The College of New Jersey (TCNJ) has created a culture of constant questioning. In small classes, students and faculty members collaborate in a rewarding process. They seek to understand fundamental principles, apply key concepts, reveal new problems and pursue lines of inquiry to gain a fluency of thought in their disciplines. This transformative process is at the core of the educational experience at the College.
Many students extend their classroom work by participating in research with faculty members or studying abroad. Often, professors and students co-author papers published in academic journals. The mentor relationship helps students discuss career options and land pertinent fellowships, internships, and summer research positions.
TCNJ admits a diverse class each year full of ambitious students, eager to build on their earlier education and plunge into new topics. In finding a home away from home, ninety-five percent of first year students return their second year. The most successful admits are prepared to steer their own academic pursuits toward post-graduation goals of graduate school, professional training, or satisfying careers.
Prestigious graduate schools, including the University of Pennsylvania, Georgetown Law School, Maxwell School at Syracuse University, NYU Law School, and Harvard, Yale, and Northwestern Universities, routinely welcome TCNJ alumni into their ranks. Eighty-five percent of TCNJ students who apply to medical school are accepted.
Many top corporations recruit TCNJ graduates, providing avenues into rewarding jobs directly after graduation. Other barometers of student success include the 100 percent pass rate of education majors taking the state teacher preparation test and the 85 percent three-year pass rate for nursing students going for their license. The variety of learning opportunities at the College prepare students to prosper in any arena after leaving the campus.
Professors are always available in and out of the “small classes,” and they “are truly interested in the progress and well-being of their students.” Though the classes for liberal learning requirements are “stressful,” teachers want their students to do well and “are eager to help and answer questions.” “There has never been a moment where I have felt unsupported in my academic endeavors or felt that I could not reach out for help,” says a student. A few students warn that some requirements become hard to fill because “there are only a few options that fit the topic, and everyone is trying to get into those classes.”
One of TCNJ’s greatest strengths is the Freshman Year Seminar Program. Freshman students choose a class that they are interested in (ranging from “a class on Bruce Springsteen, to one about Harry Potter, to one about the meaning of life”), and then live on a floor with all of the students in that class. “This is a wonderful opportunity to build community and to ensure that students are surrounded by people with similar interests and academic goals.”
The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.
Please visit The Princeton Review’s page on campus safety for additional resources: http://www.princetonreview.com/safety
The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education: http://ope.ed.gov/security