admissions advisor

• Jun 10, 2024

2024-2025 list of schools and their SJTs

• Jun 26, 2024

tzuyu&yuqi said: M2 here at VCU, happy to answer any questions Click to expand...

• Jun 27, 2024

John1211 said: What are your thoughts on the school so far? Pros and cons of the area and student life? Click to expand...

• Jun 30, 2024

tzuyu&yuqi said: overall satisfied, i like the way the school has 2 week blocks versus a final weeks, most blocks correlate good to well with anking (i never used anking but thats what my classmates say), tests are fair, theres a new pre clinical course director coming in this fall pros: Cheap COL (compared to CA) everything medically related is in close proximity to each other has all the specialities in house 8 week summer break cons: hot and humid in the summers/rly cold winters (again this is coming from someone in cali) non-nbme exams OOS cost of attendence is high (like over 100k for tuition + COL) student life is p good from my experience, we pickle, play volley, have intermural, collaborate way Click to expand...

Mostly anecdotal but I was accepted to VCU off the wl last cycle with a Q1 Casper. Matriculated in a different school tho.  

• Jul 1, 2024

StratteraCapsules said: Do you know how they view a Q1 CASPer score? Click to expand...

• Jul 5, 2024

OOS Secondary received just now  

+1 OOS  

sprinkles1895

+ IS  

justanaverageguy

Can anyone post the prompts  

dizzylifeguard2001 said: Can anyone post the prompts Click to expand...

vacation-sedation

StratteraCapsules said: Using specific examples, discuss how your mission and values align with those of VCU School of Medicine. ( 2000 characters) How do you define “grit”, and how have you demonstrated this in the past? ( 2000 characters) Please briefly explain any lapses in your journey to medicine that are not explained in your application. ( 2000 characters) Please briefly explain any low GPAs or poor grades. ( 2000 characters) If not addressed in your application, what are you currently doing now? ( 2000 characters) Click to expand...

physics_123

vacation-sedation said: Do these prompts specify whether the 2000 characters includes spaces? Click to expand...

Ubiquinolenthusiast

+1 in state  

sensorimotorstage

Md/do applicant.

+1 OOS strong ties  

premed13579

+1 OOS. What do they mean by "were there any lapses in your journey to medicine?" Does that include gap years?  

ucsdgrad said: +1 OOS. What do they mean by "were there any lapses in your journey to medicine?" Does that include gap years? Click to expand...

+1 OOS How strongly does VCU screen secondaries? I heard they only send them to ~40% of OOS. Is that true?  

" You may use Pass/Fail or AP credits in this section if your college/university recognizes that these fulfill prerequisite requirements and are found on your official transcript. Click the green 'Add' button, check the 'Future Registration' checkbox, and manually enter the course name that has been met." I'm confused, am I supposed to drag and drop the already existing classes I have on my list from AP credits or manually input them as future registration?  

ClashRoyaleKing

Medical school applicant.

mangostickyrice

ecobio said: +1 OOS How strongly does VCU screen secondaries? I heard they only send them to ~40% of OOS. Is that true? Click to expand...

barbiedoc07

+1 OOS this morning  

After reading the very strict attestation against AI and other outside sources, is Grammarly bad???  

sensorimotorstage said: After reading the very strict attestation against AI and other outside sources, is Grammarly bad??? Click to expand...

mangostickyrice said: where is this info from Click to expand...

• Jul 6, 2024

ClashRoyaleKing said: Are OOS students able to qualified for in-state tuition after the first year? Click to expand...

tzuyu&yuqi said: Highly unlikely, you would need to purchase a house in VA in order to do so, or something akin to that, expect to pay OOS tuition all 4 years if u are OOS Click to expand...

• Jul 7, 2024

sensorimotorstage said: What if you have family in Richmond, decided to live with them, and switched your residence and permanent address…Would that work? Click to expand...

• Jul 10, 2024

Is 2 a challenge secondary?  

wysdoc said: 2024-2025 VCU Secondary Essay Prompts 1. Using specific examples, discuss how your mission and values align with those of VCU School of Medicine. (2000 characters) 2. How do you define “grit”, and how have you demonstrated this in the past? (2000 characters) 3. Please briefly explain any lapses in your journey to medicine that are not explained in your application. (2000 characters) 4. Please briefly explain any low GPAs or poor grades. (2000 characters) 5. If not addressed in your application, what are you currently doing now? (2000 characters) Good luck to all applying! Interview Feedback: Virginia Commonwealth University Medical Center School of Medicine Interview Feedback Review of Virginia Commonwealth University Medical Center School of Medicine Interview Feedback. Get the latest information, opinions of fellow students, and LizzyM and SDN Rankings. www.studentdoctor.net Click to expand...

bsajeev said: are you guys taking #2 as a challenge essay or adversity essay? Click to expand...

Is 1 more focused on how I fit their mission and values or more specific on why I want I'm interested in applying to them?  

ClashRoyaleKing said: I did! Click to expand...

bsajeev said: which one? adversity essay? Click to expand...

ClashRoyaleKing said: The define grit one. Click to expand...

premed123321

I used challenge, but I chose a version of my challenge essay that included a challenge that occured over a bit of a longer period of time  

premed123321 said: I used challenge, but I chose a version of my challenge essay that included a challenge that occured over a bit of a longer period of time Click to expand...

• Jul 11, 2024

bsajeev said: how common are full rides at VCU? Click to expand...

fish_bowl_cat

I have kind of a dumb question - what would be defined as a "lapse in your journey to medicine"? Does that mean gap years between college and medical school? or are they indicating a period of time where someone is inactive from both work and school? I understand that the wording for this prompt is different from the previous year's, and I'm wondering if that means the question is asking something other than time off during college.  

zigzagzinger

fish_bowl_cat said: I have kind of a dumb question - what would be defined as a "lapse in your journey to medicine"? Does that mean gap years between college and medical school? or are they indicating a period of time where someone is inactive from both work and school? I understand that the wording for this prompt is different from the previous year's, and I'm wondering if that means the question is asking something other than time off during college. Click to expand...

• Jul 13, 2024

medcarrot said: " You may use Pass/Fail or AP credits in this section if your college/university recognizes that these fulfill prerequisite requirements and are found on your official transcript. Click the green 'Add' button, check the 'Future Registration' checkbox, and manually enter the course name that has been met." I'm confused, am I supposed to drag and drop the already existing classes I have on my list from AP credits or manually input them as future registration? Click to expand...

stinkygirl203

• Jul 14, 2024

I have a question about their math prereq. On their website it says "6 credit hours of college-level math or statistics" but on their secondary it says "six credits of college level math/statistics". When I first applied, I checked their website and understood it as "you need 6 credits of math OR you need stat" and since I have stat, i thought it fulfilled the requirement. But now looking at their secondary app, I feel like it's saying I need 6 credits total. I only have 4 credits (from stat) competed in my undergraduate career.  

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• Apr 12, 2024
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Suddenly Trump Looks Older and More Deranged

Now the Republicans are the ones saddled with a candidate who can’t make a clear argument or finish a sentence.

Listen to more stories on hark

Four days after the end of the Republican National Convention, it suddenly looks like a very different event. I watched it intermittently, on television, along with perhaps 25 million other Americans (a relatively small number, though enough to matter). I focused on the highlights, like most viewers did. I read the analysis and thought I understood what had happened. But in the light of President Joe Biden’s brave and unprecedented decision to drop out of the race, my memory of what Donald Trump and his party were doing and saying has permanently shifted. I suspect this will be true for at least some of the other 25 million of us too.

Whatever happens next, the frame has altered. Now it is the Republicans who are saddled with the elderly candidate, the one who can’t make a clear argument or finish a sentence without veering off into anecdote. Now the Democrats are instead proposing something new. Now it is the many pundits who were already bored by the race and ready to wrap it up who look foolish.

Remember, if you still can: The Republican convention was a carefully curated, meticulously planned presentation. As my colleague Tim Alberta has said, the theme was “strength.” Strength was expressed by exaggerated, absurd, comic-book figures: Hulk Hogan, Kid Rock. The latter chanted “Fight, fight!” and “Trump, Trump!” while pumping his fist. Then he sang “American Bad Ass,” an unlistenable work of profound dissonance. Trump himself walked into the convention hall to the strains of James Brown’s famously misogynistic anthem “It’s a Man’s Man’s Man’s World.”

Read: This is exactly what the Trump team feared

Strength was implied by the equally choreographed demonstrations of debasement. Nikki Haley, who had repeatedly questioned whether Trump is “mentally fit” to be president—and had declared that “the first party to retire its 80-year-old candidate” will win the election—offered her “strong endorsement.” The vice-presidential nominee, J. D. Vance, who had previously compared Trump to Hitler and described him as “ cultural heroin ,” performed a kind of kowtow, appearing at the convention in the form of supplicant, acolyte, prodigal son. Like so many other Republicans, he bowed to the power of Trump, to the vulgarity of Hulk Hogan, to a whole host of things he used to say he didn’t like, and maybe still doesn’t like. He even made a peculiar, strained attempt to link his children and his wife, the daughter of South Asian immigrants, to a cemetery in East Kentucky where he said they will be buried, as if none of this will make sense until all of us are dead.

But then Trump himself appeared, and it was as if the emperor with no clothes had taken the stage. There was nothing strong about an overweight, heavily made up yet nevertheless shiny-faced elderly man who rambled and babbled for an hour and a half, completely undermining the slick image created in the previous four days. He began by sticking to his script, solemnly referencing the failed assassination attempt against him days before. But even when telling that story, he could not master the appropriate tone and almost immediately changed the subject. “And there’s an interesting statistic,” he said: “The ears are the bloodiest part. If something happens with the ears, they bleed more than any other part of the body. For whatever reason, the doctors told me that.”

Eventually, instead of sounding like an “American Bad Ass,” he digressed into pure gibberish . One example:

They’re coming from prisons. They’re coming from jails. They’re coming from mental institutions and insane asylums. I—you know the press is always on because I say this. Has anyone seen The Silence of the Lambs ? The late, great Hannibal Lecter. He’d love to have you for dinner. That’s insane asylums. They’re emptying out their insane asylums. And terrorists at numbers that we’ve never seen before. Bad things are going to happen.

In Venezuela, Caracas, high crime, high crime. Caracas, Venezuela, really a dangerous place. But not anymore, because in Venezuela, crime is down 72 percent. In fact, if they would ever in this election, I hate to even say that, we will have our next Republican convention in Venezuela because it will be safe. Our cities, our cities will be so unsafe, we won’t be able—we will not be able to have it there.

On Thursday evening, this performance seemed deranged, sinister, and frightening. Now, following Biden’s decision to halt his own campaign, it just looks deranged. On the one hand, we have a sitting president who understood his limitations and, in an act of patriotism, selflessness, and party unity, decided to step away from power. On the other hand, we have a former president clinging to power, holding on desperately to the myth of a lost election, evoking the same predictable descriptions of carnage and disaster he served up eight years ago. Today, he is still attacking Biden, who is no longer his opponent.

Read: A searing reminder that Trump is unwell

In retrospect, the Republican Party’s convention looks not just staged but also hollow and false. By contrast, the Democratic Party’s convention will be substantive and maybe even spontaneous. In the hours that have passed since Biden’s announcement, a million different Kamala Harris memes, music mixes, and clips have appeared online, not orchestrated by her campaign or by any campaign, just put together by random people, some of whom like her and some of whom do not. One mash-up of her wackier speeches, her laugh, and a Charli XCX soundtrack had 3.4 million views by this morning. We don’t know yet whether Harris will be the candidate or, if she is, whether she will be a good one, but the energy has already shifted from the men trying to impose their image of their party on the country to online Gen Zers who can flip the script any way they want.

I don’t know what will happen next, and that’s the point. The heavy sense of inevitability that surrounded the RNC has lifted. The cadres of people organized by the Heritage Foundation and a dozen offshoots, all quietly preparing to dismantle the rights of American women, to replace civil servants with loyalists, to take apart pollution controls, and to transfer more money into the hands of Trump-friendly billionaires—they are no longer marching inexorably toward the halls of power. The people who spent a week trying to bend reality to fit their flawed, vengeful candidate became too confident too soon.

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From clinical rotations to diaper changes: How parents in medical school make it work

For vcu medical students with children, time management and strong support systems are key components in the balancing act..

7/29/2024 12:00:00 AM

By Anthony DePalma, Laura Ingles and Grace McOmber “Any time is a good time, because no time is a good time.” That’s what Stephan Lazar, M.D., said about having a baby in January 2024, when he was in his fourth year of medical school. Lazar wasn’t alone in navigating parenthood during medical school, but he was certainly in the minority. According to a 2021 National Institutes of Health study , more than 7% of medical students graduate with at least one non-spouse dependent, “the majority of whom are likely children.” But there are no national studies on medical students with kids, and the already isolating nature of early parenthood can make it challenging for students to build connections and find support as they progress through the rigors of medical school. Nicole Deiorio, M.D., associate dean of student affairs and a mother who had her kids after residency, noted that both medical school and parenthood are demanding, full-time jobs, and a range of resources are available to student-parents at Virginia Commonwealth University’s School of Medicine . She added that the Office of Medical Education (OME) recently rewrote the policies around attendance, which clarifies the process for taking time off to deliver and care for children. Students who are nursing have access to a lactation room in the McGlothlin Medical Education Center, which contains supplies donated by a group of Richmond-area women physicians “who feel strongly about supporting our lactating students.” Deiorio encourages any students who have, or plan to have, children during their time at VCU to reach out to the OME any time. “We know that there’s more to life than becoming a doctor, and we want our students to experience those milestones to the fullest,” she said. “We’re here to help them learn to provide the best care for their patients, their families and themselves.” At VCU School of Medicine, students across all four years of the M.D. program have found ways to balance exams and clinical rotations with diaper changes and bedtime routines. From nearby parents who help with childcare to spouses pulling double-duty while working from home, each of these students are making it work. They all cited their partners’ sacrifices and unconditional support as a key component to their success as parents in medical school, in addition to their own time management skills, creativity and determination.

Emily Dunbar, M.D. (right), with her husband, Jacob, and their son, Kal-El. (Arda Athman, VCU School of Medicine)

Emily Dunbar, M.D., Class of 2024

When Emily Dunbar, M.D., reflects on the first six months of her son’s life, she remembers the night feedings. She was in her second year of medical school at the time, and since the baby woke up every two to three hours throughout the night, she figured she might as well pull out her study materials when she got up with him.     “I would be breastfeeding him at 3 a.m. while doing [practice exam] questions on my phone,” she said. “What else was I going to do, stare at the ceiling or scroll on social media? You just have to make the most of the time you have.”    Dunbar’s son, Kal-El, was born in the summer of 2021, when classes were still virtual due to the COVID-19 pandemic. That extended time at home allowed her to feel “present and active as a parent” while still doing well in school. Once she was back on campus, despite the long, tiring days, lack of sleep and navigating clinical rotations around her pumping schedule, Dunbar said she succeeded in large part due to her support system at home. Her husband, Jacob — a financial analyst and the associate head coach for the University of Richmond women's tennis team — has coordinated his flexible schedule around supporting Dunbar through medical school and taking care of Kal-El. This meant a lot of bottles between Zoom calls and occasionally strapping the baby into the car seat to join him for tennis practice.    This summer, Dunbar began neurosurgery training at the University of Virginia. When the time came to write her personal statement for residency applications, it was an easy decision to include Jacob and Kal-El.    “For me, they are a big part of who I am,” Dunbar said. “I couldn’t explain myself without them. And I only wanted to pursue a residency with a program who was okay with that and understood that.” 

Taylor Roach, M.D. (left), with her partner, Rishard, and their son, Zayn. (Arda Athman, VCU School of Medicine)

Taylor Roach, M.D., Class of 2024 

Taylor Roach, M.D. was three months postpartum when she arrived at VCU Medical Center at 6 a.m. for her first clinical rotation. Her now 2-year-old son, Zayn, was born two weeks before the start of her third year of medical school, so she had only missed two rotations during her maternity leave, which she made up during her fourth year. After two years of Zoom classes and a pregnancy spent mostly at home due to the COVID-19 pandemic, those first few weeks on the wards were a shock to the system for Roach.    “It was very draining, and I felt like I had no energy,” Roach said, noting that she was still pumping every three hours at the time. “To come into the hospital for 12 hours a day was rough, and I had to really work on my time management.”    Roach’s partner, Rishard, “took the brunt of baby duty” once she started her clinical rotations. She takes over when she gets home in the evenings, she says, giving him a break from the evening routine of dinner, bathtime, and bedtime. They're on a waitlist for local daycare, which she says will be a welcome reprieve once she begins her surgery residency training in July and they become a two-income household.    Roach, who matched into VCU’s surgery residency, plans to reapply to OB-GYN programs during the next match cycle. Her own complicated birth experience with Zayn, which included preeclampsia, postpartum hemorrhaging, and a blood transfusion, solidified her interest in women’s health.    “I really saw the patient side of things,” she said. “Given the increased mortality rate of Black women, I felt like I could be very valuable on the clinical side, having that perspective.” 

Stephan Lazar, M.D. (left), with his wife, Katie, and their daughter, Iris. (Arda Athman, VCU School of Medicine)

Stephan Lazar, M.D., Class of 2024 

The first time Stephan Lazar, M.D. introduced his daughter to his classmates, she was nestled into the crook of his arm during the Class of 2024’s Match Day celebration. Baby Iris was less than two months old, and it was one of the family’s first times venturing out since her birth.    “She’s my good luck charm,” said Lazar, who found out that day that he’d matched into VCU’s interventional radiology residency, his top choice. “I thought she would bring me good luck, and she did.”    Lazar, 36, says that for him and his wife, Katie, becoming parents during his last year of medical school worked out well. Weeks of banked vacation time and non-clinical electives allowed for a lot of time at home, and he says the previous year and a half of clinical rotations gave him a leg up as a new dad. His time in pediatrics made him a “diaper-changing expert,” and he felt confident in his understanding of developmental milestones and feeding schedules.    As for how parenthood has impacted his perspective as a medical student, Lazar says Iris has given him a new appreciation for what the families of his patients experience.    “Loving her is different from any other feeling, and once I returned to my clinical rotations, I felt like I had a better sense of empathy for my patients,” he said. “It’s just deepening that empathy for families with loved ones who are really sick. 

Sierra Rouse (center) with her mother (left), her husband, Dylan (right) and their two sons, Jonas and Isaac. (Arda Athman, VCU School of Medicine)

Sierra Rouse, Class of 2025

Sierra Rouse was 22 years old and 37 weeks pregnant when she took the MCAT, the entrance exam for medical school. Now 28 and in her final year, she’s a mom of two boys — Isaac, her “cautious, matter of fact” 6-year-old and his “rough-and-tumble" 3-year-old brother, Jonas.    After taking a few gap years between college and medical school, Rouse worried that she would fall behind as a student. But she found that her new skills as a mom were more translatable than she’d anticipated.    “Having kids kind of gives you a sense of being able to prioritize things really well, with good time management,” Rouse said. “I don't think parenting makes medical school that much harder, but I do think being in medical school makes parenting that much harder.”  Rouse and her husband, Dylan, don’t have family nearby, and she relies on him to do a lot of the heavy lifting at home. She says she's also had critical support from her friends at school who have kids, and from the School of Medicine. When creating her  schedule, she says the Office of Medical Education worked with her to ensure that her rotations were within easy driving distance, to increase her chances of making it home before the boys went to bed at 7 p.m.    “You can get sent anywhere for clerkships, and it was helpful to keep me close, which I really appreciated,” she said. “You don’t get that time back, being away from your children.”   While balancing school with her family hasn’t been easy, Rouse says the sacrifices have been worth it, and she wants her kids to grow up seeing that personal fulfillment can come from both a family and a career.    “I have a job that’s required a lot of time away, but it’s an important job, it helps people, it makes me feel fulfilled and I can provide a nice life for them,” she said. “I hope it helps them see all the different things they can do.” 

Courtney Hughes (right) with her husband, Patrick and their son, Elliott. (Arda Athman, VCU School of Medicine)

Courtney Hughes, Class of 2026 

Before each of Courtney Hughes’ prenatal check-ups last year, she consulted her class's group chat to find out which of her classmates would be rotating into her appointment. However, she says she drew a hard line when it came to delivering her son, Elliott, at VCU Medical Center in October 2023.   “I had to refuse having medical students in the room with me while I was delivering, because they were also my friends,” said Hughes, now in her third year. “I was like, ‘I need our friendship to stay as it was before.’”   Hughes and her husband, Patrick, married during the five years Hughes took off before beginning medical school. She says having kids was always the plan, and nearby family support made having Elliott during medical school realistic for them.    “My husband and I sat down and looked at the next 10 years of our lives,” Hughes said. “I’m never going to be less busy than I am now, and we’re also never going to be more supported.”   Since becoming a mom, Hughes said she finds parenting to be “the easy part” of her daily life, and losing the little free time she used to have as a student has been a challenge. But the all-encompassing nature of medical school meant she was already learning to reorganize her priorities, which prepared her for the shift in identity that comes with becoming a parent.    “A lot of stuff in my life previously took a backseat to medical school,” Hughes said. “This is the first time something else, my son, comes before medical school.”  

Deaquan Nichols (right), with his fiancee, Samantha Perez, and their daughter, Nyree. (Arda Athman, VCU School of Medicine)

Deaquan Nichols, Class of 2027

The White Coat Ceremony, which marks first-year students’ matriculation into the School of Medicine, is a highly anticipated rite of passage for first year medical students. For Deaquan Nichols, the ceremony came with extra emotions –– his daughter, Nyree, was born just the night before he walked across the stage.    “I can’t even put into words how I felt,” Nichols said. “Looking back, it was just an overwhelming amount of joy.”   Over the past academic year Nichols has navigated the long and consuming hours of medical school and raising Nyree with his fiancée and high school sweetheart, Samantha Perez. It’s a balance he said requires “empathy and efficiency.”   “There are times when I come home very tired, but I have to be present for my daughter,” Nichols said. “And it's the same when I come to school or when I start treating patients. Their needs come before mine.”   At only 21 years old, Nichols is the youngest of his class cohort. He said embarking on both parenthood and medical school while still "figuring out how to be an adult" has been a challenge, but he and Perez are figuring it out together. The couple has been together for six years, and Nichols says having her by his side has been invaluable to his success so far as a medical student and as a father.    “To have that growth with another person is a really beautiful thing,” Nichols said. “We’ve just spiraled around each other. All these great memories, we’ll tie back to each other.”   As Nyree grows up watching her dad achieve his career goals, Nichols says he hopes she sees the joy and pride Nichols finds in medicine and finds interests that she is equally passionate about.    “Every single morning, I wake up and see her sleeping, and that’s my motivation to keep going,” Nichols said. “Knowing the type of future I’m going to provide for my daughter and knowing it's going to be better than what either one of us had is so rewarding.” 

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• Donald Trump

My Uncle Donald Trump Told Me Disabled Americans Like My Son ‘Should Just Die’

W hen my uncle was elected President , I recognized what a highly privileged position I would be in. I would have some access to the White House. And as long as that was true, I wanted to make sure I used that access for something positive. I was eager to champion something my wife, Lisa, and I were deeply passionate about, something we lived every day: the challenges for individuals with intellectual and developmental disabilities and their families.

Our son William, our third child, was born on June 30, 1999. Within 24 hours, he went from seemingly healthy to fighting for his life in the NICU. Raising him was different from the start. William was diagnosed at three months with infantile spasms, a rare seizure disorder which in William's case altered his development physically and cognitively. We had so many questions: What would the future hold for someone like William? How far could he go? How much could he learn? Would he ever have the chance to do the things that other children do?

We just didn’t know. It took 15 years before his medical team could accurately pinpoint the cause of his condition: a KCNQ2 mutation, a genetic misfire that the doctors called a potassium channel deletion.

In our journey with William, Lisa and I had become close to some truly inspiring parents and dedicated advocates who were doing amazing work to improve the day-to-day reality for families like ours. It’s a huge lift for caregivers, not to mention the constant need to mitigate expenses . There are so many different demands and challenges. But there are things that the government can do—some things that can only be done by the government, both federal and state. We wanted to bring knowledgeable people to the White House, to see if we could make a difference. 

Lisa reached out to my cousin Ivanka, who was working in the White House as an advisor to the President. Ivanka got right back to her and said she’d be happy to help. She provided a contact for Ben Carson , the retired neurosurgeon who was secretary of housing and urban development. We brought several talented advocates with us for a meeting with Carson and members of his senior staff in April 2017. “Look,” I said as we got started, “I’m the least important person in the room.” I wanted the focus to be on the others, who knew a lot more than I did. They immediately started floating ideas, which was exactly why we were there. Our collective voice was being heard. It was a start.

In January 2020, just before COVID hit, Lisa, myself, and a team of advocates met with Chris Neeley, who headed the President’s Committee for People with Intellectual Disabilities, a much-needed federal advisory committee that promotes policies and initiatives that support independent and lifelong inclusion . We discussed the need for all medical schools to include courses that focus on people with intellectual and developmental disabilities . We emphasized how crucial it was for hospitals and other acute-care facilities to help patients transition from pediatric to adult services. We emphasized the importance of collecting sufficient data to explain medically complex disorders. This was not about more government spending. It was about smarter investing and greater efficiency.

We spent the next few months making calls and talking with officials and gathering our own recommendations, giving special attention to the critical need for housing support for people with disabilities. We were back in Washington in May.

By this time, COVID was raging. We were all masked up and COVID tested on the way into the White House Cabinet Room. Once we got inside, we sat down with Alex Azar , the administration’s secretary of health and human services, and Brett Giroir, the assistant secretary for health, both of whom served on the White House Coronavirus Task Force. The promising agency motto stated: HHS: Enhancing the Health and Well-Being of All Americans.

Sharp, direct, and to the point, Azar exhibited my kind of efficiency with no time to waste. His first question was, “OK, why are you here?”

I made a brief introduction. Our group included a leading doctor and several highly qualified advocates. What followed was a great discussion. Something clicked with Giroir—an idea for a program everyone could agree on that would cut through the bureaucracy and control costs and also yield better and more efficient medical outcomes.

Excellent. We were making progress.

“Really appreciate your coming in,” Azar finally said, more warmly than he had sounded at the start. “I know we’re going to see the President.”

The meeting I had assumed would be a quick handshake hello with Donald had turned into a 45-minute discussion in the Oval Office with all of us—Azar, Giroir, the advocates, and me. I never expected to be there so long. Donald seemed engaged, especially when several people in our group spoke about the heart-wrenching and expensive efforts they’d made to care for their profoundly disabled family members, who were constantly in and out of the hospital and living with complex arrays of challenges .

Donald was still Donald, of course. He bounced from subject to subject—disability to the stock market and back to disability. But promisingly, Donald seemed genuinely curious regarding the depth of medical needs across the U.S. and the individual challenges these families faced. He told the secretary and the assistant secretary to stay in touch with our group and to be supportive. 

After I left the office, I was standing with the others near the side entrance to the West Wing when Donald’s assistant caught up with me. “Your uncle would like to see you,” she said.

Azar was still in the Oval Office when I walked back in. “Hey, pal,” Donald said. “How’s everything going?”

“Good,” I said. “I appreciate your meeting with us.”

“Sure, happy to do it.”

He sounded interested and even concerned. I thought he had been touched by what the doctor and advocates in the meeting had just shared about their journey with their patients and their own family members. But I was wrong.

“Those people . . . ” Donald said, trailing off. “The shape they’re in, all the expenses, maybe those kinds of people should just die.” 

I truly did not know what to say. He was talking about expenses. We were talking about human lives. For Donald, I think it really was about the expenses, even though we were there to talk about efficiencies, smarter investments, and human dignity.

I turned and walked away.

When William was 9 years old, Lisa and I met with Donald and a medical fund was created for William's care by the Trump Family, a fund that was crucial to our ability to support him.

In the summer of 2018, William was in the hospital for almost three weeks with a serious case of life-threatening pneumonia. He was 19 and very sick. It was incredibly frightening for Lisa and me—and for his brother and sister too. It was always hard to know if moments like these could compromise his health to the point that we would lose him. These are the times that you reach for all the strength you have.

William came home with oxygen and a feeding tube. After more than two weeks on a ventilator, he needed to learn how to eat all over again. We were too often in these setback situations, but you move forward the best you can.

It’s times like these when family support is most needed and appreciated. At every opportunity, we let my aunts and uncles know how grateful we were for the medical fund for William’s care and recovery. We sent pictures and updates, as we had in the past. We got no personal responses, which was the norm. It was the dedicated support and genuine love of caregivers that helped us the most.

Uncle Robert died in 2020 , and the medical fund for William continued. It was enormously helpful with our home-care costs and medical expenses, and we were always grateful to my father’s siblings for contributing. But even before Robert’s death, their interest had seemed to begin waning. My cousin Eric, who was the administrator, called me to say the fund was running low. Donald was the only one contributing consistently. Eric said he’d been getting some resistance from Maryanne, Elizabeth, and Ann Marie, Robert’s widow. I really didn’t look forward to these calls.

“Why don’t you call Donald?” Eric said. “Talk to him about it.”

I thanked Eric for the heads-up and promised I would.

Soon thereafter, I was up at Briarcliff Manor, home of the Trump National Golf Club in Westchester, N.Y. Donald happened to be there.

He was talking with a group of people. I didn’t want to interrupt. I just said hi on my way through the clubhouse. I called him later that afternoon, and he answered.

I got him up to speed on what Eric had told me. I said I’d heard the fund for William was running low, and unfortunately, the expenses certainly were not easing up as our son got older. In fact, with inflation and other pressures, the needs were greater than they’d been. “We’re getting some blowback from Maryanne and Elizabeth and Ann Marie. We may need your help with this. Eric wanted me to give you a call.”

Donald took a second as if he was thinking about the whole situation.

“I don’t know,” he finally said, letting out a sigh. “He doesn’t recognize you. Maybe you should just let him die and move down to Florida.”

Wait! What did he just say? That my son doesn’t recognize me? That I should just let him die?

Did he really just say that? That I should let my son die . . . so I could move down to Florida?

I’m usually pretty good at getting my head around things that other people say, even when I don’t agree with them. But this was a tough one. This was my son.

Maybe I shouldn’t have been surprised to hear Donald say that. It wasn’t far off from what he’d said that day in the Oval Office after our meeting with the advocates. Only that time, it was other people’s children who should die. This time, it was my son.

I didn’t want to argue with him. I knew there was no point in that, not at the same time I was calling for his help. I tried to keep my cool.

“No, Donald,” I said. “He does recognize me.”

Donald’s comment was appalling. It hurt to hear him say that. But it also explained why Lisa and I felt so strongly about advocating for our son and why we wanted to help other people understand what it was like to raise a child like William. A lot of people just don’t know.

People with these disabilities are perceived as less than in so many ways. That attitude is everywhere, even at the highest levels of policy and politics.

William deserves a life just like anyone else, and to that end, I knew I had to advocate for him in every way possible. I might never change Donald’s mind or change the mind of anyone who lacked love and compassion for those whose voices couldn’t be heard and whose lives were fully dependent on others. But I knew what I could do. I could offer my voice, my experience, and my strength to push forward for those who needed it.

The barriers are everywhere , even in communities that are generally supportive, like ours. There are still doorways that can’t accommodate wheelchairs. It is still hard to find meaningful day programs that foster independence with learning, socialization, and assistive technology. The whole narrative still needs to change.

I knew that acceptance and tolerance would only come with public education and awareness. Donald might never understand this, but at least he had been open to our advocating through the White House. That was something. If we couldn’t change his feelings about William, that was his loss. He would never feel the love and connection that William offered us daily.

(Editor’s note: TIME reached out to former President Trump for a response to the description of events in this piece and did not receive a reply.)

Copyright © 2024 by Frederick Crist Trump III. From the forthcoming book ALL IN THE FAMILY: The Trumps and How We Got This Way by Fred Trump, to be published by Gallery Books, an Imprint of Simon & Schuster, LLC. Printed by permission.

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