huea international essay competition

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Harvard international economics essay competition, description.

The 2023 Harvard International Economics Essay Contest is sponsored by the Harvard Undergraduate Economics Association (HUEA) in conjunction with the Harvard College Economics Review (HCER). This essay competition is open to high school students of any year and is a fantastic opportunity to demonstrate an accomplished level of writing and understanding of economic theory. Through the contest, student competitors hone their academic and professional skills and exhibit their knowledge to future employers and academic programs.  Competitors must construct a convincing argument using economic theory and real-world examples.  Winning essays will be published in the Harvard Economics Review and will be available for the greater Harvard community to read. Essays should focus on argumentation supported with facts and references, although data-based support is also welcome.

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Harvard International Economics Essay Contest (HIEEC)

• Last modified 2023-12-01
• Published on 2021-05-14

Competition Details

Introduction : The Harvard Undergraduate Economics Association (HUEA) is organizing its flagship Harvard International Economics Essay Contest with the collaboration of the Harvard College Economics Review. We jointly organize the Essay competition with HUEA, and we also publish the top three essays in our online publications. HIEEC provides students the opportunity to demonstrate an accomplished level of writing and understanding of economic theory. Through the contest, students hone their academic and professional skills and exhibit their knowledge.

2023-2024 Harvard International Economics Essay Contest Topic:

Advances in artificial intelligence (AI) have the potential to affect growth, inequality, productivity, innovation, and employment. OpenAI’s ChatGPT, in particular, has greatly increased public awareness about the significance of AI and its implications for the future. What impact will the development of AI have on economic inequality, the composition of the workforce, and economic output as a whole? How can nations prepare for the micro and macroeconomic changes brought about by AI?

Measuring national and global economic activity allows us to understand how economies change in size and structure—how they grow and contract. In addition to Gross Domestic Product (GDP), government budgets, and the money supply, alternatives like the Human Development Index (HDI) and Gross National Income (GNI) are used to assess economic progress. What are the advantages of our current economic indices, including GDP, HDI, GNI, government budgets, and the money supply, and in what areas are they lacking? Which of these indices do you find most helpful, and how can we enhance or combine them to improve our understanding of economic measurement?

Proponents of income redistribution support the idea that redistribution policies will increase economic stability and give more opportunities to the less wealthy. Others, however, are more skeptical and believe it could have negative consequences for economic growth. Current methods of redistribution include taxation, welfare, public services, and other monetary policies. What strategies for income redistribution should the U.S. adopt from other countries? What economic impacts could a wealth tax or super millionaire tax have? What type of redistribution is most effective and feasible? What would be the impacts of the U.S. enacting universal basic income? Discuss the implications of any of these issues and feel free to expand on other areas of economic redistribution.

As the United States weighs the impacts of China’s rise to global prominence, economics and national security have become increasingly intertwined. As a result, the United States government has imposed both tariffs and investment restrictions on China to limit the nation’s access to both US markets and intellectual property (specifically in sensitive industries such as semiconductors). What are the economic implications of these policies for United States firms, consumers, and workers? Discuss the most important perspectives of the US-China trade war and provide suggestions on how both countries can manage the prospect of a changing economic order.

Contest Rule: The word limit of 1500 must be strictly adhered to. Any words past the limit will be truncated. This limit excludes references, footnotes, titles, headers, and footers.

Competition Website : For more information about the competition, click here .

How to Write Any High School Essay

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• Harvard Economics Review
• Jun 28, 2020

When is One Choice One Too Many?

By Jonah Abrams

Jonah Abrams received the first place award in the HUEA x Harvard Economics Review international high school economics essay competition.

(Cover photo from Mark Rowland with Your Marketing Rules)

Patrick Henry asked for liberty or death. A group of economists and psychologists have

proven that too much liberty is, if not death, a different kind of sub-optimal. It turns out that

often when we have more choices, we paradoxically are worse off. We make poor decisions, and

we feel subjectively bad about them. In the market we see the practical response to this concept

in the limited number of offerings in a Bonobos store, the spare interface of an iPhone, and the

musings of tidying-guru Marie Kondo.

This now popular idea that “less is more” sounds wise and can be comforting, but it is

just as wrong as perfect liberty. Instead, we gain from additional options when the benefits of

having the additional options outweigh the costs of processing the choice. The costs rise with the

choice difficulty and complexity. The benefit of additional options is valuable when the stakes

are high so that the effort subjects are willing to expend is high as well. Even in this case,

sometimes the benefit of an extra option is offset by two behavioral biases - hedonic adaptation

and regret. Based on economists’ research over the last several years, we now have a structure to

help us determine when we should limit our choices.

The idea of choice overload has a long history beginning with Aristotle who described

the difficulty people faced when presented with two equally good choices. This idea more

recently was popularized in 2000 with what has been somewhat breathlessly called “one of the

most memorable economic studies of the last half century.” It used a simple product, jam. Thirty

percent of supermarket consumers that saw a 6 jam display bought a product. For those that saw

a 24 jam display, just 3% bought a jam. This “analysis paralysis” for jam ended up being just

one of many examples of the the impact of choice overload on many decisions we make. It was

found in other consumer discretionary products like chocolate selection and consumer

electronics , but also in areas as varied as pensions, medical choices, and dating. When 401(k)

plans offer more funds, participation rates fall precipitously - for every 10 extra funds a 401(k)

plan offers, participation rates fall by 1.5% to 2%. Similarly, when doctors are offered two

medicine choices to prescribe instead of one, they paradoxically double their referrals to

specialists because they are unable to make a decision. When online daters are offered a large choice of partners and can reverse their decision, they are less satisfied with their partner

selection than those offered a small set of partners with no chance of reversing their decision.

The economics of choice has not been without controversy. There have been many

studies that found no paradox of choice - that more choice is in fact better. For instance, Daniel

Mochon has written about single option aversion. When Williams Sonoma added a second $429

breadmaker to their previous single offering at $279, the sales of the $279 version doubled. The

same results hold for consumers choosing nightclubs and savings accounts. Consumers, at least

to a point, prefer larger assortments when presented with them. These types of results seem to

directly contradict the general thrust of the choice overload hypothesis.

Until recently, it was not known whether the paradox of choice was in fact a paradox.

However, two meta-analytic reviews, one by Chernev et al. in 2015 and a second by McShane

et al. in 2018 , focused on the context in which choice overload might apply, rather than

assuming that its effect was universal. These studies provide a new, more nuanced view of

choice. It turns out that choice overload is very contingent on the structure of the choice.

These studies found that the paradox of choice is in fact a paradox but that more choice is

not always worse. More importantly, they provided a taxonomy to help us understand when

choice overload might apply. There are four main factors that moderate the effect. The first is

choice difficulty. This is defined as how many attributes describe each choice or how well

ordered the presentation of the choices is. A second factor is choice complexity. Complexity is

reduced when there is a dominant option. It is increased when attributes of each option are not

alignable such as choosing between one car with an alarm system and another with a sunroof.

A third factor is the degree of preference uncertainty - do you know what an ideal choice would look like before you are exposed to the choices. Finally, there is effort; in particular, how much

effort you are willing to expend. This is generally proportional to the stakes of the choice.

The results of these studies are largely intuitive. Both Chernev and McShane found

choice overload when common sense tells us that the moderators make it more likely: when the

task is difficult, when it is complex, when the subject has poorly articulated preferences or when

the effort the subject is willing to expend is low. In the opposite conditions, more choices in fact

lead to better outcomes. These particular findings are true (with some currently unexplained

exceptions ) across a broad range of outcome researchers measured: option selection

“goodness,” choice satisfaction, and switching post choice.

This contingent choice overload is caused by a number of well-known human behavioral

biases. We can begin with a founding idea of behavioral economics, bounded rationality.

Bounded rationality is Herbert Simon’s idea that humans have multiple perceptual and

computational constraints that are alleviated at some cost. In this context, the higher the cost of

making the decision, the higher the reward needs to be before people are willing to expend that

cost. More choice means more effort or cost, and if the cost rises faster relative to the benefit of

the extra choice, then the choice is less likely to be good.

More choice means higher decision costs, but not necessarily higher decision benefits.

This can be partially explained by hedonic adaptation. Hedonic adaptation is a tendency to get

used to both positive and negative changes in our lives and so return to previous levels of

happiness. It is implicated in the paradox of choice in that we are spoiled by the fruits of our choices. For example, we imagine winning the lottery as having a far greater impact on our

long-term happiness than lottery winners actually report. If we are bad at imagining how we will

feel when we make a particular choice, then the benefits of having lots of choices might be quite

low. In addition, perhaps we actually get used to having more choices (or more freedom) over

time, and so the benefits of that freedom become less and less pleasurable.

While the hedonic adaptation to more freedom reduces the pleasure of freedom slowly

over time, there is a human emotion that makes more choice worse immediately - regret.

Unfortunately, the more options we have, the more stories we can tell about the good alternatives

that got away. We do this both pre and post decision. This is especially true when there are

trade-offs that have many dimensions. In this case, there is often no one choice that is better on

all dimensions. This may be one reason why choice complexity causes experimental subjects to

feel subjectively worse about their decision. In addition, the more choices we have, the more

likely the choice we made was very close to another option. So if we have regret, we are now

regretting a near miss, and there is a large literature which shows that the closer the miss, the

worse the regret.

People should seek fewer choices when they don’t know what they want and the decision

involves low stakes and is difficult and complex. These are heuristics. Can economists offer

more specific advice? For most consumer products in rich western democracies, hedonic

adaptation is a powerful force reducing utility and therefore the benefit of many decisions to

zero. Assortment should be restricted for these types of decisions. This also applies to consumer

decisions that are hard to make and thus have low expected benefits. For dating apps information

quality is very low if your goal is to find a long-term partner. In a perfect stock market all

choices have the same expected return so additional choices have low expected benefits.

However, many professional purchasing decisions are different. Here hedonic adaptation is

rarely an issue since the reward is not consumed for pleasure. In addition, if buying for another

part of an organization, personal regret also plays little role. So at work, more choice is probably

better. These types of issues are the questions that future research might tackle to turn generic

wisdom into practical advice. Patrick Henry would be less an orator and more an economist if he

had taken what we know so far and said,

“Give me liberty or give me death, unless I am confounded by my bounded rationality, hedonic adaptation, and regret.”

Aristotle. The Complete Works of Aristotle: The Revised Oxford Translation . Edited by Jonathan

Barnes. Vol. 1. N.p.: Princeton, 1984.

Bown, Nicola J., Daniel Read, and Barbara Summers. "The Lure of Choice." Journal of

Behavioral Decision Making 16, no. 4 (2003): 297-308.

Chernev, Alexander. "When More is Less and Less is More: The Role of Ideal Point

Availability and Assortment in Consumer Choice." Journal of Consumer Research 30, no. 2, (September 2003): 170-183.

Chernev, Alexander, Ulf Böckenholt and Joseph Goodman. "Choice Overload: A Conceptual

Review and Meta-Analysis." Journal of Consumer P sychology 25, no. 2 (2015): 333-358.

D'Angelo, Jonathan, and Catalina L. Toma. "There Are Plenty of Fish in the Sea: The Effects of Choice Overload and Reversibility on Online Daters' Satisfaction With Selected Partners." Media Psychology 20, no. 1 (2017): 1-27.

Eldar, Shafir, Itamar Simenson, and Amos Tversky. "Reason-Based Choice." Cognition 49, no. 2

(1993): 11-36.

Gourville, John T., and Dilip Soman. "Overchoice and Assortment Type: When and Why Variety Backfires." Marketing Science 24, no. 3 (Summer 2005): 382-395.

Iyengar, Sheena, Gur Huberman, and Wei Jiang. How Much Choice Is Too Much?

Contributions to 401(k) Retirement Plans, in Pension Design and Structure: New Lessons from Behavioral Finance . Edited by Olivia S. Mitchell and Steve Utkus. N.p.: Oxford University Press, 2004.

Iyengar, Sheena, and Mark Lepper. "When Choice is Demotivating: Can One Desire Too Much

of a Good Thing?" Journal of Personality and Social Psychology 79, no. 6 (2000): 995-1006.

Lewis, Michael. The Undoing Project: A Friendship that Changed the World . New York: W. W.

Norton, 2017.

McShane, Blakeley B., and Ulf Böckenholt. "Multilevel Multivariate Meta-Analysis with

Application to Choice." Psychometrika 83, no. 1 (2018): 255-271.

Mochon, Daniel. "Single Option Aversion." Journal of Consumer Research 40, no. 3 (October

2013): 555-556.

Oppewal, Harmen, and Kitty Koelemeijer. "More Choice is Better: Effects of Assortment Size

and Composition on Assortment Evaluation." International Journal of Research in Marketing 22, no. 1 (2005): 45-60.

Schwartz, Barry. The Paradox of Choice: Why More is Less . New York: Harper Collins, 2004.

Thompson, Derek. "More is More: Why the Paradox of Choice Might be a Myth." The Atlantic .

Accessed March 17, 2019. http://theatlantic.com/business/archive/2013/08/more-is-more-why-the-paradox-of-choice -might-be-a-myth/278658/.

Tversky, Amos, and Eldar Shafir. "Choice Under Conflict: The Dynamics of Deferred Decision."

Psychological Science no. 6 (1992): 358-361.

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Harvard Economics Challenge (HPEC) - 10 Tips to Help You Win

For high schoolers keen on testing and demonstrating their knowledge of certain subjects, pre-collegiate challenges are an increasingly popular option to pursue.

They’re particularly useful if you’re looking to use your participation (or victory!) to signal to admissions officials and future HRs that you know your stuff, and this comes in handy when you’re applying to highly competitive universities or employment roles.

With that in mind, in this blog, we take a deep dive into the Harvard Pre-Collegiate Economics Challenge (HPEC).

What is the Harvard Pre-Collegiate Economics Challenge?

The HPEC is an international economics competition organized by the Harvard Undergraduate Economics Association (HUEA) . The HUEA is the primary undergraduate economics group at Harvard, run purely by students. They organize both the HPEC as well the Harvard International Economics Essay Contest.

The HPEC tests students on Advanced Placement Microeconomics and Macroeconomics levels, along with economic news, history, and recent research . HUEA has been hosting the HPEC since 2011, with teams from around the world participating to test their skills, interact with professors and peers, and learn about the wider world of economics.

Is the HPEC prestigious?

While the HPEC started in 2011, it has not been hosted every single year since then, however, it has seen at least 8 iterations. It has also seen participation from anywhere between 20 and 40 teams of students from the US, England, Canada, and more, with many past participants going on to study at Ivy League institutions. This plus its association with a reputed university like Harvard lends it a certain degree of prestige, however, at the end of the day it is still a student-run competition with only moderate investment from the Harvard faculty. HUEA does make efforts to involve the faculty and also bring in notable economists and researchers to discussions that participants can attend. We would say that the challenge is only somewhat prestigious, being limited in not being endorsed and operated by the Harvard faculty directly.

Who is eligible for the HPEC?

To participate in HPEC, you must:

Be enrolled in a high school or equivalent institution. You can be located in any country.

Form teams of 1-4 members. While there’s no mandate, HEUA recommends having at least 3 members in your team.

Each school is allowed to register 1-2 teams and indicate interest in sending a 3rd. The number finally allowed will depend on space availability and registration.

Have a team coach . This may be a teacher in your school, or it may even be a parent if your teacher is not able to attend the competition.

Registration process

For 2023, the registration deadline was March 10, 2023, 11:59 EST. However, HEUA recommends that you apply as early as possible due to the challenge being subject to space constraints. You will need to pay a $125 fee to register .

The challenge itself took place on April 8, 2023. You and your team can choose to compete either virtually from anywhere around the world or in person on Harvard's campus .

How is the HPEC structured?

The competition is divided into two parts:

1. Written Exam

This will be a 90-minute, 60 multiple choice question individual exam to be completed by each participant.

You will not be allowed to communicate with your teammates or your coach and will have no access to calculators, notes, or external aids of any kind.

If you’re participating virtually , you’ll have a 48-hour window to access the website and take the exam. Once begun, you’ll have the same 90 minutes to complete it.

The exam syllabus is 40% macroeconomics, 40% microeconomics, and 20% current events .

2. Quiz Bowl Rounds

These will follow a round-robin structure.

Each round will be 15 minutes long with 15 questions each, except for elimination rounds which will have 18 questions each.

After the moderator reads the question, any team may buzz in to get 10 seconds to answer. If they fail, the other team also gets 10 seconds to answer.

Virtually participating teams and in-person teams will have separate quiz bowl pools - you will only be competing in your respective bracket.

The quiz bowl syllabus is more varied and detailed:

25% Microeconomics

25% Macroeconomics

20% Economic History

15% Current Events

10% Potpourri

5% Modern Research Topics

You should thoroughly go over the manual to understand the structure and scoring.

Prizes on offer

The highest-scoring team and the two highest individual-scoring students will receive trophies. There is no cash prize on offer.

Pros and Cons of Participating

The challenge is highly accessible - the combination of the low registration fees and the virtual-only option ensures that this is one of the most accessible economic challenges available for any high schooler. Regardless of where in the world you live, and almost regardless of your access to funds, you’ll be able to participate in the HPEC.

You can make the best out of robust networking opportunities - whether you participate in-person or virtually, the round-robin nature of the quiz bowl will allow you to interact with peers across the world, to say nothing of working with your teammates and coach. HUEA also organizes panel discussions that you will be able to attend to maximize this further.

It serves as a solid prep for college - the topics that you will be tested on over the course of the HPEC are all Advanced Placement level subjects in economics. This means that all your prep for HPEC will come in handy if you’re already considering pursuing economics in college or maybe even prepping for another economics challenge!

The challenge is not particularly prestigious - at the end of the day, the HPEC is a student-run competition, which makes its association with the prestige of Harvard tenuous at best. If you’re specifically looking to use this challenge to boost your profile, then you may be better off looking elsewhere.

It is not competitive enough - as a consequence of the previous point, not a lot of teams end up participating in the HPEC. Our research tells us that the number of participating teams varies from 20 to 40, which means about 100-150 students participate in any given year. This means that the competitive value of the HPEC goes down compared to many other national-level competitions, much less international ones.

There is no meaningful prize pool - possibly as a consequence of the above two points, the prize pool for the competition is also not significant. While this does not detract from the academic value of participation, it is also not a particularly motivating factor.

Tips to win

After weighing the pros and cons, if you’ve decided to participate in the challenge, then we’ve got some tips to help you win:

Deep dive into economic concepts: Ensure you have a strong grasp of both micro and macroeconomic principles. Familiarize yourself with key concepts such as supply and demand, market structures, fiscal policies, and international trade.

Stay updated with current events: A good chunk of both the written exam and quiz bowl is dedicated to questions concerning current economic events and updates. Regularly read reputable economic journals, newspapers, and magazines to stay informed about global economic trends and events. Investopedia is a good place to check out for this.

Practice, practice, practice: Review previous challenge questions and solutions - the Harvard Economic Challenge website has a very helpful compilation of these at the very bottom. This will give you an idea of the format and the type of questions to expect while also helping you fill out any gaps in your understanding of the core economic concepts.

Participate in group discussions: A lot of the learning you can extract from such challenges is peer learning. Engage in discussions with peers or join an economics club at your school, which you may need to do anyway to build a team! Exchanging ideas and debating on economic topics can provide diverse perspectives and deepen your understanding.

Seek solid mentorship: If possible, find a mentor who is well-versed in economics. They can provide guidance, share their experiences, and offer valuable insights that can help you prepare.

Enhance your analytical skills: Economics isn't just about memorizing concepts; it's about analyzing data and drawing conclusions. Work on improving your analytical and critical thinking skills.

Practice graphical analysis: Many economic concepts are best understood and represented graphically. Ensure you can both interpret and sketch graphs accurately. While this will not directly assist you in the competition, it will greatly enhance your own learning and help you understand key economic concepts and even convey ideas better.

Manage your time well: During the challenge, allocate your time wisely. Prioritize questions you are confident in and then tackle the more challenging ones.

Stay cool during the competition: It's natural to feel nervous, but staying calm will help you think more clearly. If you come across a difficult question, take a deep breath, and approach it methodically. There is no point deduction for leaving a question, only for incorrect answers. The correct approach is to either be sure you’re right or to skip.

Review and double-check your answers: Since the competition penalizes wrong answers only in both the written exam and quiz bowl, the most important thing for you and your team to focus on is accuracy. Put in as much work in reviewing and cross-checking your answers as you do in formulating them.

While the Harvard Pre-Collegiate Economics Challenge is neither a particularly large nor highly prestigious opportunity, it is nonetheless a highly accessible one that offers great learning if you’re passionate about economics. Succeeding in it will still require dedication, preparation, and a deep understanding of economics, and all of the efforts you put into it will assist you greatly in preparing for future competitions or college applications. Some other competitions you should strongly consider if economics is your thing are the National Economics Challenge and the International Economics Olympiad , both large-scale, prestigious, and intense tests of knowledge.

In the meantime, if you have an interest and are ready to put in the effort, make sure to apply for HPEC 2024!

Lumiere Research Scholar Program

If you’re looking for the opportunity to do in-depth research on various topics in economics, you could also consider applying to one of the Lumiere Research Scholar Programs , selective online high school programs for students I founded with researchers at Harvard and Oxford. Last year, we had over 4000 students apply for 500 spots in the program! You can find the application form here.

Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a PhD student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.

Image Source: HUEA logo

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Saturday 12 november 2022, 2022 huea/her international essay contest.

• In recent years and decades, many countries have seen fertility rates drop, potentially leading to falling populations. Currently, China has a fertility rate of 1.3, one of the lowest in the world. However, in 2021, China experienced GDP growth of 8% with output totaling $17.7 trillion. Will this lowered fertility rate (with potential to fall further) affect China’s economic growth and policy? How so? What, if anything, can the Chinese government do to limit the risk of falling fertility rates?
• U.S. mortgage rates recently passed 7%, making the purchase of a new home increasingly unaffordable. Meanwhile, the United States has suffered from a chronic shortage of available housing for decades, particularly in urban areas, leading to what many scholars and advocates call an affordability crisis. Why is housing so unaffordable in the U.S.? What can (or should) be done by private actors, state and local governments, and the federal government to alleviate the affordability crisis?
• It is often suggested that a tradeoff exists between economic growth and the health of the environment, especially now as the threat of climate change becomes more dire. What economic risks does a changing climate pose? Can economic growth be consistent with a healthy environment? What policies, either market-based or otherwise, should governments enact to protect the environment while posing the least danger to economic efficiency? 
• Central banks such as the Federal Reserve in the U.S. and the Bank of England in the UK manage their nation’s macroeconomies with the goal of ensuring price stability and maximum employment. Globally, inflation rates are rising to levels not seen since the 1980s, particularly in the U.S. and European countries. To what extent should the monetary policies of central banks in various Western countries differ or resemble one another as a reaction to the specific causes of inflation facing their economies?

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World Historian Student Essay Competition

Congratulations to Joshua Hangartner of La Jolla Country Day School, the winner of the 2023 World Historian Student Essay Competition for his essay, "World History: A Vehicle for Understanding Ourselves."

2023 World Historian Student Essay Competition Winner: Joshua Hangartner (La Jolla Country Day School)

• The WHA is pleased to announce that Joshua Hangartner of La Jolla Country Day School (La Jolla, CA) is the winner of the 2023 World Historian Essay Competition for his outstanding essay, "World History: A Vehicle for Understanding Ourselves." Focusing on its broad and deep complexities, Mr. Hangartner ably demonstrates how World History's vast and complex scope connects us personally to the sweeping historical themes that shaped the present day and serves as a "uniquely powerful tool" that allows us to discover ourselves in an incredibly complicated world. Congratulations, Joshua!

The World Historian Student Essay Competition is an international competition open to students enrolled in grades  K–12 in public, private, and parochial schools, and those in home-study programs. Membership in the World History Association is not a requirement for submission. Past winners may not compete in the same category again.  Finalist essays will be checked against AI internet components and will be automatically disqualified should stock answers be detected.

The World History Association established this $500 prize to recognize young scholars. A one-year membership in the WHA will also be included with each prize.

Each competitor will submit an essay that addresses one of the following topics and discuss how it relates to you personally and to World History:  Your view of a family story related to a historical event or your personal family cultural background, or an issue of personal relevance or specific regional history/knowledge, such as "My ancestor walked with Abraham Lincoln from Illinois to fight in the Black Hawk War of 1832." 

The committee will judge papers according to the following criteria:

• clear thesis;
• elaboration on the thesis with specific, concrete, personal example(s);
• evidence of critical-thinking, such as synthesis and evaluation, when reflecting on the essay question;
• organization and fluency; and
• overall effectiveness of the student’s ability to communicate his or her personal connection with the study of world history—in other words, how well has the student described the experience of being changed by a better understanding of world history?

To view some of our past winning essays, please click on the links below.

2023 Paper Prize Winner

2019 Paper Prize Winner

2018 Paper Prize Winner

2017 Paper Prize Winner

SUBMISSION GUIDELINES

Length & format.

Length:  Submissions for the  K–12  World Historian Award should be approximately 1,000 words.

Formatting:  Number all pages except for the title page. All pages are to be double-spaced. Use 12-point Times New Roman Font. Margins are to be 1 inch left and right, and top and bottom.

Submissions must be composed in Microsoft Word.

The author’s identity is to appear nowhere on the paper.

A separate, unattached page should accompany the paper, identifying the author, title of paper, home address, telephone number, e-mail address, and name of school.

Papers that do not adhere to these guidelines will be disqualified.

Entries must be emailed or postmarked by the annual deadline of 1 May.

Winning papers will be announced during the summer.

The  WHA  reserves the right to publish in the  World History Bulletin  any essay (or portion thereof) submitted to the competition. It will do so solely at its discretion, but full acknowledgment of authorship will be given. If someone’s essay is published in whole or in part, the author will receive three (3) copies of the  Bulletin.

E-mail submission

Send the following materials as separate attachments (formatted in  MS  Word) in the same e-mail, with the subject line  World Historian Student Essay :

• the paper, and
• a page with identifying information (author, title of paper, home address, telephone number, e-mail address, and name of school).

E-mail to:  Susan Smith <[email protected]> .

Postal submission

Send five copies of the paper and five copies of the page with identifying information. In the lower left hand corner on the front of the envelope write:  World Historian Student Essay.

Susan Smith Maple Grove Senior High 9800 Fernbrook Lane  N. Maple Grove,  MN  55369-9747

WORLD HISTORIAN STUDENT ESSAY COMPETITION COMMITTEE:

• Susan Smith, chair
• Paul Richgruber

PAST WINNERS

• Joshua Hangartner, La Jolla Country Day School (La Jolla, CA) "World History: A Vehicle for Understanding Ourselves"
• Amanda Zhao, Pacific Ridge School (Carlsbad, CA) “History: An Ode to the Bricks of Progress”
• Akram Elkouraichi, Yonkers Middle High School (Yonkers, NY) “The Realization of Impermanence: Ephemerality in World History as a Conceptual Framework”
• Steven Chen, Sir Winston Churchill Secondary School (Vancouver, BC, Canada) “A Human Story: World History as an Optimist”
• Juliana Boerema, Cary Christian School (Cary, North Carolina) “Brilliant Painting: How the Study of World History Changes Perspective”
• Ahmad Aamir, Lahore Grammar School (Lahore, Pakistan) “Learning from History: Cooperation, Belief, Scholarship, & Words”
• Vivian Liu, International School of Beijing (Beijing, China) “History: Bread of the World”
• Vanessa Yan, Saint Stephen’s Episcopal School (Bradenton, Florida) “World History: The Great Macroscope”
• Rachel Hughes, Webber Academy (Calgary, Canada), “Fostering a Universal Understanding of World History is the Key to a Brighter Tomorrow”
• Campbell Munson, The Episcopal School of Dallas, “How History Has Affected My Worldview: Economies, Migration, Causality and Disease”
• Jacob Cooper, North Oconee High School (Bogart, Georgia), “World History: The Basis for Self-Determination, Democracy, and Religion“
• Luke J. Hamilton, Sword Academy (Bridgeport, Nebraska), “The Present: Living History”
• David Kim, Wydown Middle School ( St.  Louis), “History: The Shadow of the World”
• Elizabeth Mello, Dartmouth High School (Dartmouth, Massachusetts), “Out of Many Threads, One Cloth”

Awards Sample banner

Awards Sample banner EXCERPT

• Summer Program
• CEMC Test Information

Essay Contest

Harvard international economics essay contest (hieec).

Eligibility

✓ Must be a student enrolled at a secondary school ✓ Must be a logical, profound and effective communicator in the written and spoken English language 

The Harvard Undergraduate Economics Association (HUEA) and the Harvard College Economics Review (HCER) jointly host an annual essay contest so-called “HUEA/HCER International Essay Competition.” Utilization of real-world examples in corroborating economic theories is the key to success of this contest. Moreover, a summary-based rather than research-based essay format is highly encouraged. Four questions are provided, and only one of them should be answered and submitted accordingly. The submitted essays will be evaluated by the boards of the organizations as well as Oliver Hart, the 2016 Economics Nobel Prize winner.  

Any high school student at any level from any country and any school is eligible to take part in the contest. The essay should be no longer than 1500 words. 1st prize winner receives $1000; 2nd prize winner receives $250; and 3rd prize winner receives $100. 

Engineer Girl Writing Contest

Eligibility  

 ✓ The contest is open to individual girls and boys in the following three competition categories: 

Elementary School Students (grades 3-5)

Middle School Students  (grades 6-8) High School Students (grades 9-12)

Sustainable development is about meeting the needs of the present without compromising the ability of future generations to satisfy their own needs.  It’s a way of thinking that will help make life is as good or better in the future as it is today.

To accomplish this, the world needs solutions that not only fix problems, but also support social and political change. Engineering and people with engineering skills are essential to making this happen.

The United Nations created the Sustainable Development Goals to identify 17 areas where urgent action is required on all levels – from international institutions to individual households.  The aim is to end poverty, protect the planet, and ensure that all people have equal opportunities to enjoy peace and prosperity.

John Locke Institute

National history day (nhd).

  Eligibility

✓ Must be an 18-year-old (or younger) student   

John Locke Institute, an independent educational organization founded in the spirit of John Locke, an English philosopher primarily renowned for his ideas of political liberalism, annually hosts an essay contest so-called “John Locke Institute Essay Competition (or simply ‘John Locke’).” The competition, co-sponsored by the University of Oxford and Princeton University, is purposefully designed to cultivate students’ independent critical thinking, reasoning and persuasive skills beyond the confines of standardized school curricula. 

There are seven subject categories (excluding Junior Category): Philosophy, Politics, Economics, History, Psychology, Theology and Law. For each subject category, three questions are given from which one can only choose to write on, not exceeding 2000 words. The deadline for submissions is TBD. 

✓ Targeted grade levels:6-12th ✓ Word limit:1500-2500 words ✓ Topic: Any history topic related to an annual theme 

  The 2022 National Contest will be held virtually June 12-16, 2022.  

National History Day (NHD), established in 1974, is a nonprofit education organization based in College Park, Maryland, that is dedicated to improving the teaching and learning of history. NHD provides a yearlong academic program for middle and high school students. Every year, more than 600,000 students around the world conduct original research on historical topics of their choosing and create projects to present their findings. NHD improves history education by providing engaged learning for students and professional development for teachers. Students participate in NHD in classrooms ranging from Social Studies, English/Language Arts, Art, and Drama to Technology and Special Education. NHD provides the organizational structure for students like you to enter NHD contests at the Regional and Affiliate levels, with top entries advancing to the National Contest at the University of Maryland, College Park.

Ocean Awareness Contest

✓ All students enrolled in grade 9-12 within the states.

 The Sigma Delta Chi Foundation of the Society of Professional Journalists and the Journalism Education Association want to increase high school students' knowledge and understanding of the importance of independent media to our lives. National winners of this essay contest receive scholarship awards. 

This year's essay topic is  

How can student journalists use social media for free speech and amplifying voices, but still ensure ethical and responsible use of the platforms?

Format is 300-500 words double space and due on Feb 19, 2022 11:59pm

The 11th annual Ocean Awareness Contest is a platform for young people to learn about environmental issues through art-making and creative communication, explore their relationship to a changing world, and become advocates for positive change. Students ages 11-18 from around the world are invited to participate.

The Contest deadline is June 13, 2022.

The 2022 Ocean Awareness Contest—THE FUNNY THING ABOUT CLIMATE CHANGE—challenges students to learn about climate change and its impact on the ocean, and to explore new ways to communicate the urgency of the climate crisis. We are looking for innovative pieces that challenge our expectations for what climate change messaging should look like. How can you talk about climate change in a fresh way? How can you capture attention without sacrificing your message?

summer camp

Stony brook garcia center for polymers at engineered interfaces.

 Each summer, 80 of the world's most accomplished high school students gather at the Massachusetts Institute of Technology (MIT) for the Research Science Institute (RSI). RSI is the first cost-free to students, summer science & engineering program to combine on-campus course work in scientific theory with off-campus work in science and technology research.

Participants experience the entire research cycle from start to finish. They read the most current literature in their field, draft and execute a detailed research plan, and deliver conference-style oral and written reports on their findings.

RSI scholars first participate in a week of intensive STEM classes with accomplished professors. The heart of RSI is the five week research internship where students conduct individual projects under the tutelage of mentors who are experienced scientists and researchers. During the final week of RSI, students prepare written and oral presentations on their research projects.

This is an intensive seven week program for gifted high school students which combines formal instruction with independent research and allows students to design original research projects with guidance from Garcia Center faculty, students, and staff. Students can continue during the academic year in the Mentor Program, which allows them to plan a research schedule with a faculty mentor throughout the year. Pre-arranged transportation and class schedules are coordinated with local school boards to enable students from a large geographical area to enroll in the program. Almost three hundred high school students have participated in the mentor program since its inception.

The students have consistently won recognition for their research through national competitions ( LISEF ,  NYCSEF ,  NYSSEF ,  ISEF ), published in refereed journals, been awarded patents, inducted into the National Young Inventor's Hall of Fame, and been accepted to universities or professional programs of their choice.

SUMaC-Stanford University Mathematics Camp

When you attend Stanford University Mathematics Camp, not only will you engage in deep exploration of mathematics and develop as a mathematician, but you will be immersed in a community of others who share your mathematical talent and curiosity. For three weeks you will participate in online classes, make new friends, and be challenged intellectually. Many participants say the experience changed their lives. 

 SUMaC is for students who are in 10th or 11th grade at the time of application, and who have an exceptional interest and ability in mathematics. 

Dead line is  

Tuesday, March 15, 2022

HSLI -High School Law Institute

 The New York University High School Law Institute (“HSLI”) is a student-run organization that serves talented and motivated high school students throughout New York City. Alongside our sister program at Columbia Law Schoo l, we offer free, yearlong academic programming in constitutional law, criminal law, and speech and debate on Saturdays from 10 AM to 1 PM.

Ideal HSLI students are those who recognize the impact of the legal system, wish to learn more about how it concretely impacts society, and are preparing themselves to serve and advocate for others. While there is no expectation that our students apply to law school or pursue a legal career, we do expect that they apply themselves diligently to their studies in high school and beyond.

Courses are taught by teams of current NYU Law and undergraduate students. Teachers receive thorough training prior to class and receive ongoing support throughout the year. They are also provided with detailed curricula created by veteran HSLI instructors and board members that are scaffolded to support high school student understanding. Each lesson contains discussion questions, background information, classroom activities, and homework assignments that can be tailored to fit each student’s interests. Our classes are discussion-driven aimed at fostering independent thought. At HSLI, students are encouraged to think well, advocate well, and work collaboratively; they are also taught to evaluate arguments based on analytical rigor and strength of evidence.

Fin Tech Focus

Penn medicine summer program.

FinTech Focus is a four-week immersive program designed for incoming college freshmen with an interest in finance, computer science and technology. Over the course of the program, students learn the principles of computer science, gain exposure to the financial services industry, and get hands-on experience developing real-world applications. Students will have the opportunity to hear from guest speakers, learn the basics of banking and finance, and gain insights into STEM career paths available in college and beyond. The course will take place virtually, with the support and sponsorship of top financial firms. It is open to students who are completing their final year of high school and are enrolled in an accredited university 

   Eligibility  

✓ Age 16-18

✓ June 26, 2022 – July 23, 2022 

✓  Tuition: $9,550 

Spend four weeks experiencing the University of Pennsylvania’s Perelman School of Medicine intensive summer program designed for high school juniors and seniors interested in medical careers . Modeled after actual first year Penn Med classes, you’ll gain exposure to the basics of medical training including practical experiences, simulations and live demonstrations. Plus, you’ll live the life of a college student on Penn’s campus, located in University City in Philadelphia, PA .  Experience dorm life, campus living, attend classes, and make life-long friends!

The high-tech, jaw-dropping learning spaces at Penn Medicine are every medical student’s dream. You’ll learn from highly accredited doctors and faculty at Penn Medicine who are involved throughout the program. Students have also had a rare opportunity to observe a surgery. As the doctors share their stories and expose you to the many diverse specialties and opportunities available to pursue in medicine, this program will certainly confirm for you how rewarding it can be when you choose to follow after your passion.

Other MIT Science Camps

Prime Academy

111 North Summit Street, Tenafly, New Jersey 07670, United States

201-266-6011

Copyright © 2023 Prime Academy - All Rights Reserved.

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HCER|HUEA国际论文竞赛介绍

HCER|HUEA -International Essay Competition国际论文竞赛是由Harvard College Economics Review (HCER)以及Harvard Undergraduate Economics Association (HUEA)联合举办，向高中生开放，是展示写作水平的绝佳机会，也是展示一篇说服力强、辩论力强的论文的绝佳机会。HUEA强调运用经济理论和现实案例，构建具有说服力的论据。同时HUEA也是向高校展示在共同应用和UCAS个人陈述方面的高水平写作技能的绝佳机会。

HUEA将于2月3日在HUEA网站上发布四个竞赛问题。参赛者选择回答其中一个问题，并以1500字的作文对其做出答复。回答通过HUEA网站提交，参赛者一共只能提交一篇论文，并只能提交一次。

参赛者提交的论文将由HUEA和HCER的董事会进行评判，前15名的论文将由哈佛大学教授和2016年诺贝尔经济学奖获得者Oliver Hart进行评判选出。

提交文章时必须遵守的规则：

• 必须说明参考文献，严重抄袭将导致取消资格。
• 必须严格遵守1500字的限制。
• 任何外部协助必须在提交表格中声明。

2021竞赛题目Essay Questions

Q1: Behavioral economists have demonstrated that the ability to choose from several options can produce sub-optimal decisions. Under what conditions do people make bad decisions when there are too many options? What are the behavioral implications?行为经济学家已经证明，从多个选项中进行选择可以产生决策。在有太多选择的情况下，人们在什么条件下做出错误的决定？是什么影响了行为？

Q2: International trade has been subject to trade barriers, which include tariffs, licenses, and quotas. These trade barriers are a lightning rod for macroeconomic debate. What is the effect of these trade barriers? Is there a good case for having them?国际贸易受到贸易壁垒的影响，包括关税，许可证和配额。这些贸易壁垒是宏观经济辩论的避雷针。这些贸易壁垒的影响是什么？它们是否有好的影响？

Q3: It is hypothesized that with the advancement of artificial intelligence and robotics techniques, manual labor and other blue-collar jobs may mostly be eliminated from the economy. What are the economic implications of this shift in the United States and to what extent will labor flexibility and quantity be reduced?据推测，随着人工智能和机器人技术的进步，体力劳动和其他蓝领工作可能从经济中消除。这种转变在美国的经济影响是什么？劳动力的灵活性和数量在多大程度上会降低？

Q4: As more economists discuss the possibility of an upcoming recession in light of indicators like the yield curve inversion, what can central banks world wide and fiscal policy leaders do if a recession does occur?越来越多的经济学家根据收益率曲线反转等指标讨论着即将到来的经济衰退的可能性，如果经济衰退确实发生，全球中央银行和财政政策领导者能做些什么呢？

HUEA将在网上公布前15名提交者的最终名单，并由2016年诺贝尔经济学奖获得者Oliver Hart裁决。前十五名参赛者的论文将被出版（经作者许可）。

论文题目发布：东部时间2021年2月3日星期日下午11:59

论文截止日期：东部时间2021年4月30日星期二下午11:595

决赛时间：2021年4月底

公布获奖名单：2021年5月18日

• 参赛者必须是9-12级的在校高中生
• HUEA对来自任何国家和任何学校的高中生开放。​
• HUEA的报名费为5美元。
• 通过Paypal或VeMo在这个页面的顶部支付5美元
• 填写页面顶部的注册表格。
• 在“在此处添加文章”框中提交文章

THE QUEEN'S COMMONWEALTH ESSAY COMPETITION

Since 1883, we have delivered The Queen's Commonwealth Essay Competition, the world's oldest international schools' writing competition. Today, we work to expand its reach, providing life-changing opportunities for young people around the world.

ENTER THE QCEC 2024

The Queen’s Commonwealth Essay Competition 2024 is now live!

Find out more about this year’s theme

'Our Common Wealth' and make sure to enter by 15 May 2024!

140 years of The Queen’s Commonwealth Essay Competition

The Queen’s Commonwealth Essay Competition (QCEC) is the world’s oldest international writing competition for schools and has been proudly delivered by the Royal Commonwealth Society since 1883. 

ABOUT THE COMPETITION 

An opportunity for young Commonwealth citizens to share their thoughts, ideas and experiences on key global issues and have their hard work and achievement celebrated internationally.

Frequently Asked Questions for the Competition. Before contacting us please read these.

MEET THE WINNERS 

In 2023 we were delighted to receive a record-breaking 34,924 entries, with winners from India and Malaysia. Read their winning pieces as well as those from previous years.

TERMS AND CONDITIONS

Terms and Conditions for entrants to The Queen’s Commonwealth Essay Competition. Please ensure you have thoroughly read them before submitting your entry.

HUEA国际论文竞赛 HUEA International Essay Competition

HUEA将在网站上发布竞赛问题，参赛者选择回答其中一个问题。回答通过HUEA网站提交，参赛者一共只能提交一篇论文，并只能提交一次。

必须说明参考文献，杜绝抄袭，同时也要严格遵守字数限制。参赛作品只接受第一次提交。

Ashwin Telang (he/him)

Ashwin is a senior at West Windsor-Plainsboro High School South and is interested in macroeconomics, sociology, and public policy. He also enjoys competing for his school's debate and model congress team. In his free time, you can find Ashwin biking, playing piano, or hanging out with friends at a local Panera. 

• 翰林提供学术活动、国际课程、科研项目一站式留学背景提升服务！
• 400 888 0080

2021 HCER | HUEA International Essay Competition

2021 HCER|HUEA国际论文学术活动

HCER|HUEA -International Essay Competition国际论文学术活动是由Harvard College Economics Review (HCER)以及Harvard Undergraduate Economics Association (HUEA)联合举办，向高中生开放，是展示写作水平的绝佳机会，也是展示一篇说服力强、辩论力强的论文的绝佳机会。HUEA强调运用经济理论和现实案例，构建具有说服力的论据。同时HUEA也是向高校展示在共同应用和UCAS个人陈述方面的高水平写作技能的绝佳机会。

HUEA将于2月3日在HUEA网站上发布四个学术活动问题。参赛者选择回答其中一个问题，并以1500字的作文对其做出答复。回答通过HUEA网站提交，参赛者一共只能提交一篇论文，并只能提交一次。

参赛者提交的论文将由HUEA和HCER的董事会进行评判，前15名的论文将由哈佛大学教授和2016年诺贝尔经济学奖获得者Oliver Hart进行评判选出。

提交文章时必须遵守的规则：

必须说明参考文献，严重抄袭将导致取消资格。

必须严格遵守1500字的限制。

任何外部协助必须在提交表格中声明。

2021学术活动题目Essay Questions

Q1:  Behavioral economists have demonstrated that the ability to choose from several options can produce sub-optimal decisions. Under what conditions do people make bad decisions when there are too many options? What are the behavioral implications?行为经济学家已经证明，从多个选项中进行选择可以产生决策。在有太多选择的情况下，人们在什么条件下做出错误的决定？是什么影响了行为？

Q2:  International trade has been subject to trade barriers, which include tariffs, licenses, and quotas. These trade barriers are a lightning rod for macroeconomic debate. What is the effect of these trade barriers? Is there a good case for having them?国际贸易受到贸易壁垒的影响，包括关税，许可证和配额。这些贸易壁垒是宏观经济辩论的避雷针。这些贸易壁垒的影响是什么？它们是否有好的影响？

Q3:  It is hypothesized that with the advancement of artificial intelligence and robotics techniques, manual labor and other blue-collar jobs may mostly be eliminated from the economy. What are the economic implications of this shift in the United States and to what extent will labor flexibility and quantity be reduced?据推测，随着人工智能和机器人技术的进步，体力劳动和其他蓝领工作可能从经济中消除。这种转变在美国的经济影响是什么？劳动力的灵活性和数量在多大程度上会降低？

Q4: As more economists discuss the possibility of an upcoming recession in light of indicators like the yield curve inversion, what can central banks world wide and fiscal policy leaders do if a recession does occur?越来越多的经济学家根据收益率曲线反转等指标讨论着即将到来的经济衰退的可能性，如果经济衰退确实发生，全球中央银行和财政政策领导者能做些什么呢？

HUEA将在网上公布前15名提交者的最终名单，并由2016年诺贝尔经济学奖获得者Oliver Hart裁决。前十五名参赛者的论文将被出版（经作者许可）。

论文题目发布：东部时间2021年2月3日星期日下午11:59

论文截止日期：东部时间2021年4月30日星期二下午11:595

决赛时间：2021年4月底

公布获奖名单：2021年5月18日

参赛者必须是9-12级的在校高中生

HUEA对来自任何国家和任何学校的高中生开放。​

HUEA的报名费为5美元。

通过Paypal或VeMo在这个页面的顶部支付5美元

填写页面顶部的注册表格。

在“在此处添加文章”框中提交文章

Grace Laver ，达师学术英语教师，布朗校报社论版编辑，布朗社区一所重点小学的校内英文和数学 辅导项目主负责人，同时指导8名布朗大学大一新生的学业和 校园生活，布朗大学教育研究和文学艺术双专业本科 高中校内杂志主编。获奖战绩：1、Scholastic Writing Awards National Gold Medal in Critical Essay(2015)学乐写作奖--论文类全国金牌(2015)  2、Scholastic Writing Awards Regional Gold Key in Flash Fiction(2016) 学乐写作奖一一超短篇小说地区金奖(2016)  3、Scholastic Writing Awards Regional Silver Key in Poetry(2017) 学乐写作奖ー一诗歌地区银奖(2017)  4、Scholastic Writing Awards Regional Gold Key in Short Story(2018) 学乐写作奖--短故事地区金奖(2018)  5、Scholastic Writing Awards Regional Giold Key in Science Fiction/Fantasy(2019) 学乐写作奖--科幻/奇幻小说地区金奖(2019)  6、st Place in St Teresa of Avila Essay Writing Competition(2013  7、圣女大德兰写作竟赛第一名(2013) National Merit Commended Student(2015)  8、美国优秀学生奖学金(2015)(全国入选率0.57%)

Katarina ，达师学术英语英语老师，布朗大学英语文学艺术专业，担任多年写作中心导师，Young Writers Workshop导师，The Mirror, St. Francis`s文学杂志主编，荣获 Susquehanna University`s 创意写作最高奖学金，受邀参加 The Kenyon Review`s 青年作家研讨会。

Haley Richardson ，达师学术英语英语老师，美国知名文理学院心理学专业，硕士克莱顿州立大学公共管理专业，美国大学优等生荣誉学会成员，大学写作中心多年写作教学经验。

Jamie L. Mcclure ，达师学术英语英语老师，美国知名文理学院英语文学和创意写 作专业，爱丁堡龙比亚大学和贝桑松大学(法国)交换经历，本科时期获得多项奖学金，曾在韩国完成两年的ESL授课教研，熟悉亚洲学生需求，大学写作中心多年写作教学经验。

Lucy Kaufman ，达师学术英语老师，布朗大学英语文学和古典文学双专业，精通古希腊语，在2018年全国希腊语考试中获得高荣誉，布朗剧院董事会成员，学乐写作奖-诗歌银奖2016)，学乐写作奖---幽默银奖(2017)，数年诗歌、小说、剧本和学术写作辅导经验。

刘晟怡恰 Sybil ，达师学术英语教师 达师学术英语学术活动主管，7年以上英文国家学习生活经历，长期在学术中心任职，热爱探究语言的可能性，探究各类艺术间的联系与不同，Agnes Scott College(ASC)毕业，主修艺术，辅修英文文学，曾在牛津大学交换、学习20世纪英国文学、现代戏剧、人类语言学。

Liam Elwood ，graduated from Tufts University.He is a consistent honor roll student pursuing a major in international relations. He is passionate about learning and teaching since high school, which rendered him high GPA, high AP scores and various School-wide awards. For over two years he has used this passion to teach English to many Chinese students and helped them achieve awards in various competitions. His curriculum has been based on creating a helpful environment to familiarize students with the intricacies of English as well as boost their confidence in real-world applications of language, which makes his pedagogy popular among students. His programs have assisted my students to succeed in crucial college interviews and become confident in their ability to write essays at the college level.

Kenny 老师， 美籍，西北大学本科全奖获得者。3年修完本科两个主学位和两个辅修学位。在商业咨询领域颇具天赋，大三获德勤旧金山办公室全职Offer，本科期间成立自己的SAT/ACT辅导公司，5+年的国际课程辅导经验 ，主授literature和writing类课程，成功辅导多位美籍和中籍学生入读常春藤名校。

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