Finding His Path: ISL Alumnus Jan’s Journey from the IB to EPFL

Jan graduated in 2021 with a desire to study Computer Science. He completed his Bachelors in Electrical Engineering and is now doing his Masters still at EPFL. He gives us the inside scoop on the Cours Mathématique Spécialisé (CMS) at EPFL, and transitioning from the IB to this challenging university programme: recording. In addition, Jan kindly provided his hacks for success for students interested in the CMS: recording. Below is an article based on an interview with Jan to help ISL students on their journey to EPFL. 
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How an ISL graduate navigated the CMS programme and discovered the right academic path

When Jan graduated from the International Baccalaureate Diploma Programme (IB DP) at ISL, he knew he wanted to pursue a technical field—but he also felt a certain hesitation about what awaited him at EPFL. Today, as a Masters student in Electrical Engineering, he looks back on his journey with clarity, appreciation, and a desire to guide the next generation of ISL students who may be considering the same path.

In a recent conversation with Ms Edmunds, Jan reflected on his transition from the IB, his experience in EPFL’s Cours de mathématiques spéciales (CMS) programme, and the lessons he learned along the way. His insights shed light on what it really takes to thrive in EPFL’s demanding academic environment—and why the CMS year should be viewed as a fantastic foundation rather than a hurdle. 

A Foundation Year That Matters

For Jan, the CMS programme became a pivotal experience. Although he had strong IB grades, he fell just one point short of EPFL’s direct-entry requirement at the time—meaning CMS was a requirement.

What he discovered, however, was that CMS served as much more than a bridge year.

“CMS is really the foundation for the entire first semester of the bachelor year—no matter which section you choose,” Jan explains.

The programme introduces students to a broad range of subjects, including physics, chemistry, and computer science, giving them a taste of different academic paths. Jan began the year thinking he would pursue Computer Science, but the breadth of exposure ultimately led him toward Electrical Engineering.

This shift, he says, was possible because CMS allows students to explore without the pressure of immediate specialisation—something he believes is especially valuable for IB graduates accustomed to a more holistic and interdisciplinary framework.

The IB: Strong Preparation, Different Style

Jan notes that the IB prepared him well in terms of curiosity, independence, and conceptual understanding. But EPFL’s academic culture still required some adjustment.

“The IB is very broad. EPFL is much more academic and formal. The transition can feel intense, but it’s worth it.”

He emphasises that CMS starts from the basics, ensuring that all students—whether from Swiss maturité, IB, or other systems—begin with a shared foundation. This levelling of the playing field, he says, is one of the programme’s greatest strengths.

Just as students are engaged in many activities at ISL, Jan encourages students to sign up for clubs from the outset of their EPFL journeys. Now, as a student leader of the Rocket Launch Society, Jan explains that it is a great opportunity to apply what he’s learnt with students with similar, but different interest and to improve collaboration and communication competencies.

Changing Requirements and Increasing Opportunities

When Jan applied, IB students needed 38 points to enter EPFL directly. Since then, the requirement for Swiss residents and passport holders has been lowered, making the bachelor programmes more accessible. For details, see the EPFL Admissions Web site

ISL has also noted positive outcomes for their IBDP graduates at EPFL, reinforced by recent studies showing strong performance once they enter the system.

Over the last 5 years, 18 ISL graduates have embarked upon their studies at EPFL, with a balance between those who entered directly and those who started with the CMS. The majority have been successful with the earliest graduates now undertaking their Master's programmes; only a few have left for personal reasons, finding suitable alternative pathways in the UK, the USA and the Netherlands. 

For students who no longer meet the new direct-entry threshold, CMS remains an excellent alternative pathway—one that Jan believes should not be viewed as a setback.

“Even if you qualify for bachelor entry, CMS can still be a smart choice. It’s not a waste of time. It really prepares you.”

Advice for Future IB Graduates

Jan offers several practical suggestions for students considering CMS:

1. Don’t be discouraged by grades

“A lower score doesn’t mean you can’t succeed. CMS is designed to catch you up and give you structure.”

2. Explore resources early

EPFL offers extensive learning material, recorded lectures, drives, and preparatory documents. Jan encourages students to review these before the programme begins.

3. Understand the course requirements

Knowing which software, background knowledge, or prerequisites are expected can prevent early stress during the fast-paced first weeks.

4. Expect intensity—and embrace it

CMS moves quickly. Year 1 is competitive. Being mentally prepared for the pace can make a significant difference.

5. Stay adaptable

For Jan, staying open to discovering new passions—like Electrical Engineering—was key to finding the right fit. He encourages students to make the most of the clubs and societies in order to find balance while also building social skills and networks to aid employability.

Looking Back—and Looking Forward

Reflecting on his experience, Jan is emphatic: CMS was instrumental in his success at EPFL.

“I really wasn’t sure at the beginning. But looking back, CMS gave me exactly what I needed.”

He remains committed to sharing his story, hoping to reassure future ISL students who may doubt their preparedness or wonder whether EPFL is the right choice.

ISL is grateful to Jan for his openness, reflections, and willingness to help future cohorts navigate this important academic transition.