How do Georgia Tech and Brown differ in what they look for in applicants?

They do look for different things. Georgia Tech tends to reward clear evidence that you are ready to thrive in a rigorous, technical environment, especially through strong math and science preparation, sustained interest in engineering/computing/research, and a track record of building or solving things. Brown still wants academic strength, but it is usually more interested in intellectual independence, unusual curiosity across fields, and whether you seem like someone who will actually use the freedom of the Open Curriculum in a purposeful way.

A student who fits Georgia Tech often has a more defined academic direction. That does not mean you need to have your whole career mapped out, but your application should make it easy to see why a hands-on, STEM-heavy place makes sense for you. Coursework matters a lot here: advanced math, physics, computer science, engineering-related classes when available, and activities that show depth rather than casual interest. Robotics, coding projects, research, design teams, maker work, math competitions, or practical problem-solving all line up naturally with what Tech values.

Brown is more appealing to students whose strengths are broader, more self-directed, or harder to place in one lane. Because Brown’s academic culture is built around choice, admissions readers often look for students who do not just want freedom, but know how to do something meaningful with it. An applicant who combines, say, biology with philosophy, CS with visual art, or public policy with environmental science may read as especially natural for Brown if the curiosity feels genuine and connected. Brown often responds well to students who show a distinctive voice and a habit of pursuing ideas beyond what was assigned.

The extracurricular difference is less about prestige and more about pattern. For Georgia Tech, activities that demonstrate technical skill, persistence, and real-world application can carry a lot of weight. For Brown, the pattern can be more exploratory or interdisciplinary, as long as it still shows seriousness and initiative rather than random collecting.

In essays, Georgia Tech usually benefits from clarity and fit: why this field, why this kind of rigor, why this kind of problem-solving community. Brown’s essays tend to work best when they reveal how you think, what questions pull you in, and how you would take advantage of a campus that expects students to shape their own education.

The biggest distinction is this: Georgia Tech often asks, can this student excel in a demanding technical setting and contribute through focused capability? Brown more often asks, what kind of mind is this, and what will this person do with unusual academic freedom?