uchicago.edu No paid content found

The University Registrar at the University of Chicago is the office that maintains official academic records. If you need an official transcript, you request it through the registrar's transcript service or your student portal. If you need a diploma (the printed certificate for a completed degree), that is handled separately from transcripts, typically through the same registrar office but on a different request path. In both cases, start at the University Registrar's website (registrar.uchicago.edu), where the current request links and instructions live.

Transcript vs. Diploma: What's the Difference?

These two documents serve different purposes, and students often request the wrong one.

If an application says "submit official transcripts," it almost always means the transcript, not the diploma. If it says "copy of your diploma," send the diploma.

Requesting an Official Transcript

Step 1: Decide who receives it

Transcripts can generally be sent:

• To you (for your own records or to upload elsewhere)
• Directly to a third party (school, employer, board) — this is what makes it "official" to that recipient

If a recipient requires a sealed or directly transmitted copy, order it sent straight to them rather than to yourself.

Step 2: Choose electronic or paper delivery

Most institutions now prefer electronic delivery because it arrives faster and is easier to verify. Paper delivery is still available and is sometimes required by specific agencies. The registrar's site lists the current delivery options.

Step 3: Place the request

• Current students: log in to the student portal (often referred to as the AIS, the Academic Information System) and look for the transcript or records section.
• Former students and alumni: use the transcript ordering service linked from the registrar's site. You will typically need to create an account or verify your identity, since you no longer have portal access.

Step 4: Authenticate and confirm

Expect an identity check. This may be your CNetID and password for current students, or a separate verification step for alumni. Double-check:

• Your name as it appears in the record
• The recipient's exact email or mailing address
• Whether you need the transcript to include the degree and conferral date

Step 5: Track the request

The ordering service usually provides a status page and confirmation email. Keep that confirmation — it is your reference if you need to follow up.

Requesting a Diploma

Diplomas are issued after the degree is conferred, which happens at the end of the term in which you complete all requirements. Key points:

• Timing: You generally cannot receive a diploma before conferral, even if you have finished your last class.
• Name: The diploma prints the name on your official record. If your name has changed, resolve that with the registrar before ordering.
• Delivery: Diplomas are typically mailed. Confirm your mailing address is current, since a returned diploma can take time to reissue.
• Replacement or duplicate: If your diploma is lost or damaged, the registrar handles reorders. Look for the diploma replacement path on the registrar site.

Common Situations and How to Handle Them

There's a hold on your account

A financial, library, or administrative hold can block transcript release. Check your student account first. The registrar cannot release records until the hold is cleared by the office that placed it.

Your name has changed

Transcripts and diplomas reflect your official record name. To update it, you typically need to submit legal documentation (such as a court order or marriage certificate) to the registrar. Do this before ordering, or your documents will print under the old name.

You need it sent to a third party

Enter the recipient's information exactly as they gave it to you. Many electronic delivery systems require the recipient's email, and some require a specific department or attention line. A typo can mean a rejected or misrouted transcript.

You graduated years ago

Alumni can still order transcripts. You will use the alumni/former-student path rather than the current-student portal, and you may need to verify your identity through the ordering service.

What the Registrar Can and Cannot Do

The registrar can:

• Issue official transcripts and diplomas
• Update your official record name with proper documentation
• Confirm enrollment and degree conferral
• Explain holds that affect record release

The registrar generally cannot:

• Resolve financial holds (contact the bursar or student accounts office)
• Provide course content, syllabi, or academic advising (contact your department or college)
• Issue unofficial grade breakdowns beyond what appears on the transcript
• Answer admissions questions (contact the admissions office)

If your question is about money owed, a specific course, or admission, you are likely talking to the wrong office.

Getting Help with a Request

For status questions, use the contact information on the registrar's transcript or diploma page rather than a general university line — the request services usually have their own support channel. Have ready:

• Your name as it appears in the record
• Your student ID or the year you attended
• The order confirmation number
• The recipient's details

Quick Checklist

1. Confirm whether you need a transcript or a diploma.
2. Clear any holds before ordering.
3. Fix your name in the record first if it has changed.
4. Choose electronic or paper delivery based on the recipient's requirement.
5. Enter recipient details exactly.
6. Save your confirmation and track the request.
7. Contact the registrar's request support if it does not arrive.

For the exact current links, delivery options, and any applicable fees, always start at the University Registrar's website, since those details can change and the registrar's own pages are the authoritative source.

Being an IB student means more than attending a school that offers an International Baccalaureate programme. It means learning through a specific framework that asks you to think critically, communicate clearly, and take responsibility for your own progress. The IB's four programmes — the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP) — share a common philosophy but place different demands on students at each stage.

This article explains what the IB expects from students, how responsibilities change across the four programmes, and how families can prepare for the transition.

The foundation: the IB learner profile

Across all four programmes, the IB describes ten attributes it hopes students develop. These are usually called the learner profile. Students are encouraged to be:

• Inquirers — curious and skilled at asking good questions
• Knowledgeable — exploring ideas across a range of subjects
• Thinkers — using critical and creative thinking
• Communicators — expressing ideas confidently in more than one language
• Principled — acting with integrity and fairness
• Open-minded — appreciating other perspectives and cultures
• Caring — showing empathy and respect
• Risk-takers — approaching uncertainty with courage
• Balanced — attending to intellectual, physical, and emotional well-being
• Reflective — assessing their own learning and experience

These attributes are not a checklist to complete. They describe habits and dispositions that teachers look for and that students are expected to demonstrate over time. In practice, they shape how lessons are taught, how projects are assessed, and how students are asked to behave toward one another.

How student responsibilities differ across the four programmes

Each programme has its own structure, age range, and expectations. The table below summarises the main differences.

PYP: building the habits of inquiry

In the PYP, the student's main job is to engage. Children are expected to ask questions, work with others, and reflect on what they have learned. The emphasis is on developing curiosity and basic research skills rather than on formal examinations. Students often take part in units of inquiry that connect subjects, and they may lead conferences where they explain their learning to parents.

MYP: making connections and managing yourself

The MYP asks students to go further. They study eight subject groups and are expected to connect what they learn to the world around them. A key responsibility is the personal project, an independent piece of work that students plan, research, and complete over an extended period. This is often the first time students must manage a long-term deadline largely on their own. Service learning also becomes more structured, and students are encouraged to reflect on their role in the community.

DP: depth, independence, and the core

The DP is the most academically demanding of the four programmes. Students typically study six subjects, three at higher level and three at standard level, and complete three core requirements:

• Theory of knowledge (TOK) — a course that asks how we know what we claim to know
• The extended essay — an independent research paper of up to 4,000 words
• Creativity, activity, service (CAS) — a programme of ongoing experiences outside academic study

DP students are expected to manage a heavy workload, meet external examination deadlines, and produce original academic work. Independent study is not optional; it is central to the programme.

CP: academic study with a career focus

The CP is designed for students who want to combine academic courses with career-related learning. Students take at least two DP courses alongside a career-related study programme, and complete a reflective project. They also develop personal and professional skills. The CP suits students who learn best when their studies connect directly to a practical field, while still requiring the critical thinking and communication skills common to all IB programmes.

How assessment and independence change as students progress

One of the clearest patterns across the IB is the shift from teacher-led assessment toward student-led responsibility.

In the PYP, teachers observe and document learning, and students are guided through reflection. In the MYP, students are assessed against published criteria and must increasingly manage their own projects. By the DP and CP, students are preparing for external examinations and independent research, and they are expected to organise their time, seek help when needed, and meet deadlines without constant reminders.

This progression is deliberate. The IB wants students to leave as self-directed learners who can think for themselves.

Common misconceptions about being an IB student

Several myths circulate about the IB. Here are a few clarifications.

• "IB students must be geniuses." The programmes are demanding, but they are designed for a broad range of students. Effort, curiosity, and organisation matter as much as raw ability.
• "The IB is only about exams." Assessment includes projects, portfolios, oral work, and service. The DP has external exams, but the core requirements are equally important.
• "Students must be fluent in a second language before starting." Language learning is part of the IB, and support is usually available. Requirements vary by programme and school.
• "IB students have no free time." The workload is real, but the learner profile includes balance. Schools generally encourage students to manage their time and well-being.
• "All IB schools are the same." Schools implement the programmes in different ways, and the range of subjects and support offered can vary.

Preparing for the transition into an IB programme

If you are a student or a parent preparing to enter an IB programme, the following steps can help.

1. Read the programme guide for your specific programme. The IB publishes curriculum and assessment information for PYP, MYP, DP, and CP. Understanding the structure reduces surprises.
2. Talk to current students and teachers. Ask about workload, deadlines, and what support is available.
3. Build organisational habits early. A simple planner, weekly review, and clear study space make a difference, especially in the MYP and DP.
4. Practise reflection. The IB asks students to think about their own learning. Keeping a short journal or notes on what worked and what did not is useful preparation.
5. Ask about language and subject choices. Requirements differ by programme and school, so confirm the details with the school directly.
6. Plan for the core requirements. In the DP, the extended essay, TOK, and CAS take time. Starting early and setting interim deadlines helps.
7. Use school support. Coordinators, counsellors, and teachers are there to help. Asking for guidance is part of being a successful IB student.

A practical summary

Being an IB student means developing the learner profile attributes while meeting the specific demands of your programme. In the PYP, that means curiosity and participation. In the MYP, it means making connections and managing independent work. In the DP, it means academic depth and completing the core. In the CP, it means combining academic study with career-related learning and reflection.

Across all four, the common thread is responsibility: for your learning, your time, and your contribution to the community around you. Understanding that early makes the transition smoother and the experience more rewarding.