video essay university of cincinnati

Frequently Asked Questions

Don't see your question? Contact the Arts Administration department at [email protected] .

Yes. Each year we accept students interested in managing orchestras, theatres, operas, dance companies and museums. Our program is specifically designed for those who want to work in the management of the not-for-profit arts.

Generally, no. The Arts Administration program course sequence is designed to allow the students to gain information that builds from one class to the next. There is little flexibility in the course sequencing and students cannot take classes out of sequence.

No. The video portion is used primarily for performance degree programs, and will not help or hinder your consideration for admission. The only essay we require is the written personal statement.

The personal statement is our first opportunity to get to know you. Tell us why you became interested in the arts, how your career experience relates to this interest, what your career goals are, and how this program will help you achieve those goals. Most importantly, let your personality come through.

The program is best suited for students who have had some degree of work in an administrative capacity within an arts organization, whether an internship, part-time employment, or full-time employment. For MA/MBA applicants, the Carl H. Lindner College of Business requires that students have a working knowledge of Microsoft Excel, as many courses involve thorough use of the software.

International students should complete all required application materials by the program deadline. They must also comply with University application guidelines for international students, including the TOEFL score standard. Refer to CCM's application instructions for international applicants .

No. The Arts Administration program course sequence is designed to allow the students to gain information that builds from one class to the next. There is little flexibility in the course sequencing and students may usually not take classes out of sequence. That sequencing begins in August.

A high percentage of Arts Administration students are granted University Graduate Scholarships, which cover a portion of tuition costs. Some students selected to the Arts Administration program also receive Graduate Assistantships which pay students for working 10-20 hours per week within various offices at CCM. Visit CCM's Financial Aid and Scholarships website for more information .

Both currciulum tracks require two years of full time study. The MA/MBA students take additional business classes throughout those two years. Curriculum for both tracks back be found here.

• MA/MBA in Arts Administration 2020-21
• MA in Arts Administration 2020-21

You should apply to Lindner College of Business' MBA progam after you are accepted to CCM's MA program. We recommended that you pursue degrees in both programs, as a majority of the curriculum overlaps. 

Not if your job is full time. The Arts Administration Program accepts 8-10 students per year who must study full-time. The nature of the coursework and class times requires full-time status. Many of our students are able to work part-time within the College or at arts organizations in Cincinnati. Due to the rigorous academics of the program, it is not recommended that students work more than 20 hour per week.

The GMAT is no longer required to apply to the MBA portion of the dual degree program. The Carl H. Lindner College of Business accepts GRE and GMAT scores as part of their MBA application, so you may apply to both the MA and the MBA programs with either GMAT or GRE scores. When applying for the dual degree, scores and application materials should be sent to the  CCM Admissions Office  first. The Lindner College of Business Admissions Office will have access to your scores and application materials from your CCM application.

Dual degree candidates must complete an application with CCM and must also apply to the Carl H. Lindner College of Business. These applications are completely separate, so each application's requirements must be met independently. Begin the application process .

When applying for the dual MA/MBA program, you should apply for the part-time MBA program and then choose the Arts Administration joint degree from the drop-down box.

The Graduate College » Apply » Admission Requirements

Admission Requirements

For our graduate programs, we welcome applications from students who hold a bachelor's degree (or higher) from a college or university accredited by accrediting agencies recognized by the U.S. Department of Education for Title IV purposes or the international equivalent. It is recommended that applicants  have at least a  B average in undergraduate course work (or otherwise give evidence of promise that is judged satisfactory by the admitting program).

Each graduate program is responsible for setting application requirements and admission criteria beyond the minimum requirements set by the university (outlined below). Programs set their application deadlines, and they set their own schedule for making admission decisions. Programs have the authority to require certain pre-admission examinations, to require the satisfactory completion of certain coursework prior to admission, and to establish other admission requirements.  Admissions decisions are made by the program, and those decisions are final. 

Your application, application fee, and all required materials must be submitted by the program's deadline in order to be considered for review.

University Admission Requirements

Admissions application.

Most programs utilize the UC Graduate Admissions Application . In order to begin an application, you will create an account with UC's Application Portal. You'll select the proper application year, entry term, and program to get started on the application! 

Select programs use outside applications instead, including:

• All programs within the College of Nursing ( NursingCAS )
• Occupational Therapy ( OTCAS )
• Physical Therapy ( PTCAS )
• Athletic Training ( ATCAS )
• Audiology ( CSDCAS )
• Speech Language Pathology ( CSDCAS )
• Public Health ( SOPHAS )

Please note that UC admits by entry term (semester), so ensure that you are applying to the proper entry term. Not all programs are available to start every entry term. Please reference your program's admissions website for more information. 

Application Fee

Application fees vary by program and application type. For more information, see our Application Fees page. 

Transcripts

Submit unofficial transcripts from all colleges and universities attended.  Please add each undergraduate and graduate institution you have attended to the application, including the institution you are currently attending (if applicable) . An unofficial transcript (scan of transcript or degree audit) is required for each institution (including in-progress coursework) even if you have previously submitted official transcripts or attended the University of Cincinnati. This will be used for the admissions review process and so must contain a complete record of your courses and grades.

A note to international applicants: Some programs require that applicants who completed coursework outside of the United States submit an official transcript evaluation by a  NACES member  (commonly used members include IEE, Josef Silny & Associates, SpanTran, WES, etc.) at the time of application. These programs include: Criminal Justice, Information Technology (PhD only), Respiratory Therapy, Biostatistics, Clinical & Translational Research, Epidemiology, Industrial Hygiene, Occupational Safety & Ergonomics, Telehealth, and Toxicology. 

Additionally, some programs at UC, mostly within the Lindner College of Business, accept certain international three-year degrees as applicable to U.S. four-year degrees. Please contact the Lindner College of Business at  [email protected]  with questions and to see if your degree qualifies. All other programs, unless otherwise stated, do not accept three-year degrees. 

Please note: Applicants to programs within the College of Nursing, Occupational Therapy, Physical Therapy, Audiology, Speech-Language Pathology, and Public Health MUST submit official transcripts or transcript evaluations through the appropriate CAS application system at the time of application. This includes UC transcripts for those applicants who previously attended UC.

Letters of Recommendation

The number of required letters varies by program. Please search for your program on the Graduate Program Finder to view full application requirements, including the number of letters of recommendation required and any specific guidelines for those letters. 

Proof of English Language Proficiency (for international applicants)

Proof of English proficiency is required of all applicants who are not U.S. citizens or permanent residents, and who were educated in a country where the official national language is not English. Applicants can demonstrate English proficiency via standardized test score or by meeting the requirements for one of our accepted waivers. Please view our full requirements, including minimum scores, on our English Language Proficiency Requirements page.

Official Standardized Test Scores (if required by program)

Cv/resume, personal statement, etc. (vary by program).

Other requirements such as CV/Resume, Personal Statement, etc. vary by program.  Search by program  to view full admissions requirements. 

Questions about your graduate application?

Contact Graduate Admissions at [email protected] or (513) 556-1100.

Admissions » Apply » Tips and Resources

Tips and Resources

One of our roles as admissions professionals is to help you through the application process. Use this page as a resource when you are completing your University of Cincinnati application and determining which institution will be the best fit for you!

University of Cincinnati Admission Decision Process and Timeline

If you are wondering how we review applications, this page will offer a comprehensive list of review considerations as well as a timeline for first-year main campus decision releases.

First-year Application Writing Prompts

Because of our holistic review process, admissions staff at the University of Cincinnati use the essay and personal statement responses within a student's application to better understand what makes a student unique. View these writing prompts before the application becomes available to begin thinking about how best to showcase your talents and special characteristics.

Tips from the Admissions Counselor's Desk

The purpose of the admission and review process is to identify students who have a strong likelihood of being an academic "fit" for the University of Cincinnati. These are students who have proved to be academically successful up to this point in past coursework, who show drive and a willingness to challenge themselves, and who are passionate about leaving their positive mark on the world.

Beat the deadlines!

It is important to keep track of deadlines that are specific to your application. We are not able to extend application or confirmation deadlines for students but we are here to help students during the process. If you are unsure about your next steps or whether or not there are other parts of the application you need to complete, don't wait until the last minute! Check your status online and stay up to date on your application progress.

Choose the right essay prompt for you.

You will have several prompts to choose from when completing your Common Application. Remember that there is not a "right" or "wrong" essay to write. We want to read a response that is a reflection of who you are and what you are passionate about. When choosing an essay prompt, do some self-reflection to see which topic would showcase your personality, your skills, or your passions best.

Write a great essay.

Writing your essay response can be a daunting task but following these few steps below will help you craft an essay that will be a positive addition to the rest of your application

• Answer the prompt being asked: We see many essays that have clearly been used for other applications and don't answer the prompt the student chose to respond to. When writing your essay, make sure you are answering the question the prompt is asking you.
• Get help proofing your response: This may seem obvious but you would be surprised how many essays we read that have typos and spelling errors. Make sure you re-read your essay looking for small mistakes you may have made and if you can, have a friend or family member take a look as well.
• Tell us something we can't find in your application: The essay response is your opportunity to share unique information you haven't already told us somewhere else in your application. Take advantage of this opportunity to tell us something new so we can get a more accurate picture of who you are and why you would be a good fit at the University of Cincinnati.
• Think about the person reading your essay: Your admissions counselor reads all the essays that come to them from potential applicants. Be thinking about the fact that someone - maybe the person you met at a high school visit or college fair - will be reading this essay. Consider what you would like to share with them and how they may respond to what you write. If you want to make them laugh, make them laugh. If you want to inspire them, inspire them. We appreciate seeing diversity in the types of essays we read because that reflects the individuality of the candidates who apply for admission.

Select the best person to write your letter of recommendation.

A letter of recommendation is encouraged but not required for first-year applicants. The more you and others can tell us about how wonderful you are, the better! Choose a recommender who can write knowledgeably about your academic talents and abilities. This could be a teacher you have worked closely with, a guidance counselor who has seen you excel, or both. When you approach one of your mentors to request a letter of recommendation, don't be surprised if they ask for your resume or to sit down with you for a few minutes to learn more about you. Take them up on this opportunity so they can be more informed about what you hope to accomplish and how their letter can speak to those goals.

University of Cincinnati

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Want to see your chances of admission at University of Cincinnati?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

University of Cincinnati’s 2023-24 Essay Prompts

Why this major essay.

Why did you apply to your first choice academic program? This personal statement should provide additional information not already referenced in your application.

Common App Personal Essay

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

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

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

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

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

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

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

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

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

Graduate Application FAQ

Thank you for your interest in applying to one of the graduate programs in the School of Information Technology. Each application is evaluated independently and holistically to identify potential students to join our programs. In general, we are looking for students who can enrich our discipline through their demonstrated commitment to learning, hard work, and alignment to our School’s mission. We also evaluate how the program fits with applicants’ personal and career goals. Each component of the application is reviewed carefully. The application is your way of making your case to our program and we recommend giving your best to each component of the application.

Have a question about the application process?

We recommend reviewing the Graduate School’s Application Process FAQ . 

Application fee waivers are not available, with the following exception:

Three programs are granted application fee waivers by the Graduate School: 

• McNair Scholars
• State of Ohio STARS Scholars
• GEM Scholars

To indicate your participation in one of these programs, check the appropriate button and add your advisor's name when completing the online application, then email documentation to Matt Guido at  [email protected] .  

Applications for the post-baccalaureate certificate and MS Information Technology programs are typically processed within two weeks.

Applications for the PhD Information Technology program are processed in the Spring semester. Admission decisions are typically sent by March 1.  You may be contacted for an interview before receiving a decision.

The admissions committee conducts a holistic review of applications to determine an admissions decision. Please review this FAQ for guidance on how to prepare a strong application. 

For any questions about the application process or program requirements,  professional development or courses  please contact us by submitting a ticket with the "Contact Us" button below. 

Please note that we are not able to provide information about admissions decisions beyond this FAQ. 

The personal statement is your opportunity to share why the graduate program you are seeking is best positioned to help you achieve your personal and career goals. While we do not have specific requirements, we are looking for a concise reflection on your career journey so far and how the program will contribute to your journey. We are looking for demonstrated understanding of the discipline, reflection on commitment to learning, summary of past experiences, and a reflection on how you plan to pivot your career after obtaining the degree. Please note that past IT experience is not required but it is encouraged. 

Recommendation letters are our window into how people who have worked with you in the past assess your commitment to learning, your work ethic, your career journey, and how you view the program you are applying for. We are looking for recommendation letters from people who know you best and who are familiar with the discipline and profession. You should find individuals who can provide objective assessment of your strength and areas for improvement and who can comment on why the program will be an addition to you, such as faculty members, professionals, and others who interacted with you. Recommendation letters need to be formal and comprehensive. Recommendation letters from peers are generally considered weak. 

Funding Opportunities:

There are three opportunities available to graduate students in the SoIT:

Graduate Incentive Awards:

These merit-based scholarships cover part of student tuition. Several levels of merit-based scholarships are awarded every year. All students who apply for admission by the March 1 priority deadline and are admitted to the program will be automatically considered for these merit-based scholarships and notified by April 1. Applications are reviewed holistically for consideration for the merit-based scholarships. Some of the factors that could enhance the application’s merit include the strength of the statement of purpose, evidence of academic strength, and evidence of skills and abilities in the discipline.

Teaching Assistantships:

Teaching assistantships (TAs) include a monthly stipend and tuition coverage for the academic year (Fall and Spring semesters). Students receiving teaching assistantships are expected to work for 20 hours per week assisting with teaching and learning. Several TAs are awarded each year to new and returning students. Returning students are only awarded TAs if they have a full year remaining. An email is sent out to all students in the Spring of each year inviting them to apply for the teaching assistantships. New students are encouraged to apply by the priority deadline to ensure that they receive the invitation to apply. Some of the factors that could enhance candidacy for teaching assistantship include evidence of academic strength in the subjects covered in the undergraduate programs, evidence of prior teaching assistant experience, industry certifications related to subjects covered in the undergraduate programs, and evidence of strong communication skills

Research Assistantships:

Research assistantships (RAs) include a monthly stipend and tuition coverage for the academic year (Fall and Spring semesters). RAs are funded by the various research centers and grants at the School and are offered directly by the faculty member or research centers. Students receiving RAs are expected to work for 20 hours per week fulfilling the duties of the RA that they are offered. When opportunities are available, an email is sent out to all students. New students are encouraged to apply by the priority deadline to ensure that they receive the invitation to apply. Each RA may have its own requirements, but could include evidence of academic strength, evidence of strong work ethics, evidence of high level of skills in IT related areas, evidence of successful contribution to projects, or evidence of commitment to learning and hard work.

MSIT On-Campus:

Full time on-campus students are considered for the Graduate Incentive Awards, Teaching Assistantships, and Research Assistantships.

MSIT Online:

Full time online students may be eligible to the TAs and RAs and will receive the email invitations to apply. The students must be able to work for the 20 hours per week and thus students who are employed full time will not be eligible. Limited number of Graduate Incentive Awards may be available to full time online students who are residents in the US.

SoIT has scholarships available for graduates from the Bachelor of Science in Information Technology program at the University of Cincinnati. Alumni will automatically be reviewed for these awards and receive notification of offers via email.

All financial aid is based on annual availability.

All students admitted to the full-time PhD program receive a Teaching Assistantship or Research Assistantship.

Students admitted to the part-time PhD program are required to show evidence of funding through their employer, or self-funding, that would enable them to complete the program. A limited number of Graduate Incentive Awards may be available to part-time PhD students. 

The School of Information Technology identifies three main pillars for success: Hands-on Skills, Problem Solving, and Communication. Information Technology started as a practitioner-based discipline. For the practice and research realms, the nature of these skills and its levels of complexities evolves from undergraduate to graduate studies as shown in figure 1. 

At the undergraduate level, the focus is to acquire the skills needed for the practice. This includes technical skills, problem solving and presentation and professional writing skills. As the student progresses through graduate programs, the nature of the skills shifts from the practice to the research introducing scientific method for research, academic writing, peer-review, and tools for research methods. The Master’s program still introduces practice-related skills, especially in the project-based track while introducing the students to foundations of research and academics. 

Please review the program admission requirements . We will consider applicants with undergraduate GPAs below a 3.0 who demonstrate potential. Please see the tips on strengthening your application.

Yes, you can apply if you do not have a background in IT. You should be able to demonstrate an understanding of the field of Information Technology in your application, however. If admitted, you may be required to take additional prerequisite coursework to prepare you for the program. Admitted students should check their offer letter to determine which, if any, prerequisite bridge courses are required. Please review the tips on strengthening your application.

If you are concerned about a low undergraduate GPA or lack of a background in Information Technology, you may wish to consider the following suggestions to strengthen your application.

• It is important to have an understanding of the field of Information Technology. Utilize online resources to learn about the field and gain a basic knowledge of skills, such as networking, computer programming, databases management systems, web applications, cybersecurity, applied machine learning, etc. Discuss what you’ve learned. Familiarize yourself with trends in the field.
• While not required, you may consider taking the GRE to demonstrate strong quantitative & critical thinking skills.
• Discuss why your undergraduate GPA was low and what would be different in your graduate program.
• Discuss why you are interested in the MS Information Technology and what you have done to determine it is the right field for you (i.e. informational interviews, etc).
• Complete the optional video essay.

If you are curious about knowledge and interested in exploring the boundaries of our current understanding and eager to discover new areas or answer questions that have not been answered yet, a PhD program is for you. Figure 2 is an outline of the discovery process exemplified in the PhD program. 

Information Technology is a critical discipline for our society and the society needs people like you to be equipped with the knowledge, skills, and abilities 

Please refer to the admission requirements . 

Yes, to enroll directly to the PhD program, you need to show evidence of some understanding and experience in research. Research in information technology and academic publications in peer-reviewed forums are considered a plus. Undergraduate students looking towards a PhD should consider undergraduate research experiences during their undergraduate programs. Students in a Master’s program should complete a thesis track and consider publishing their work in peer-reviewed forums. 

We recommend applying for the Master’s program and completing a thesis track first. This will help us assess the commitment to research required for the PhD program. 

We are looking for formal recommendation letters that reflects assessment of the applicant’s disposition, commitment to learning, past practical or research experience, and clarity of their career goals. For example, the following areas helps us assess the applicants:

• How long and in what capacity have you known the applicant.
• Comment on the applicant’s intellectual ability, knowledge of the field, work habits, ability to analyze problems and formulate solutions, motivation to pursue doctorate program, seriousness of purpose, potential for future contribution, emotional maturity, enthusiasm, leadership qualities, resourcefulness and initiatives.
• Comment on the applicant’s outstanding abilities and talents
• Comment on the applicant’s areas for improvement
• Comment on the applicant’s abilities in their area of specialization. For example, technical knowledge, analytical ability, attention to detail, creativity, imaginative problem-solving, etc.
• What you think motivates the applicant to apply for a doctorate program.

The School of Information Technology is proud of its unique mix of faculty that includes educators, practitioners, and researchers. All faculty in the SoIT supports students and candidates through mentorship and support as needed. A doctoral advisor must be among the faculty researchers.

• Hazem Said, PhD
• Chengcheng Li, PhD
• Shane Halse, PhD
• Nelly Elsayed, PhD
• Bilal Gonen, PhD
• Kijung Lee, PhD
• Jess Kropczynski, PhD
• Murat Ozer, PhD
• Annu Prabhakar, PhD 
• Zag Elsayed, PhD
• Familiarize yourself with the School of Information Technology graduate faculty. Review their areas of research and publications. Some resources you may choose to utilize include Google Scholar and ResearchGate.
• Demonstrate a strong understanding of academic research. Share your research experience, publications, and potential directions for your research in your doctoral program. Please avoid using “buzzwords” to describe research ideas. Instead review relevant literature and discuss topics of interest.
• While not required, you may consider taking the GRE to demonstrate strength in verbal reasoning, critical thinking, and analytical writing skills.
• Select carefully for your recommendation letters. 

University of Cincinnati 2023-24 Supplemental Essay Prompt Guide

Early Action: 

Early Action: Dec 1

Regular Decision Deadline: Mar 1

You Have: 

University of Cincinnati 2023-24 Application Essay Question Explanations 

The Requirements: 1 essay of 500 words

Supplemental Essay Type(s): Why

Why did you apply to your first choice academic program? This personal statement should provide additional information not already referenced in your application.  (500 words)

To nail this question, set aside an hour or so to get cozy with the University of Cincinnati website and read up on the school’s academic offerings. Doing as much research as you can before sitting down to write your essay will allow you to tell a cohesive story about yourself, while also ensuring that your essay isn’t redundant. Pour all of your academic focus into your answer to this question. What do you love about your chosen major and/or minor? If you’re interested in the Film & Media Studies program, can you describe the unique opportunities you’ll find at U of Cincinnati? What resources are available to undergrads, and how will they help you further develop your skills? Or, if you’re undecided, think about what makes U of Cincinnati the ideal environment for academic exploration. How do you plan to hone in on the perfect major? The more detail you include, the more admissions will get to learn about you.

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Creative Writing Undergraduate Courses

Regularly offered.

ENGL 2010 Introduction to Creative Writing: Poetry & Prose Students will be introduced to various forms of poetry and prose, study the literary genres from a writerly perspective, and develop skills needed in the writing of poetry and prose through exercises, writing, creative research, workshopping, and evaluating both published works and works of their classmates.

ENGL 2011 Introduction to Creative Writing: Fiction Writing of short stories; examination and discussion in class of students’ work; assigned readings for history, theory of the short story, and critical analysis. 

ENGL 2013 Introduction to Literary Nonfiction Students will further develop their knowledge of creative nonfiction writing, studying the genre from a writerly perspective, and develop skills needed in the writing of creative nonfiction through exercises, writing, creative research, workshopping full-length essays, and reading both published works and those of their classmates. ENGL 2015 Introduction to Screenwriting This course is an introduction to studying, learning, and practicing screenwriting techniques. Students will learn about film and television screenplay structure, analyze dramatic strategies in film and television, learn and apply correct script form, and creatively engage in the various stages of original scriptwriting.

ENGL 2017 Introduction to Creative Writing: Poetry Writing of poetry; examination and discussion in class of students’ work; assigned readings for history, theory of poetry, and critical analysis.

ENGL 3032 Music and Poetry Music has an essential connection to poetry, a shared dependence on rhythm, but too often the two genres are separated and their relationship ignored.  This course will reunite these two branches of what Lessing calls “the temporal arts” and examine how they have complemented each other since antiquity.  As Ezra Pound remarks, poetry “atrophies...when it gets too far from music.”  In this course, students will read lyric poems and song lyrics by a wide range of poets from many different periods, concentrating on their poetic techniques and verbal effects.  They will watch and listen to performances of the songs and analyze how the words operate within the confines of musical structures.  They will investigate poetic and musical forms such as traditional ballads, blues, fugues, sonatas, and jazz, as well as the many varieties of song form.  They will learn how deeply poetry is rooted in music.  They will learn about poetic movements such as Symbolism, Surrealism, the Harlem Renaissance, Confessional Poetry, and the Beats.  They will write poems and songs of their own, making use of techniques and devices learned in this class. 

ENGL 3049 Creative Writing and Social Change This is a writing and reading course that explores how creative writing has the power to shape and influence social and political change. This class combines traditional methods of literary and cultural analysis with a balance of creative writing workshops in literary nonfiction, fiction, and poetry, and explores the ways in which creative writers can address pressing social issues. From essays, narrative nonfiction, and investigative journalism to novels and poetry, we will explore how writing can expose injustice and support new ways of thinking about social and political issues. This course combines critical, analytical discussions, creative writing workshops, and service learning with a local literary arts organization or a related organization to give students an integrated, experiential learning opportunity. Students will conduct brief research and use the writing process to explore and critique a current social issue.

ENGL 3079 Creative Writing and the Environment Students will explore how creative writing engages, interrogates, reveals, and impacts environmental issues and concerns: What are the ways in which fiction writers, poets, nonfiction writers, and screenwriters can address pressing U.S. and global environmental issues? How does creative writing inform and help shape public and institutional debate? Can it, directly or indirectly, affect environmental policy? Whether through short stories, essays, poems, or other forms, we will explore how writing can expose current environmental topics and concerns and support new ways of thinking about the environment. This course combines critical, analytical discussions, creative writing workshops, and involvement with a local environmental organization or a related organization to give students an integrated, experiential learning opportunity. Students will conduct research to learn about new topics; use the writing process to explore and critique a topical environmental issue; and examine the landscapes that they know best through creative writing exercises.

ENGL 3096 Creative Writing and Literary Publishing Students will develop practical, hands-on skills related to editing, producing, and promoting the online literary magazine Short Vine, the undergraduate literary journal of The University of Cincinnati. We will focus on the art and craft of evaluating and editing fiction, poetry, literary nonfiction, art, and photography as well as layout, production, and all the business aspects of publishing a literary journal including subscriptions, marketing, and distribution, as well as creating a stronger online presence. This course also provides an introduction to the larger literary market, and we will discuss the process of building a career as a writer, including topics such as literary contests, colonies and conferences, agents and editors, book production, readings, marketing, and the publishing environment overall. In addition to producing Short Vine, students will gain substantial experience in editing and preparing manuscripts of their own creative work and learn how to submit work for publication.

ENGL 3085 Forms of Poetry The first aim of this class is to build the vocabulary and knowledge students need to read like writers. The second aim of this class is to examine closely some of the structural possibilities for poetry writing. Students will do extensive reading of both poetry and the analysis of poetry. Writing assignments may include imitations of others’ writing and analyses of one’s own writing.

ENGL 3086 Forms of Fiction The first aim of this class is to build the vocabulary and knowledge students need to read like writers. The second aim of this class is to examine closely some of the structural possibilities for fiction writing. Students will do extensive reading of both fiction and analysis of fiction. Writing assignments may include imitations of others’ writing and analyses of one’s own writing.

ENGL 3087 Forms of Literary Nonfiction The first aim of this class is to build the vocabulary and knowledge students need to read like writers.  The second aim of this class is to examine closely some of the structural possibilities for creative nonfiction writing.  Students will do extensive reading of both creative nonfiction and analysis of creative nonfiction. Writing assignments may include imitations of others’ writing and analyses of one’s own writing.

ENGL 4012 Intermediate Creative Writing: Fiction Students will develop skills needed in the writing of fiction through exercises, writing and workshopping full-length stories, and reading both published works and those of their classmates.   

ENGL 5112 Senior Writing Seminar: Fiction Students write, read, and critique fiction at an advanced level, analyzing the various elements of fiction as those elements interact in the work. 

ENGL 5114 Senior Writing Seminar: Creative Writing and Research This capstone course is appropriate for students working in any genre of creative writing. The course will expand the possibilities available to students as writers of fiction, nonfiction, and/or poetry by showing them how to seek out new subject matter. In other words, students will learn to research before they write. That research might take many forms: reading archival materials, touring a historic home or exploring a nearby town, interviewing a family member about her childhood or her job, exploring a scientific theory. Students will practice different approaches to research; read published work informed by it; generate stories, essays, and/or poems inspired by their own research; and analyze the work of their peers. 

ENGL 5115 Senior Writing Seminar: Hybrid Forms This capstone creative-writing class is ideal for students who prefer working in multiple genres, in cross-genre forms, or in innovative and experimental modes. The course will explore the history, current landscape, and future possibilities of working in mixed-genre and interdisciplinary forms. Mixed-genre forms pull together two different genres – for instance, poetry and prose coexist in texts like Matsuo Basho’s The Narrow Road to the Interior , a “haibun”, or Jean Toomer’s Cane , a novel written in prose poems and songs. Interdisciplinary forms borrow structure and/or function from other genres and disciplines, and may take many forms (tweets, telegrams, footnotes, billboards, video games, films, postcards, websites, decks of cards, etc.). Students will engage critically with many examples of hybrid forms, as well as creating their own hybrid projects and technically analyzing those, and those of their peers. 

ENGL 5117 Senior Writing Seminar: Poetry In this culminating course in the poetry sequence, students write and workshop poems at the advanced level while reading and studying diverse texts of poetry to refine and challenge their ideas about the craft. Students draft and revise their own poems and contribute to the collective workshop format.

Occasionally Offered

Be on the lookout for these special courses. ENGL 2027 Introduction to Creative Writing: Drama Writing of drama; examination and discussion in class of students’ work; assigned readings for history, theory of drama, and critical analysis.

ENGL 3015 Poetry and Sound Poetry and Sound will trace the growing focus placed upon considerations of both sound and media in contemporary poetics. Potential areas of study might include performance and sound poetry, voice, aura and phonetics as well as audio documentation and dissemination of poetry through various media.

ENGL 3022 Writing Science Fiction & Fantasy This course will explore the trends, themes, and techniques crucial to the writing of science fiction, fantasy, and related subgenres. Students will read published work, comment on classmates’ work, and produce short fiction in the genres.

ENGL 3023 Writing the Mystery This course will explore trends, themes, and techniques in contemporary mystery writing. Students will read published detective fiction, thrillers, and other variations on the mystery genre, comment on classmates’ work, and produce their own mystery-driven fiction. 

ENGL 3025 Writing Historical Fiction This course will explore trends, themes, and techniques in contemporary historical fiction. Students will read published work set in a variety of eras, discuss the motivations and purposes of historical fiction, research a time and place of their choice, and produce their own work set in another time. 

ENGL 3026 Writing Fiction with a Global Vision This course will explore trends, themes, and techniques in contemporary international fiction, with an eye toward broadening the scope of students’ fictional vision. Students will read a variety of international authors, discuss issues in global culture, and produce their own border-crossing fiction. 

ENGL 3027 Writing Comic Fiction This course will explore trends, themes, and techniques in contemporary comic fiction. Students will read comic short fiction and novels and essays on the comic, discuss theories of humor’s effects and how to generate it, and produce their own comic fiction.   ENGL 3028 Memoir as Literature Memoir as Literature will introduce students to the field of memoir studies and provide them with an overview of the various debates surrounding the genre and its history. This course might focus on a number of different forms of memoir, including but not limited to Holocaust narratives, women's memoir, non-fiction accounts of illness, and "fake" memoirs.

ENGL 3030 Writing the Love Poem In this course, students will read and analyze poetic and critical works on or about love, acquiring knowledge of the literary forms, traditions and trends of love poetry, and the ethical, philosophical, and cultural issues involved in works of literature that have love as its central subject.  Students will also write original poetic works and engage in critical discussion of their own and their classmates’ poems.   

ENGL 3031 The Poet as Actor: Persona and Voice in Poetry This class introduces students to the use of persona as a means of empathy, self-exploration, interpretation, and disguise.  The term “persona” originally referred to masks used to represent the characters in ancient Greek drama.  In poetry, the word identifies a kind of poem in which the poet speaks for someone other than herself through a “mask” drawn from myth, the Bible, historical events, events of daily life, fairy tales, and even, in the case of Louise Gluck, common garden flowers.  A persona poem can enable the poet to speak in a more genuine way, or about a difficult subject, by drawing over herself a poetic “veil.” Because persona is related to the dramatic monologue, students will read monologues taken from a range of exemplary plays. A convincing persona is a well-wrought character; therefore, character as a fictional element will be examined.  Students will read poems in diverse voices to learn how diction and syntax are manipulated to create a unique voice.  Method acting, one means by which actors gain entrance to characters, will be studied, as will the use of self-disguise by contemporary photographers such as Cindy Sherman.  Course readings will include persona poems by a range of poets including Robert Browning, Randal Jarrell, John Berryman, Anne Sexton, Sylvia Plath, Louise Gluck, and Ai, to name a very few. Students will write poems employing a variety of poetic techniques to learn how the human personality can be realized as a literary construct.

ENGL 3033 Writing Prose Poetry and Flash Fiction This course will explore the related cross-genre forms of prose poetry and its newer variant, flash fiction (a.k.a. short short fiction, microfiction, etc.), analyzing the characteristics each genre shares and what differentiates them. In addition to reading literary works in each genre, students will experiment with writing their own pieces in these forms and consider the role of characterization, plot, imagery, and music in each. ENGL 3034 Audiopoetics This is a companion workshop to Poetry and Sound (ENGL 3015), which is largely a literature course with a small creative component. In this course, students will read, listen to, and view a variety of texts whose composition places special emphasis on sound, media, performance, or technology, then create works of their own which reflect these preoccupations. Work produced will include both written texts and audio pieces, and the class will include training in the use of audio editing software. ENGL 3053 Writing Fiction in the Digital Age In this fiction workshop, we will embrace and explore technology's influence on the ways we tell and experience stories. We will examine and experiment with the narrative possibilities of forms made possible by technology, such as video games, storytelling on social media, fan fiction, and/or transmedia narratives. Students will produce a variety of narratives, which might include stories written through collaboration, or with character limits, inclusion of audio and visual components, and/or choice-driven narratives.

ENGL 3054 Creative Writing Pedagogy This course is designed to offer future educators a variety of approaches to the teaching of creative writing. In this class, students will learn about the forms and techniques of creative writing and then practice how best to communicate that knowledge to their own students. The course will encompass the technical (how to create a character, how to write a sonnet); the practical (how to manage the creative writing workshop, whether and how to grade creative work); the aesthetic (how to discuss beauty and self-expression); and the ethical (how creative writing teaches empathy, how its concerns overlap with social justice aims). Assignments will include creative writing exercises, lesson plans, and teaching demonstrations.

ENGL 3055 Creative Writing from Real Life Life experience is the raw material for the writer of fiction, literary nonfiction, and poetry, and writers are continually observing and examining their own lives and the lives of others. Writers also engage in personal and creative ways with contemporary conflicts and concerns, such as politics or war, and with other disciplines, such as anthropology, history, journalism, medicine, and psychology. How does a writer develop creative material from real life? How do we write about other people in our lives? How do we tell family stories? What do writers owe their subjects? In this class, students will consider the potential for creative forms to capture difficult social and emotional issues and the ethical and aesthetic concerns that come up when we write about our own lives and the lives of others. The assignments will include creative work that explores contemporary events, history, and/or students' own lives.

ENGL 3056 Writing Comic Poetry and Prose This course will provide a guided tour of some of the funniest poems, stories, essays, and/or drama ever written in English. Genres covered will include light verse, satire, parody, absurdism (“nonsense”), and others. We’ll explore the serious side of comic writing and vice versa. Students will have the opportunity to write their own comic pieces in the genres discussed.

ENGL 3102 Podcasting and Audio Storytelling We are living in “a new golden age” of storytelling, according to New Yorker writer Rebecca Mead, “in the form of the podcast.” Mead cites a study conducted by Edison Research, which found that nearly a quarter of Americans listen to podcasts at least once a month. The number seems only to be increasing. The podcast has taken the kind of audio storytelling popularized by shows like "This American Life" and "RadioLab" on public radio, as well as the growing interest in audiobooks and even the old “War of the Worlds” broadcasts, and made storytelling widely available online in fascinating new formats, allowing for exciting new projects and premises. From "Welcome to Nightvale" to "Serial" or "The Daily" and beyond, podcasts have made their way more deeply and more broadly into our lives, into our cultural conversations, and into our social consciousness. Furthermore, many of America’s favorite writers have gotten their start or their big break in this forum, including people like David Sedaris, Mike Birbiglia, and Phoebe Robinson and Jessica Williams, whose WNYC podcast “Two Dope Queens” is now an ongoing HBO series. Furthermore, podcasts have created new opportunities for writers and journalists from Anderson Cooper to Snoop Dogg to do something different and more personal, more intimate, and more self-driven. It’s a versatile and popular medium for fiction and nonfiction storytelling and artistic performance. In this class, students will learn how to produce these kinds of audio stories. We will do this through analysis of professional podcasts as well as the study of interviewing and research techniques, story development, and script writing. Students will explore the entire podcast-production process and learn to use sound recording, mixing, editing, and production principles and technologies, while being encouraged to develop their own personal projects and cultivate their own voices and styles.

ENGL 4013 Intermediate Literary Nonfiction Students will develop skills needed in the writing of creative nonfiction through exercises, writing, learning creative nonfiction research techniques, workshopping full-length essays, and reading both published works and those of their classmates.

ENGL 4017 Intermediate Creative Writing: Poetry This course, part of the Creative Writing Poetry Track of the English major, develops and hones aspects of the craft of poetry. Students read and analyze a diverse selection of published poems, using these poems as models for their own work with the craft, and generate and revise their work in a workshop setting.

ENGL 5113 Senior Writing Seminar: Literary Nonfiction Students write, read, and critique creative nonfiction at an advanced level, analyzing the various elements of creative nonfiction as those elements interact in the work.   

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IT@UC provides technology tools to support your work in the classroom and online. Access them anywhere, any time, on any device. 

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• Hardware & Software The page lists various options for purchasing discounted hardware and software, installing software, and repairing devices available at UC
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• OneDrive FAQs (from IT@UC Knowledge Base) A cloud-based file storage platform designed to enable users to securely store, share, manage and access files online anytime, anywhere, from any device.
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• Kaltura Kaltura is the video repository for the University of Cincinnati. When adding a video to a Blackboard course, Kaltura is the tool to create and store the video.

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• Google Drive "Secure cloud storage and file backup for your photos, videos, files and more.":

Publishing Platforms

• Publish - Creative Commons Links to some major publishing platforms categorized by media type.
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Bhavika Yenkar

2 years ago

University of Cincinnati - Video Essay

Hi everyone, has anyone applied for MS in Finance? Did you complete the video essay? If yes, how many questions were there? And what questions? Thanks in advance!!

Let’s keep Yocket clean, warm and supportive. Kindly adhere to our Community Guidelines when sharing posts.

5 years ago

Photos and videos capture damage as strong storm slams Houston: 'Downtown is a mess'

Houston continues to recover after dangerous storms with extremely high winds swept through the area on Thursday leaving broken glass on streets, windows blown out, power lines down , trees on homes and families mourning after at least four people were reported dead.

Houston is in "recovery mode," Mayor John Whitmire said Thursday evening during a news conference.

"Downtown is a mess. It's dangerous due to the glass and the lack of traffic lights," according to Whitmire. "So stay at home. I can't emphasize that, repeat that enough."

Of the four people who died , two of them were killed by falling trees, and another died in a crane accident, Houston Fire Chief Samuel Peña said during the news conference. It is unclear how the fourth person died during the storms.

Follow here for updates: Houston in 'recovery mode' after storm kills 4, widespread power outages

Photos show damage from severe weather, tornadoes in Houston

The severe storm system continues to travel through the Southeast with winds up to 100 mph. Southern Alabama, including Montgomery and Selma, may see a few tornadoes as hail and "damaging winds" of up to 60 mph are expected to go through the area.

"If you like rain and storms the next 2 days are for you," the National Weather Service in Birmingham posted Friday morning on X .

University of Cincinnati Athletics

ABOUT 513 DAY

513 day video interviews.

EDUCATION AND RESOURCES

Our Student Athlete Support Services department, led by Dr. Joe Luckey, provides student-athletes with financial literacy, brand building and educational workshops focusing on the areas of Name, Image and Likeness.

Education + Workshops

• Intro to NIL (Summer Bridge Program)
• Building your brand
• Financial Literacy
• Speaker Series
• Course in Lindner College of Business (Spring 2023)

Brand Coaching

• Do’s & Don’ts of social media
• Verification assistance
• Analytics 101
• Brand power & earning power
• Social account audits

Opportunity + Content

Cincinnati Athletics partnered with INFLCR, a third-party vendor, to assist our student-athletes in education, brand awareness and social media assessments and content delivery. The Bearcats' Agency will use INFLCR to provide our student-athletes with:

• In-game & photoshoot images
• Personalized graphics and highlight reels
• One stop application for businesses interested in registering to spend NIL dollars with athletes.
• Streamline taxes and W-9 reporting for student-athletes, even if they have relationships with multiple NIL vendors and businesses.
• Integrates into the INFLCR compliance ledger.

NIL Licensees  

As of january 2024.

Below is a list of current NIL licensees with the University of Cincinnati. This is not a fully inclusive list and others may be added at any time.

• ATH Posters  (posters/art)
• Blue 84  (Merch by Amazon)
• Breaking-T  (t-shirts, fleece)
• Champion (t-shirts, fleece)
• Cincy Shirts  (t-shirts, fleece)
• EP-AP (digital art/screen saver)
• Follett  (replica jerseys, t-shirts, fleece)
• Gametime Sidekicks  (drinkware)
• Knights Apparel (t-shirts, fleece)
• Panini  (trading cards)
• Rally House (apparel)
• Recur  (NFTs)
• Rock 'Em Apparel  (socks)
• The Athletic Collection  (posters/art)
• The Players Trunk  (trading cards)
• Topps  (trading cards)
• Trevco  (Amazon)
• Wildcat Retro Brands  (replica jerseys, t-shirts, fleece)

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GE Aerospace, UC celebrate first class of GE Next Engineers

Stem program encourages students to consider studying engineering.

The Business Courier highlighted a collaboration between the University of Cincinnati and the GE Foundation to introduce engineering to high-school students. 

GE Next Engineers celebrated its first 45 local graduates in this global program that encourages students to pursue careers in engineering.

About 40% of the students in the first group of graduates have been accepted to UC's College of Engineering and Applied Science in the fall, Associate Dean Whitney Gaskins told the Business Courier.

“The desired impact is to equip youth with the skills they need to build an engineering identity and pursue successful careers in engineering fields. By developing an equipped workforce, we will be able to increase representation in engineering,” Gaskins said.

GE Aerospace's Engineering Academy provides students ages 15 to 18 with hands-on experience, including design challenges, university campus exploration and interaction with GE volunteers. Grads  who complete the program and meet eligibility requirements receive partial scholarships to support their engineering dreams.

GE Aerospace announced its collaboration with UC will continue through at least 2028.

GE Aerospace also works with students in England, Ethiopia and South Africa with plans to expand to Poland.

Read the Business Courier story.

Featured image at top: Next Engineers: Engineering Academy students toured GE Aerospace's Peebles, Ohio, facility as part of the college- and career-readiness program for high-schoolers interested in engineering. Photo/GE Aerospace

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Related Stories

May 20, 2024

The Cincinnati Business Courier highlights a collaboration between the GE Foundation and UC's College of Engineering and Applied Science to get more students interested in careers in engineering.

Aerospace engineering student encourages women in her field

June 15, 2021

Rachel Wiggins, aerospace engineering doctoral student at the University of Cincinnati, is testing a rotating detonation engine that is smaller and more efficient than existing combustion engine technology. Outside of her research work, Wiggins launched Women in Flight, a student organization that fosters a supportive environment for women in aerospace and aviation fields. She was named Graduate Student Engineer of the Month by the College of Engineering and Applied Science.

Women of Cincy: Breaking the barriers of STEM

March 1, 2023

Women of Cincy spoke to Assistant Dean Whitney Gaskins in the University of Cincinnati's College of Engineering and Applied Science about her foundation, helping marginalized populations feel welcome at UC and the people in her life who made a difference.

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Guest Essay

Bird Flu Is Already Here. Just Look at the Millions Killed.

By Alex Tey

Ms. Tey is a freelance reporter studying journalism and the environment at New York University.

We don’t yet know if H5N1 bird flu will spill over from animals to infect a large number of humans. Based on the few cases of transmission so far, the World Health Organization has expressed concerns that infection in humans “can cause severe disease with a high mortality rate.”

But already it has wrought devastation upon so many lives. The deaths of millions of birds and mammals around the globe in the last few years directly and indirectly from this outbreak should be enough to spur urgent action to stop the spread of the virus, as well as remind us of the role humans play in the proliferation of infectious diseases.

It’s my belief that humans have an obligation to the nonhuman life we share this planet with to mitigate the harm we’ve enabled this virus to cause. Our unsustainable activities — factory farming, climate-warming emissions and habitat destruction, to name a few — have helped turn bird flu from a natural phenomenon into an anthropogenic disaster. But even if you don’t share that conviction, it is still in our best interest to keep this virus from spreading.

Disease has always been part of avian natural history. Wild birds are routinely exposed to mild viruses, but are seldom killed by them. Humans, however, have introduced factors that favor disease: A warming climate can weaken avian immune systems, and infections spread more easily when birds come into more frequent contact while sharing what little habitat remains.

And factory farming makes things even worse. When farm animals are kept in large numbers and close quarters in poultry and dairy farms, viruses can spread and mutate more easily. It’s a human-facilitated training ground for diseases. The progenitor of today’s H5N1 strain, for example, emerged in 1996 when a virus infecting farmed geese in Guangdong Province in southern China spilled back into wild populations.

Maintaining the health of their animal holdings and their businesses — not to mention the potential risk to farm workers and the ever-present threat of human spillover — requires farmers to act quickly. And when bird flu hits farms, often the only real way to contain it is the precautionary culling of entire flocks, which has resulted in tens of millions of dead hens since 2022. The United States Department of Agriculture recommends that farms use killing methods that avoid suffering. But as many as 66 million chickens and turkeys have been culled with a technique that animal welfare groups call unnecessarily cruel: ventilation shutdown, which kills over several hours through overheating.

Given the animal suffering at stake, minimizing interactions between wild and captive birds is all the more important in preventing the spread of bird flu in both populations. But it’s a daunting task for the agriculture industry, given how difficult it can be to isolate dense animal populations kept in close quarters. When biosecurity measures at farms fail — or aren’t even properly attempted — wild populations take an extremely hard hit.

Though wild bird deaths are harder to tally than poultry culls, the numbers that we do have are disturbing. The strain of bird flu coursing through North America ignited a season of plague for Atlantic seabirds when it first appeared in late 2021 at a Newfoundland farm. From April to September 2022, bird flu killed about 41,000 wild birds in Canada. At least 17 percent of northwestern Europe’s breeding population of Sandwich terns — over 20,000 birds — died. And from November 2022 to January 2023, the virus killed thousands of wild Ross’s and snow geese in North Dakota , Kansas , Indiana and California .

The overall death toll may lie in the millions , with millions more threatened by potential infection thanks to the long-range migrations of waterfowl.

Under normal circumstances, most bird populations can bounce back from die-offs. But climate-warming human activity could impair future recoveries in North America.

When bird flu caused “ unprecedented reproductive failure ” at a Newfoundland breeding colony of northern gannets in 2022, it was probably worsened by a marine heat wave that coincided with the outbreak. Heat stress weakens birds’ immune responses , and is likely to become more common as the planet warms. Warmer temperatures can also make recovery from H5N1 more difficult by deepening the effects of decreased food supplies, pollution and habitat loss.

None of this is encouraging for North American birds, which have already lost billions in the last half-century because of habitat loss and other forces. We contributed to the conditions that helped bird flu mutate into a highly pathogenic form. “Now it’s taken off, and it’s totally out of our control,” said Samantha Gibbs, the lead wildlife veterinarian at the U.S. Fish and Wildlife Service.

Worse may lie in store. If the virus spreads unencumbered, it could spell further disaster for species like the beloved Atlantic puffin or the regionally endangered roseate tern. Colony-nesting seabirds like these nest in close quarters and in high numbers, reducing predation but magnifying the effects of disease. Recent asymptomatic cases in Adélie penguins on the Antarctic Peninsula have spurred fears of outbreaks in tight-knit penguin colonies. The blurring of the lines between the wild and the domestic, as infections spill over and back again, also heightens the threats to livestock — and humans.

But to fret only about the prospect of human infection betrays an ecological narcissism. We must not ignore the nonhuman suffering for which, through factory farming, anthropogenic climate change and habitat destruction, we are responsible.

While you most likely need not worry about catching bird flu from meat, eggs or dairy, this is as good a time as any to cut down on products that contribute to climate change (like greenhouse gas-intensive beef) or perpetrate cruelty (like eggs from caged chickens). The same factory farms that cause excessive animal suffering can also function as a reservoir for disease.

An enduring commitment to nonhuman life on Earth would bring down the risk of zoonotic disease spreading to humans. But saving the planet for our own benefit is only by degrees less shortsighted than destroying it to our own detriment. As its most influential and destructive denizens, we owe a duty of care to all of nature — not just its human inhabitants.

Alex Tey is an editor at large of New York University’s student newspaper, Washington Square News.

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