Hello Academy Mentors!! · 2018-09-01 · Academy Mentor Interview - Top 5 Steps to Success One of our first agenda item for today focuses on interviewing your mentor regarding the

Hello Academy Mentors!!

Happy 2017! We are officially back in school and off to a fast paced start to the second half of the school year. In addition to their regular courses, students have also started the semester off with some unique opportunities. Our sophomores visited San Francisco State University, our juniors visited Menlo College and iDean, a UX design company located in Palo Alto and a select group of sophomores and juniors interested in Forensic Science had the opportunity to tour a Crime Lab in San Mateo. As always, we are working hard to create as many unique opportunities for our students as we help them explore the variety of careers around us and focus on the tools they need to equip themselves to successfully pursue these opportunities in the future.

Speaking of pursuing career opportunities in the future, that will be the main focus of our 3rd mentor session. Evidence shows that starting to plan for college and career success early leads to improved chances of success. Today will provide a great opportunity for students to not only hear a little about your pathway from high school to college to career (and perhaps different careers) but will also allow students the opportunity to start developing their own career path. While career planning may seem quite a ways away for some students, there are opportunities available to them now that might help them get a sense of the type of job they would like to pursue in the future. Opportunities I am aware of right now include an internship at Facebook for sophomores, a handful of opportunities through Stanford University and an internship through San Mateo County Libraries. While the idea of summer may bring with it the notion of rest and relaxation (which is never a bad thing) we don't want to spend our entire summer sitting at home playing video games! In addition to seeking out some summer activities that are of interest to your student today, begin the actual process of preparing with them. What does the student want to learn through the process, how are the preparing now and will they be able to hold a conversation to impress in an interview if there is only one spot available? As always, putting the pen to the paper while you two are sitting together is of great value – sometimes the hardest part of a task like this is knowing where to start – hence the reason I have broken today’s session into three main parts. Part I (15 mins):

Our Check-In o How did last semester end academically? Discuss what has been going on since we last met

on December 2nd? We did have 3 weeks of non-academic time over the holidays too)! How has the first month of the second semester been going?

Part II (55 mins):

Our main objective of the day – Imagining Your Future and Developing A Career Plan o Use the information included to discuss career planning and preparation o What is a Career Plan, the importance of a career interview and interviewing mentor o Reflect on the mentor interview – what did the student learn from this experience o Discuss how to find a job, career interests, and, finally, develop your own career plan! o Lastly, discuss whether that career plan fits with your academic progress/interests?

To make the career plan you just developed relevant, what sort of opportunities are available for THIS SUMMER for students to start gaining experience and deciding if this path is a good one for them.

o Check out my short list of summer opportunities (growing each day) at http://tinyurl.com/academyopportunityboard. Deadlines are quickly approaching and spending the summer at Facebook or on the Stanford Campus could be life changing!

o Don’t forget about Concurrent Enrollment at Canada College. You can find the course catalog here although the summer class offerings/schedule have not been announced yet. Here is last summer’s schedule as an example of offerings.

o Need the resume – all students uploaded their copy in Google Classroom which they have access to!

Part III (20 mins):

Being ready for what is NEXT! o This section is slightly redundant to previous meetings but perhaps most important.

Why plan for college success now and make sure you are on track – regardless of your decision to go to a 4 year university upon graduation or begin at a Community College this section applies to you and your student.

The Common Application, UC Application and their Personal Essay Questions! These are not only good to review for college applications but also may help with tough interview questions for college, internships and jobs

Don’t even know where to start or what colleges to apply to – go to collegeboard.org and check out the 3,762 college options available.

Lastly, every student is eligible to apply for scholarships! Check out some of the amazing scholarships available here: http://tinyurl.com/scholarshipsamples210

Thank you for supporting our students with these tasks that each of them has to tackle! Once again, I know this is a lot of material to cover in 90 minutes. The goal is to keep the morning fast paced and introduce the students to a variety of topics that they can continue working on/thinking about as they move towards a successful life. Exposure to these topics in this setting is a unique experience in itself and I am hopeful that our time together will also be inspiring for students as they plan for a successful future.

Thank you all again for your willingness to be involved with the program this year!

Sincerely,

Chris Rubin

Career Planning and Preparation

Talking about careers can be a very rewarding experience for you and your student. The

following activities are a good way for mentors to get their students excited about the future and

help them recognize education as a pathway to their personal success. Students will like these

activities because they are fun to do and allow them the freedom to make their own decisions.

Choosing a career is one of the most important decisions a young person will have to make.

Unfortunately, young people are urged to decide what they want to do for the rest of their lives

before they have finished high school, even though they may not have the information, maturity

or experience necessary to make a good decision. The goal of these activities is to provide

students with as much information about careers and career requirements as they need to choose

and plan for a career; however, we must remember that young people often change their minds

and that this is okay.

Students should try to plan for a career as early as possible in high school, but also continue to

explore new career options as they mature so these activities can be repeated as they make their

way through high school and even college.

What’s a Career Plan?

There are hundreds of career options out there. How do you make a career choice when you don't

really know what you want to do? Does it seem like an insurmountable task? It's not. Yes, you

will have to put some time and energy into making your decision, but your effort will be well

worth it in the end.

The beauty of taking time now, when you are young, to plan how you will reach your career goals

is that it can remain flexible. Allow for a number of changes as you gain new and different work

and educational experiences.

The Importance of an Information Interview and How to Gain Work Experience

Activity: To encourage students to interview professionals in their fields Purpose: To give students direct knowledge of their career fields Importance: Students can make better decisions when they have their questions answered by professionals Information Interview – There are many important items to cover when it comes to interviewing someone about a career interest. Salary is obviously a big one, but don’t forget to factor in the value of benefits. Work environment is another issue you should address. Ask candid questions about job functions and skills, pros and cons of the career and, finally, does the interviewee like his/her work? Most professionals will give you honest answers and go out of their way to help from my experience. Students by now should have a clear idea about what is important to them. Make certain that your student truly understands each of the following aspects of an occupation.

1. Salary. Money is obviously an important consideration, but point out to your student the following: a. Money is only one of many factors to be considered b. Many highly-paid workers are dissatisfied because they don’t like their jobs c. What are the chances of advancement?

2. Benefits. Benefits are a very important aspect of any job and should be included with the salary to determine the real monetary value of an occupation

3. Work Environment. Ask direct questions about working conditions. Mentors can be of great value here.

4. Job Security. Sometimes this is difficult to determine, but if an occupation has a good track record and long history, it may be a safer bet than a more recently created field.

5. Pros and Cons. What do professionals like and dislike about their jobs? 6. Functions and Skills. What are my actual duties?

When it comes to experience, how can students gain real experience in the world of work? Ask your student to think about valuable learning experiences such as job shadowing, internships, and especially volunteer projects. Volunteer Projects Volunteer projects are one of the best ways for a student to build a strong record of achievement, community service, and leadership. Students who volunteer for a wide variety of community projects will be exposed to many different types of business and civic organizations; they will also meet community and business leaders who can assist them in their careers. Volunteering is the easiest way to build a strong resume, form a network of career contacts and help the community all at the same time! Note: Volunteer projects are a “hard sell.” Why should I work when I am not getting paid? Try to convince the student that a small investment of time and effort can be a very important component of a resume and is valued by employers. For example, if a student had participated in community drives to collect food for people in need or clean up the environment, doesn’t this indicate a good work ethic, a sense of community responsibility, and all around good character? If you were an employer, would you believe that a young person who worked hard on community projects would work hard on the job? Aren’t volunteers committed and dependable workers?

Academy Mentor Interview - Top 5 Steps to Success

One of our first agenda item for today focuses on interviewing your mentor regarding the Top 5 Steps that they have taken to be successful. This will provide an opportunity for you to get to know your mentor better while further developing your communication skills. To support your interview, I have included the following questions for you to ask your mentor that will help portray his/her life, however, as you get responses, work to think of other questions you have about your mentor. You will be required to know the responses to these questions and any others that come up during your session together when you come back to class next week so be sure to take notes!

What steps have you taken in your life that has helped you to be successful? What did you do after high school? More school? Training? Experience? How did that support your success? What was your first job? What did you learn from that experience? In particular, please describe any

mistakes that you learned from. Are you still in the same career as that first job? If so, what kept you there? If

not, what caused you to change careers? Did you have a mentor in this position? What were the next steps that you took to build your career? Describe some of

the key moves that you made to be successful. Did you realize that they were a strategic move at that time?

What risks have you taken in your career? Did they turn out the way you had hoped?

Did you consider getting additional education? How would you describe your work ethic over the years? Is it the same today? How did you become interested in your career? Did you even know about this career in high school? Is it what you originally thought it would be? Would you recommend this career to a young person today? What are the growth opportunities in your field? What does a typical day look like for you from start to finish? How do you

balance your time between work and personal commitments? Describe the pros and cons of this career. What do you see as your next step? What are the typical salaries in this field and are benefits offered? Can you

describe what the benefits are offered by the company? What skills or minimum eligibility requirements would I need in order to

successfully apply for a job at a company like yours? (if applicable) Remember to take detailed notes. Don’t be shy to ask a question if you do not understand something!

How to Find Jobs

If your student is interested in finding a part-time or summer job, here are some things you can do to focus his/her attention on key issues. You won’t necessarily need a computer for this activity but you will need to ask some personal questions. I really feel like you may find this exercise valuable.

Find a good source to look for jobs. This could include websites or a Sunday Classified ad.

Talk about the jobs: o What do you think they pay per hour? o How many people will apply for each one? o What do you need to do to apply? o How long before they will hire someone?

If your student wants a summer job, ask him/her the following questions: o How will you spend/save the money? o Do you have a budget? o Why do you want the job? o How can you build on this experience? o Can you get valuable references? o Can you return next summer?

If your student wants a part time job, ask him/her these questions: o Why do you want to work? o Do you have to work? o Are you working just to buy “toys”?

Will this job affect your performance in school? This is the key question. Studies show that many teens do not do as well in school when they work part-time.

Talking about work can have many advantages for students to really understand why they want to work and what the opportunity costs are of taking on this additional responsibility.

Brainstorming Your Career List

Before students move from self-assessment to career exploration, they should finalize

their career lists. Have your student write down all the careers and occupations he or she

wants to explore. (Career interests are more general; occupational interests are related to

specific jobs.)

Career Interests

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. _______________________________________________________________________________

6. _______________________________________________________________________________

7. _______________________________________________________________________________

8. _______________________________________________________________________________

9. _______________________________________________________________________________

10. _______________________________________________________________________________

Occupational Interests

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. _______________________________________________________________________________

6. _______________________________________________________________________________

7. _______________________________________________________________________________

8. _______________________________________________________________________________

9. _______________________________________________________________________________

10. _______________________________________________________________________________

Occupational Profile

Occupation: _____________________________________________________________

Students can profile their career choices by first writing down the name of their career

choice above and then using online resources, complete this worksheet to get a better idea

of the different criteria involved in the job and whether they would feel this is something

that is or is not valuable to them in a job/occupation. This can be used to help students

construct an accurate picture of their chosen occupation.

Criteria Description + or -

Employment Outlook

(what are the chances of

getting a job?

Competition for Jobs

Salary

Work Environment

Qualifications

Skills

Required Experience

Benefits

Job Functions

Evaluating Your Career Choice

A Career Interest of Mine Is: ________________________________________________

This worksheet will help students determine their level of knowledge regarding their

chosen career as well as evaluate their choice. Ask your student to write down his/her

chosen career on the line above. Have your student then describe each of the items below

insofar as they pertain to his/her career field. Although similar to the previous worksheet,

remember that Careers tend to be more general than the occupation chosen above.

Skills Needed for the Job

How the Career Expresses My Personal

Values

How this Career Matches My Interests

Why My Work Style is Right for This

Career

Why My Personality Suits This Career

What Salary I Can Expect to Earn

Benefits I Can Expect

Job Outlook

Job Competition

My Work Environment

My Job Security

Developing Your Career Plan To truly develop an accurate picture of your career plan, take a moment to answer and discuss the following:

1. Name: 2. Primary Career Name/Goal is (provide a description of the career you are interested

in):

3. Secondary Career Goal is (provide a description of another career you are interested

in):

4. Five Short-Term Goals (could include educational/work experience desires):

a. . b. . c. . d. . e. .

4. Select the Education Level You Expect to Finish: High School not completed High School completed Associates Degree: 1-2 years post-secondary/vocational training Bachelor’s Degree: 4 years post-secondary Undergraduate Degree Graduate Degree: 5 or more years

5. I have identified the right courses to take in high school. (what courses are offered at M-A and/or what sorts of organizations could be joined to learn more about the career field)

6. I know my college major (list potential college majors)

7. I will need financial help to go to college

8. I understand the requirements and qualifications necessary to enter my career field (this is a good opportunity to list the qualifications needed for the desired career field)

9. I know the types of skills I will need in my career field (again, this is a good opportunity to list the skills needed to be successful in the desired career field)

10. I understand the functions I will perform in my chosen occupation

Career Planning Activity

Today’s 1st activity is designed to help you plan your career. While many of you have decided (or think

you have decided) what your next career move is going to be you now have to figure out how to make that

move successfully. By developing a career plan, you can focus on what you want to do and how to get

there. This will also help you when you are ready to write your resume (our second activity for the day) for

your job search as you will have a better understanding of your skills and experiences to discuss with

potential employers.

First “Your Goal”

Developing a career plan can help you determine exactly what you want and how to get there.

Planning a career move is much like mapping your route for a road trip. If you don't know where

you are going, you can't decide how to get there!

Goals like "go back to school," "find a job" or "make a career change" are too general. Translate

these goals into specific statements such as "enter a college accounting program" or "for the next

two months, search for work in the nursing field." You have to know exactly what you want to do

and when.

Second “Planning”

One of the best ways to move forward is to plan backwards. Start by asking yourself if you can

accomplish your goal today. If not, why not? What do you have to do first? Is there something you

have to do before that? Keep thinking backwards like this until you arrive at tasks you could do

today.

o For example, if your goal is to go to a four-year college, could you start today? No, you

have to be accepted to the school. Could you be accepted today? No, you have to apply

first. Could you apply today? No, you have to decide which schools to apply to. Could

you decide today? No, you have to do some research first—and so on.

Don't worry if your list of things to do becomes several lists.

o For example, to attend a four year school, you may have to do more than just apply. You

may also have to arrange for financing, find student housing or improve your study skills

before you start the program.

Tackle all of the necessary tasks in the same way: ask yourself if you can accomplish them today

and, if not, ask what you have to do first.

Third “Confront your Fears and Expectations”

Look over your list of things you will have to do to achieve your goal. Do you believe that you can

do it? If you have doubts, take some time to think them through.Are your expectations realistic?

Have you succeeded or failed at similar tasks before? What can you do to improve your chances of

success?

o For example, if there is a good chance you will not follow through with your plans, ask

yourself why. Are you in the habit of putting things off? If so, what can you do to make

sure that you will keep going until you reach your goal? Are you afraid of failing? If so,

work at improving the skills you will need. Or test the waters by taking an evening or

distance education course before you sign up for a whole program.

Finally “The Assignment”

Please complete the following assignment on Microsoft Word. With your mentor brainstorm your

skills and interests, discuss possible occupations, match your skills and interests to an occupation,

decide on a career goal and plan how you will reach that goal. On Word simply outline the

following: Your specific career goal, requirements you need to satisfy to secure that particular job,

current skills and interests you have related to your chosen career, and your specific plan to reach

your career goal. Remember that if you don’t have a specific career in mind at the moment that is

not a problem, simply list 3 – 5 careers that you would consider and plan for each of them. You

may want to discuss other factors that are important to you when considering your future such as

your family, lifestyle, etc and determine whether those desires and your strengths make your

chosen career a good choice. An example of how this would ultimately look is attached.

http://www.mapping-your-future.org/planning/resume.htm

http://www.mapping-your-future.org/planning/thejobse.htm

http://www.mapping-your-future.org/planning/skillsan.htm

http://www.mapping-your-future.org/door/?url=http://www.bls.gov/oco/

http://www.mapping-your-future.org/planning/careergo.htm

Sample Career Plan Career goal: To become a civil engineer. To design, plan, and supervise the construction of buildings, highways, and rapid transit systems.

Requirements:

• Bachelor's degree in engineering.

• Ability to work as part of a team.

• Creativity.

• Analytical mind.

• Capacity for detail.

• Presentation skills.

• Writing skills.

• Knowledge of physical sciences and mathematics.

• Accreditation by Licensing Board.

Current skills and interests:

• Summer worker for Smith Construction Co.

• High School mathematics courses (earned A's).

• High School science courses (earned A's).

• Experience working as a team.

• Attended high school writing courses.

• Gave presentations in high school courses.

• 3.9 High School G.P.A.

Plan to reach career goal:

• Bachelor's Degree.

o Attend the University of Texas School of Engineering.

• Job Experience.

o Continue working for Smith Construction Co.

o Seek internships through University career placement office.

• Networking.

o Join campus organizations for engineering students.

Haven’t I Seen This Before?

I know, you have seen some of the sections attached beyond this page before but I can’t resist

including them again, in particular for those of you who have not touched on them yet. While

they focus on 4 year colleges and universities, these documents can be beneficial for many other

reasons besides going to college including:

Understanding how to successfully complete any type of application (job, internship,

college application and/or scholarship)

Having the ability to write a thoughtful response to one of the essay questions included

in the UC or Common App. This exercise can support students in highlighting individual

strengths, experiences, interests, ambitions and inspirations – something most

employers might ask about in an application or in person interview

Making Money – Scholarships aren’t just for students going to a 4 year university and,

believe it or not, most scholarship requests look similar (if not the same) year after year.

Why not get a head start by reviewing some and being ready to apply next year!

High School Students: Start Early & Plan for College Success

High school students: Thinking about college? There are things you can do to prepare for the next step as early as your freshman year. Start planning now to improve your chances of success in postsecondary admissions and academics.

Planning Early

Although it's important to focus on getting the most out of your high school years, there are a few things you can do from day one to help ready yourself for the next big step: College. Develop good study habits.

o Even if school comes easily to you, it's important to get into good habits now. These will serve you through high school and into the more difficult challenges you'll face in college.

Pursue extracurricular activities. o Colleges are looking for well-rounded applicants who succeed both inside and outside of

the classroom. Look for extracurricular activities that suit your interests -these should be fun! -and also demonstrate positive qualities such as leadership and social responsibility.

Volunteer. o Volunteering is another good way to show prospective schools that you're more than

just a grade point average. This can also help you fulfill your high school's service learning requirement if it has one.

Staying on Track

It's important to keep your college goals in mind as you continue through your sophomore and junior years. Here are a few additional things you can do during these years: Pursue advanced courses.

o Always challenge yourself by pursuing the most advanced classes within your ability, including Advanced Placement (AP) courses. This will not only help you get the most from your high school experience, but also impress college admissions officers and help prepare you for college-level coursework. AP courses may even lead to some college credit.

Study a foreign language. o Many colleges have a foreign language requirement. Get a jump-start on this

requirement and improve your study abroad opportunities by taking foreign language classes in high school.

Prepare for college entrance exams. o The beginning of your junior year is a great time to start thinking about what your

strengths are in testing and how you can most effectively prepare for college entrance exams. Most students take the PSAT early in their junior years and you'll need to take the SAT or ACT either late junior year or early senior year in order to have time to retake it if necessary. (Note: The PSAT is not a college admissions test, but a high score can lead to certain competitive state scholarships.)

Stay active.

o Keep up either your extracurricular activities or your volunteering service, or both if you're really ambitious.

Research colleges. o Your junior year is a good time to start learning more about colleges. Start thinking

about what factors are most important to you, such as size, location and type of institution, and do some research into schools that meet that criteria.

The Home Stretch

Your senior year is crunch time for college applications. Here's how to stay on top of the game: Visit schools.

o If you have the time and money to travel, start visiting colleges to get a feel for what they're really like. If you can't travel, long distance options include phone interviews, virtual campus tours and forums where you can ask questions of current students.

Attend information sessions. o Many colleges send recruiters to visit high schools and share information about their

schools. Attend as many of these as you can, particularly if you aren't doing very many campus visits.

Take tests. o Get the SAT and ACT out of the way as early as possible just in case you need to retake a

test to get a better score. Polish your application.

o Meet with your school's college counselor for tips on preparing an effective application. Make sure you leave yourself lots of time to get good recommendations and write a solid admissions essay.

Apply for financial aid. o Fill out the Free Application for Federal Student Aid (FAFSA) which now opens in

October. Most federal and institutional funds are available on a first-come, first-served basis, so this will help you get an early start on financing your education.

The Common ApplicationAs part of this year’s program we are going to take on the task of responding to one of the prompts for the Common Application. If you want to also write a response to the UC application I encourage you to do so. There are many unique skills required when it comes to addressing these questions and while it is difficult enough to formulate comprehensive verbal responses, organizing a clearly stated written response can present an incredible hurdle for any high school student.

Take a moment to create an account to access The Common Application online.

The Common Application Essay prompts are designed to allow students to “demonstrate their ability to write clearly and concisely on a selected topic and helps them distinguish themselves in their own voice.” This is an opportunity for students to tell the readers of their application what sets them apart from courses, grades, and test scores. Students should choose the option that best helps them answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure theirr response. Remember: 650 words is the limit, not the goal and if the essay happens to be more concise, students don't need to feel obligated to fill the space. (The application won't accept a response shorter than 250 words.)"

There are five prompts:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

2. The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?

3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

5. Discuss an accomplishment or event, formal or informal that marked your transition from childhood to adulthood within your culture, community, or family.

I like these prompts but remember the best prompt entirely depends on the individual student and his or her story and that is the goal of this lesson ... to choose one option and develop a thorough, thoughtful response to that question.

Review

Ask your English teacher to give a final check of

conventions; it must be perfect

College Essay Writing Process

Brainstorm

Read over the questions and THINK about how

you might approach each one

Freewrite

Jot down ideas for each of the topics you are considering without

judgment

Topic Selection

Match your best idea to the prompt most closely related to what you want

to write about

Thesis Statement

Write a topic sentence indicating what you are

going to show about yourself

First Draft

Get it down on paper, computer, tablet, just write; don't worry about the word

count yet

Read

First, read it yourself and revise as needed, then show it to 2-3 others (Parent, counselor,

friend) to read

Outline

Organize your ideas to match the prompt and

PROVE your thesis statement

Revise

Now craft your revised draft into a clear, concise

essay of 650 words or less

Don e afraid to write about your mistakes or failures. The emphasis here is on what you learned from the experience and how you have been able to move on to even greater success because of the wisdom you gained.

For every prompt there is an easy answer and an insightful answer. Choosing the easy answer will not open doors to highly selective colleges; decide on a topic for which you can offer a unique, refreshing perspective.

Passionate about animals, the environment, medical research, technology, etc.? Demonstrate how your passion has informed your life choices (diet, activities, course work, clubs, community outreach your chance to tell admissions reps WHY you do the things you do.

On average, college admissions reps read 50-100 essays per day and spend 1-2 minutes on each one! Make sure to grab them right from the start and craft a lively story they will remember.

Approach the college essay with excitement (rather than fear or dread).

This is YOUR opportunity to SHINE. Write a revealing essay that proved how amazing you are. Remember, in all the

world these is only one YOU!

2016-2017APPLICATION FORM

UNDERGRADUATEADMISSION TO CALIFORNIA STATE UNIVERSITY

Apply online at www.csumentor.edu

1

1. This is an application for admission to _________________________________________________________

Check one term only

Summer Quarter or Semester 2016 Fall Quarter or Semester 2016

Winter Quarter (or term) January 2017 Spring Quarter or Semester 2017

2. If you have previously applied to or attended this campus, please list:

Term of Application Last Term Attended

3. Legal Name

4. Other Name(s) that may appear on your academic records

5. Current Mailing Address

-

6. Permanent Address (if different from current as indicated above)

-

7. Permanent Residence (if you live in California, list county of residence)

If you live outside of California, list other U.S. state or territory:

OR Country of residence:

8. Primary Telephone 9. Cell Phone

10. E-mail address

Main Campus

Off-Campus Center

The California State University Application for Undergraduate Admission 2016-2017

Section A (Enrollment/Application Information)

E-mail is a primary means of communication with applicants. CSU campuses will send important messages to you using the e-mail addressthat you list on this application. It is your responsibility to check this e-mail account regularly and read your messages from the CSU.Be sure to notify the campus(es) if this e-mail address changes.

Name of CSU Campus

Term Year

Suffix (e.g., Jr., Sr.)

Apartment

Country, if not USA

Last Name

Middle Name

Last Name First Name Middle Name

Number

Zip CodeState/ProvinceCity

Zip CodeState

Area Code

ApartmentStreet Number Street Name

NumberArea Code

Street Number Street Name

Y Y Y Y Y Y Y Y

International Postal Code

First Name

City

Term Year

(Send this application to the campus indicated above.)

2016-2017 l Continued on next page

U Attach the $55 (U.S.) application fee payable to The California State University. The fee is non-refundable andmay not be transferred to another term. Print answers in black. A response to each item is mandatory unlessotherwise indicated. Please read important information at www.calstate.edu/apply before filling out this form.

Do not send this application form to Chancellor’s Office

2

11. Birthdate

12. Social Security Number 13. Statewide Student ID

14. Country of Citizenship (All must answer.)

15. Citizenship (Select one of the codes below and enter in box. All must answer.)

Y – U.S. Citizen R – Refugee/Asylee F – F Visa (student) J – J Visa N – None of the above

I – Immigrant I-551 (“green card”) Date Issued

O – Other Visa (specify) Date Issued

16. If you were born outside the U.S., what year did you or will you move to the U.S.

Residence Classification Information (Your responses to the following questions are required to make a preliminary assessment of your residency status for admission and tuition fee purposes. The campus may request additional information prior to making a final residency determination.)

19. If you currently live in California, but you have lived outside of California in the past, list any places you havelived before your present stay in California began, and the parent/guardian with whom you resided, if any.

Section B (Personal/Applicant Information)

(Your Social Security Number [SSN] is used internally for Federalreporting purposes. No public usage of SSN is permitted.)

(Optional - For California Residents Only: SSID, if known.)

M M D D Y Y Y Y Month Day Year

M M D D Y Y Y Y

M M D D Y Y Y Y

Y Y Y Y

Month Day Year

Month Day Year

Year

From Date To Date U.S. State/Territory or Country Parent or Guardian

M M Y Y Y Y M M Y Y Y Y


Section C (California State Residency Information)

Please refer to the section at the end of this PDF application for moreinformation regarding SSN, Deferred Action for Childhood Arrivals (DACA),and the California Statewide Student Identifier (SSID).


(Provide the date issued and be prepared to submit verification)

17a.

1. What U.S. state/possession does your parent regard as his/her permanent home? _____________________________

2. Does your parent claim California Residency? Yes No

3. Has your parent lived in California continuously since his/her birth? No

If No, when did his/her present stay in California begin?

17b.

1. What U.S. state/possession do you regard as your permanent home? _____________________________

2. Do you claim California Residency? No

3. Have you lived in California continuously since birth? No

If No, when did your present stay in California begin?

4. Are you a foster youth, orphan, or ward of the court or were you until age 18? Foster Youth Orphan Ward of the Court

18. Place of Birth: City U.S. State/Territory

Country



If YOU ARE less than 19 years old on the Residence Determination Date AND you ARE NOT a foster youth, orphan, or ward of the court, please answer the following questions as they pertain to the parent with whom you most recently resided:

If YOU ARE 19 years OR OLDER by the Residence Determination Date OR you ARE a foster youth, orphan, or ward of the court, please answer the following questions as they pertain to you:

Yes

Yes

Yes

Your Name: _________________________________ Application for Undergraduate Admission

3 Section D (Demographic Information)

To conform with the new guidelines of the U.S. Federal Office of Management and Budget (http://www.whitehouse.gov/omb),If you select “Yes” in Question 20a, a response to Question 20b is required. Please do not select more than one response inQuestion 20b as only ONE response is allowed. If you have selected “No” or “Decline to State,” do not answer Question 20b.

Ethnicity

20a. In regard to your ethnicity, do you consider yourself Hispanic or Latino? Yes No Decline to State (If “No” or “Decline to State,” please go to Question 21.)

20b. If you indicated Yes on Question 20a (above), please select the ONE category below that best describes your background. (Do not select more than one.)

Argentinean Panamanian

Bolivian Paraguayan

Chilean Peruvian

Colombian Puerto Rican

Costa Rican Salvadorian

Cuban Spaniard

Dominican (Republic) Uruguayan

Ecuadorian Venezuelan

Guatemalan Other Central American

Honduran Other South American

Mexican Other Hispanic or Latino _________________________________ Please specify

Nicaraguan

21. Race

(All undergraduate applicants must respond to Question 21.)

The U.S. Census identifies the following races: White, Black or African American, American Indian or Alaska Native, Asian, andNative Hawaiian or Pacific Islander. These racial categories, as well as many sub-categories, are listed below. Mark one or asmany race categories as are appropriate to you. Please mark only one sub-category for each race category that you select. Ifyou select “Decline to State,” then you cannot choose any other boxes.

WHITE BLACK or AFRICAN AMERICAN

(Please select the ONE sub-category that best describes your background.)

European African American

Middle Easterner Black

North African Haitian

Other White _______________________________ Other African/Black _______________________________ Please specify Please specify




4

AMERICAN INDIAN or ALASKA NATIVE


Achomawi/Achumawi

Cahto (e.g., Cahto Indian Tribe of the Laytonville)

Cahuilla (e.g., Agua Caliente Band of Cahuilla Indians)

Chemehuevi (e.g., Chemehuevi Indian Tribe of the Chemehuevi Reservation, California)

Chumash (e.g., Santa Ynez Band of Chumash Mission)

Costanoan/Ohlone

Cupeno (e.g., Los Coyotes Band of Cahuilla & Cupeno)

Gabrielino/Tongva

Hupa/Hoopa (e.g., Hoopa Valley Tribe, California)

Karuk (e.g., Karuk Tribe of California)

Kumeyaay (e.g., Ewiiaapaayp Band of Kumeyaay)

Luiseno (e.g., La Jolla Band of Luiseno Mission)

Maidu (e.g., Enterprise Rancheria of Maidu Indians)

Miwok (e.g., Ione Band of Miwok Indians)

Mojave (e.g., Fort Mojave Indian Tribe of Arizona)

Ohlone

Paiute (e.g., Fort Independence Indian Community of Paiute Indians of the Fort)

Pomo (e.g., Coyote Valley Band of Pomo Indians)

Quechan (e.g., Quechan Tribe of the Fort Yuma Indians)

Serrano (e.g., San Manuel Band of Serrano Mission)

Shoshone (e.g., Paiute-Shoshone Indians of the Bishop Community of the Bishop Colony)

Tolowa

Wappo

Washoe

Western Mono (e.g., Big Sandy Rancheria of Mono Indians)

Wintun (e.g., Cachil DeHe Band of Wintun Indians of the Colusa Indian Community)

Wiyot (e.g., Wiyot Tribe, California/formerly the Table Bluff Reservation - Wiyot Tribe)

Yokuts

Yuki

Yurok (e.g., Yurok Tribe of the Yurok Reservation)

Latin American Indian

Other American Indian Tribes ___________________

Other Alaska Native Tribes __________________________________________

Please specify

Please specify



5 ASIAN


Asian Indian Indo Chinese Nepalese

Bangladeshi Indonesian Okinawan

Bhutanese Iwo Jiman Pakistani

Burmese Japanese Singaporean

Cambodian Korean Sri Lankan

Chinese (except Taiwanese) Laotian Taiwanese

Filipino Malaysian Thai

Hmong Maldivian Vietnamese

Other Asian __________________________________________

NATIVE HAWAIIAN or OTHER PACIFIC ISLANDER


Carolinian Saipanese

Chuukese Samoan

Fijian Solomon Islander

Guamanian or Chomorro Tahitian

I-Kiribati Tokelauan

Kosraean Tongan

Mariana Islander Yapese

Marshallese Other Melanesian

Native Hawaiian Other Micronesian

Ni-Vanuatu Other Polynesian

Palauan Other Pacific Islander _ _________________________________________

Papua New Guinean

Pohnpeian

DECLINE TO STATE NONE OF THE ABOVE

22. If the California State University is asked to report only ONE summary race/ethnicity description for you,please choose the ONE category below that you want us to report.

(All undergraduate applicants must respond to Question 22. Please check only ONE box.)

American Indian or Alaska Native Native Hawaiian or Other Pacific Islander

Asian White

Black or African American Two or more races/ethnicities

Hispanic or Latino Decline to State

Please specify

Please specify

23. Legal Sex (Enter M or F)

What is your gender identity?

24. Do you identify as Lesbian, Gay, Bisexual, or Transgender (LGBT)? (Optional)

Decline to state Not SureNo Yes



25.

Decline to state

Female to male transgender Male Female Intersex Male to female transgender

Not Sure Other _________________________________________ If Other, please specify

Please refer to the end of thisPDF application for moreinformation regarding lawspertaining to our questions about legal sex, sexual orientation, and gender identity.

6 Section E (Military Information)

26. Have you ever served in the U.S. Military? If YES, please choose your CURRENT status:No Yes, Active Duty Yes, National Guardsman Yes, Reservist Yes, Veteran

(If you are or were a member of the U.S. military, submit a copy of your Joint Services Transcript or your Community College of the Air Force transcript for evaluation by the campus admission office.)

27. Are you the dependent of a U.S. military servicemember,including active duty, National Guard, Reserves, or a Veteran discharged from military service?

No Active Duty National Guard Reserves Veteran

Section F (Family Education, Income, and Size Information) (Items 26 and 27 are required of applicants seeking admission to Educational Opportunity Program and/or an application fee waiver.)

28. Total Annual Family Income and Family Size (optional). Under federal regulations, you are considered a dependent

If dependent , estimate parents’/guardians’ 2014 total annual income and enter in box; and indicate family sizeincluding your parents, yourself, and other dependents. If independent , estimate the total annual income for you(and your spouse if married) and enter in box; and indicate your family size including yourself, spouse, and other dependents.

Dependent Students Only: Estimated 2014 Total Annual Family Income (Enter in box.) $

Independent Students Only: Estimated 2014 Total Annual Income (Enter in box.) $

Number of dependent children living with you in 2014.

29. What are your parents’ or guardians’ highest levels of formal education? (optional)

Enter code in box for: Parent/Guardian #1 Parent/Guardian #2

1 – No High School 3 – High School Graduate 5 – 2-Year College Graduate 2 – Some High School 4 – Some College 6 – 4-Year College Graduate

Section G (Degree Objective/Teacher Credential Information)

30. What is your degree objective? Enter code in box:

Family Size

Family Size

7 – Postgraduate

0 – None 2 – BA 3 – BS 4 – Other bachelor’s (BM,BFA,etc.) 9 – Other (specify)

31a. Name of Intended Major _________________________________________________________ Major Code

To find out the application code for your specific major, please go to: www.calstate.edu/degrees

Emphasis/Concentration (if any) ___________________________________________________________________________________________

31b. Alternative Major (optional) ______________________________________________ Alternative Major Code

32. Total college transferable semester units you will have completed at time entry/re-entry in CSU.

Enter appropriate code in box: (Include units in progress and planned)

0 – No units completed later than the summer following high school graduation

1 – Fewer than 30 semester units 4 – 90 or more semester units

2 – 30-59.5 semester units 5 – Have bachelor’s degree or equivalent

3 – 60-89.5 semester units (Semester units = Quarter units x 2/3)



Please refer to the end of this PDF application for moreinformation regarding laws pertaining to U.S. Military and Veteran status, GI Bill, and resident/non-resident status.

Please indicate the branch of service for your above stated military status: Army Navy Air Force Marines Coast Guard

student if you are under 24 years unless you are a graduate student, are married or have dependents other than a spouse,are a foster youth, orphan, or ward of the court, or are a veteran or active duty member of the U.S. armed services.

7 33. Teacher or Other Education Credential Objective (May be in addition to major/program objective)

Enter appropriate code in box:

N – Not interested in a credential program X – Planning to apply to a credential program at a later time Y – Planning to apply to a credential program for this term

Credential Objective Name _________________________________________ Credential Code Go to www.calstate.edu/degrees

34. High School attended

City and State

Graduation Date GED Date

35. Print the names and locations of all colleges and universities attended, even if no course work was completed.Begin with the last institution attended. Attach a separate sheet if you need more space. In units completed,units exclude work in progress or planned. For in progress, see item 36.

36. List below college courses in which you are currently enrolled and courses you plan to complete (includingsummer school) before entering the CSU. Attach a separate sheet if more space is needed.

Section H (High School and College Attendance)

Check here if you will neither graduate from high school nor receive a GED.

Total Units in Progress or Planned

All Institutions

Courses in Progress/Planned

A N Y C O L L E G E F A 2 0 1 4 E N G L 1 A C O M P 3

Y Y Y Y

Y Y Y Y

Y Y Y Y

Y Y Y Y

Y Y Y Y

Total Units

StateCity

Term and Year Unit Name and Location of Institution (FA/WT/SP/SU) Department Course Number and Title Value

*Attach evidence of nonresident status.(e.g., receipt for payment of nonresident tuition)


College/University Name State From Mo./Yr.

Enrolled To

Mo./Yr. Completed

Number of Units

Attempted

Term Type S/Q

Cumulative GPA

Degree Date (MM/YYYY)

Fee Status R/NR*

Degree Received



8

37. SAT or ACT Scores. If you will not be a college junior at the time of your CSU enrollment, enter test scores and date(s)

SAT Date taken/scheduled Critical Reading Math Writing

ACT Date taken/scheduled English Math Reading Science Composite

38a. Test of English as a Foreign Language (TOEFL) is required of all applicants who have not studied in English-speaking institutions for at least three (3) years.

TOEFL Score Date TOEFL Score Date M M Y Y Y Y

38b. International English Language Testing System (IELTS) (Some campuses/programs accept only TOEFL results.)

IELTS Score . Date

38c. Pearsons Test of English (PTE) (Some campuses/programs accept only TOEFL results.)

PTE Score Date

39. Do you wish to apply through the Educational Opportunity Program (EOP)? Yes No

40. If you are currently enrolled in any EOP or EOP&S program , list campus:

_________________________________________________ ____________________________________________________

(Section F, Items 28 and 29, are required of applicants seeking admission to Educational Opportunity Program.)

(w/essay)

M M Y Y Y Y

(paper form)

Section I (Test Information/Requirements)

M M Y Y Y Y

EOP CSU EOP&S Community College

(iBT/online taken after September 2005)

M M Y Y Y Y

Section J (EOP Information)

M M Y Y Y YD D

M M Y Y Y YD D



The redesigned SAT will be offered beginning in March 2016. Visit www.collegeboard.org/delivering-opportunity/sat for more information.

Taken prior to March 2016

Reading & Writing

Taken March 2016 or after

Math

Taken prior to9/2015

Writing

Taken after9/2015

Writing

you will take or have taken the test. Please note: CSU campuses will not use the SAT or ACT writing scores for 2016-2017admission decisions. [For Transfer applicants, you are not required to complete SAT or ACT Information if youwill have 60 or more semester (90 or more quarter) units.]

9

Section K (High School Preparation) [If you are a junior level transfer student, please go to Section L.]

41. High School Preparation (all first-time freshman applicants and all applicants with fewer than 60 transferable semester units):

Grade LevelTaken

College PreparatorySubjects Title of Course Completed, in Progress, or Planned Fall Spring Summer

Semester/Term/Summer Grade

Total English Courses

Total Mathematics Courses

Laboratory Science –2 Years with Laboratory -At least one biological science and one physical science.

Mathematics – 3 YearsAlgebra I, geometry, algebra II, integrated math, and advanced mathematics. Courses taken in 7th and 8th grades may be considered.

Total Visual/Performing Arts Courses

Total College Preparatory Electives

Additional ElectiveCoursesCourses not listed above (but are included on UC “a-g” list under “g”).

Social Science-2 Years

Total Social Science Courses

Total Laboratory Science Courses

Total Foreign Language Courses

English – 4 YearsComposition and literature designated as college preparatory.

Language Other Than English- 2 Years in the Same Language. Subject to waiver for applicants dem-onstrating equivalent compe-tence. College prep language courses taken in 7th and 8th grade may be included.

a.

b.

c.

d.

e.

f.

g.

Visual and PerformingArts – 1 Yearlong Course. Art, dance, theater/ drama, music. At least one year must be in the same disci-pline, e.g., music, drama, etc.



Enter all college preparatory courses in the appropriate section. College prep courses must be on the UC-approved course list. For completed courses, enter the grade earned; if in progress, enter “I” instead of grade. List only courses that can be verified by your final transcript. List college preparatory elective courses in applicable subject area. If you are listing courses taken at a community college or at a high school other than the one you will graduate from, please write its name next to those courses.

One year of U.S. history or U.S. history and American government, and one year of social science

42. High School GPA for all approved college prep “a-g”courses taken in 10th, 11th and 12th grades: GPA . GPA = Total Grade Points (A=4, B=3, C=2, D=1, F=0)

(Up to a maximum of 8 extra points for UC-approved honors courses taken in the last two years of high school including up to 2 honors courses taken in the 10th grade.)

43. GPA for all transferable undergraduate college work: . 44. Are you eligible to re-enroll at all institutions previously attended? Yes No

If “No,” attach an explanation and name any institution that you are ineligible to re-enter.

45. Do you have an RN (registered nurse) license? Yes No

If you are currently studying for and expect to earn the RN before enrolling at CSU, please answer “Yes” to this questions and list your

license number as “0”. If yes and a registered nurse, please provide RN License Number.

For California Community College Students Only

47. Have you participated in a transfer guarantee or dual admission program involving your community college and a CSU? Yes No

Which Community College?

Which CSU Campus?

Which Major?

48. For Transfers

COURSE WORK OTHER THAN “A-G”

Section L (Transfer Information) [Applicants for Transfer Admission]

California Community College

MM Y Y Y Y A N Y C O L L E G E C A L I F O R N I A MM Y Y Y Y 00

Y Y Y Y

Y Y Y Y

Y Y Y Y

Y Y Y Y

Subjects Institution Term (FA/WT/SP/SU

Oral Communication

Written Communication

Critical Thinking

Math/Quantitative Reasoning

* If in progress or planned, enter“I”

Grade *

MM Y Y Y Y

__________________________

____________________________________________________________________________

__________________________________________________________________________________

10

___________________________________________________________________________________

.



Total Units

If applicable, please list courses other than “a-g” courses that demonstrate a particular focus or interest of yours (i.e. career-technical education courses or language immersion courses).

The Student Transfer Achievement Reform Act (SB 1440) enabled the California Community Colleges and Calirfonia State University to collaborate on the creation of Associate in Arts for Transfer (AA-T) degree and Associate in Science for Transfer (AS-T) degree programs. 46a. Are you currently completing or have already earned an AA-T or AS-T degree at a California Community College? 46b. From which California Community College will you receive this AA-T or AS-T degree? _______________________________________________46c. California Community College Student ID Number (CCCID): 46d. Campus Student ID Number: 46e. Which degree program are you pursuing or have you completed at your California Community College? __________________________________46f. What is your major for this AA-T or AS-T degree? ____________________________________________________

Start Date of Attendance

End Date of Attendance

Anticipated or Completed Degree Date

Total Number of Units Completed

Semester or Quarter

Please list courses completed or in progress that meet the CSU General Education requirements in Oral Communi-cation, Written Communication, Critical Thinking, and Mathematics/Quantitative Reasoning. California Community Colleges usually designate General Education requirements as A1 Oral Communication, A2 Written Communication, A3 Critical Thinking, and B4 Mathematics/Quantitative Reasoning or IGETC 1a, 1b, 1c, and 2. This self-reported information will be verified. Failure to complete GE coursework with minimum C grades will jeopardize offers of admission.

Department Course Number and Title Unit

If you are currently attending or have graduated from a California Community College (CCC), please answer the following questions.

The California Community Colleges (CCC) Associate Degree for Transfer (ADT) ProgramIMPORTANT NOTICE: Before you complete the Associate Degree for Transfer (ADT) section below, please review the ADT information criteria at the end of this document to determine if you are eligible for the admission advantages of the ADT program.

Yes No

Click here for more information

11 Section M (Miscellaneous Information)

49. Have you earned college credits through the programs listed below?

Advanced Placement (AP) International Baccalaureate (IB) College Level Examination Program (CLEP)

Air Force Credit Army Credit Coast Guard Credit

Marines Credit National Guard Credit Navy Credit

50.

51.

If you answered “yes,” please contact the campus Department of Yes No _________________________________ Athletics to register your interest in a sport(s).

(optional) Sport

52. Provide contact information for your parent/guardian(s) for university/campus communication (optional).

Parent/Guardian #1: First Name Middle Name

Last Name

Address 1 Address 2

City State Zip Code -

Country

Home Phone Mobile Phone

Include e-mail in University/Campus Communications

Parent/Guardian #2: First Name Middle Name

Include e-mail in University/Campus Communications

E-mail

Last Name

Address 1 Address 2

City State Zip Code -

Country

Home Phone Mobile Phone

E-mail



I If so, please mark the appropriate box(es) and make sure to send official documentation to the campus(es) office of admission.

Subject to application and availability-if you plan to live in Campus Housing, ener a Y in box.

Do you have the interest and ability to participate in NCAA sanctioned intercollegiate athletics competition?

12 Section N (Certification)

53. CERTIFICATION — to be read and signed by all applicants to certify the accuracy of the information provided.

Signed at

City and County Applicant’s Signature Date

Tuition Fee Refund Policy —

Use of the Social Security Number —

FOR OFFICE USE ONLY:

Previous

Received

Date

Fee Status

Data Entry

Student File Number

By

By


When claiming California residence and completing this form outside California, it must be subscribed and sworn to before a person authorized to administer oaths, such as a notary public.

I certify under penalty of perjury under the laws of the State of California that I have provided complete and accurate responses to all the items on this applilcation. I further certify that all official documents submitted in support of this application are authentic and unaltered records that pertain to me. I authorize the California State University to release any information submitted by me in this application for admission and any application for financial aid to any person, firm, corporation, association, or government agency to verify or explain the information I have provided or to obtain other information necessary for my application for admis-sion and any application for administration of financial aid and in connection with any perjury proceedings. My signature certifies the accuracy and completeness of the information provided. I understand that any misrepresentation or omission may be cause for denial or cancellation of admission, transfer credit, or enrollment. I certify that so long as I am a student at this institution, I will advise the residence clerk if there is a change in any of the facts affecting my residence.

Tuition Fees may be refunded only as authorized by Section 41802 of Title 5, California Code of Regulations. Details concerning the fees that may be refunded, the circumstances under which they may be refunded, and the appropriate procedure to be followed in seeking a refund may be obtained from the office of admission and records on each campus.

You are required to include your Social Security Number (or taxpayer identification number) on admission application forms to all CSU campuses pursuant to Section 41201, Title 5, California Code of Regulations. CSU campuses use the Social Security Number to identify your student records maintained in connection with your association with the campus and, if needed, to help collect debts owed the university. Your Social Security Number may be written on your application fee check to facilitate the processing of your fee payment. Also, the Internal Revenue Service requires the university to file information that includes the student’s Social Security Number and other information, such as the amount paid for qualified tuition, related expenses, and interest on educational loans. That information is used to help determine whether you, or a person claiming you as a dependent, may take a credit or deduc-tion to reduce federal income taxes.

If you do not have a Social Security Number at the time you file the application, you may leave the item blank and the campus will assign a temporary number. However, you should obtain a Social Security Number, unless you are prohibited by law from doing so, and submit it to the university by the time you begin enrollment. Failure to furnish your correct Social Security Number may result in the imposition of a penalty by the Internal Revenue Service.


iInformation Section


Application for Undergraduate Admission

Section BSocial Security Number (SSN) - You are required to include your Social Security number on admission application forms to all CSU campuses pursuant to Section 41201, Title 5, Code of California Regulations and Section 6109 of the Internal Revenue Code. CSU campuses may use the Social Security number to identify your student records maintained in your association with the campus and, if needed, to help collect debts owed the university. Also, the Internal Revenue Service requires the university to file information returns that include the student's Social Security number and other information, such as the amount paid for qualified tuition, related expenses, and interest on educational loans. That information is used to help determine whether you, or a person claiming you as a dependent, may take a credit or deduction to reduce federal income taxes. In addition, this information is utilized to match your application to academic records, financial aid applications, and other documents. In addition, this information is utilized to match your application to academic records, financial aid applications, and other documents.

Deferred Action for Childhood Arrivals (DACA) - If you have qualified for Deferred Action for Childhood Arrivals (DACA) from the United States Citizenship and Immigration Services and subsequently been issued a Social Security Number, please enter the number above. If you have qualified for Deferred Action for Childhood Arrivals (DACA) from the United States Citizenship and Immigration Services and subsequently been issued a Social Security Number, please enter the number above. If you do not have a Social Security number at the time you file the application, you may leave the item blank and the campus will assign a temporary number. However, you should obtain a Social Security number, unless you are prohibited by law from doing so, and submit it to the university by the time you begin enrollment. Failure to furnish your correct Social Security number may result in the imposition of a penalty by the Internal Revenue Service.

California Statewide Student Identifier (SSID) - Providing the ten digit Statewide Student Identifier or SSID is optional. The SSID allows individual student data to be uniquely distinguishable from that of other students. California public school students that attended a California public school anytime since 2006 were assigned a SSID. The SSID may be indicated on your high school transcripts or other school documentation. If you don't know your SSID and would like to include it in this application, contact your last public school or district office.

Section DQuestions 23, 24, & 25 - For informational purposes only; no information you provide will be used in a discriminatory manner. This information will not affect any student's application for admission. California bill AB 620 (2011) requests, California State University (CSU) "to collect aggregate demographic information regarding sexual orientation and gender identity of staff and students within other aggregate demographic data collected, and would require annual transmittal of any report to the Legislature, as specified, and posting of the information on the Internet Web site of each respective institution". The data is being collected to "develop recommendations to improve the quality of life for lesbian, gay, bisexual, and transgender faculty, staff and students".

CSU collects voluntary demographic information regarding the sexual orientation, gender identity or gender expression of students.This information is only used for summary demographic reporting

• Your responses are kept private and secure• Providing this information is optional• The aggregate data will not be used for a discriminatory purpose

The information will be used for state and federal reporting purposes. It is optional and voluntary and will not be used for a discriminatory purpose. "Gender", in this context, as protected in The Equity in Higher Education Act, is understood to include "gender identity" and "gender expression".

Section EQuestions 26 & 27 - If you are currently serving or have ever served in U.S. Military, submit a copy of your Joint Services Transcript or your Community College of the Air Force transcript for evaluation by the campus admissions office. If you are a Veteran or the dependent of a veteran who is eligible to receive GI Bill benefits and you believe you are eligible under Veterans Access, Choice, and Accountability Act of 2014 (Public Law 113-146), Section 702 for in-state tuition, please send a copy of your DD 214 and GI Bill Certificate of Eligibility (COE) to the campus Admissions Office to determine your status for a non-resident tuition waiver.

Section LQuestions 46 - The California Community Colleges (CCC) Associate Degree For Transfer (ADT) ProgramThe CCC ADTs (AA-T and AS-T) are different from the traditional AA or AS associate degrees that are offered at the community colleges. The AA-T and AS-T degrees are designed specifically to prepare CCC transfer students for upper-division transfer to the California State University (CSU) system.

If you are uncertain as to which of the associate degrees you have or are earning, consult a transfer counselor at your community college before completing this section of the application.

To be eligible for the ADT Admission priority admission consideration with junior standing, the transfer applicant must meet the following criteria:

• Must meet the CSU minimum transfer admission eligibility requirements.•Must have earned and been awarded an AA-T or AS-T prior to the start of the CSU enrollment term.•The applicant's status on meeting the ADT degree must be verified by the awarding community college.

Contact your community college to learn more about the ADT verification process.•Must have applied to a CSU degree major program that has been deemed similar by the CSU campus to which they have applied.

To view the most current list of CSU degree programs that are deemed similar to the AA-T and AS-T degrees at the California Community Colleges visit the www.Adegreewithaguarantee.com/findyourpath site.

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A world of information is just a click away .

Visit the California State University website at www.calstate.edu

S - Semester system Q - Quarter system

1 California State University, •Q

(661) 654-3036 •www.csub.edu

2 California State University, Channel Islands •SOne University Drive, Camarillo, CA 93012 (805) 437-8400 •www.csuci.edu

3 California State University, Chico •S400 W. First Street, Chico, CA 95929-0722 (530) 898-6321 •www.csuchico.edu

4 California State University, Dominguez Hills •S1000 East Victoria Street, Carson, CA 90747 (310) 243-3696 •www.csudh.edu

5 California State University, East Bay •Q25800 Carlos Bee Blvd., Hayward, CA 94542-3035 (510) 885-2784 •www.csueastbay.edu

6 California State University, Fresno •S5150 North Maple Avenue, JA57 Fresno, CA 93740-8026 (559) 278-2261 •www.fresnostate.edu

7 California State University, Fullerton •S800 N. State College Blvd., Fullerton, CA 92834-9480 (657) 278-2300 •www.fullerton.edu

8 Humboldt State University •S1 Harpst Street, Arcata, CA 95521-4957 (707) 826-4402 •(866) 850-9556 •www.humboldt.edu

9 California State University, Long Beach •S

(562) 985-5471 •www.csulb.edu

10 California State University, Los Angeles •S5151 State University Drive, Los Angeles, CA 90032-8530 (323) 343-3901 •www.calstatela.edu

11 California Maritime Academy •S200 Maritime Academy Drive, Vallejo, CA 94590 (707) 654-1330 •www.csum.edu

12 California State University, Monterey Bay •S100 Campus Center Drive, Seaside, CA 93955-8001 (831) 582-3738 •www.csumb.edu

13 California State University, Northridge •S

(818) 677-3700 •www.csun.edu

14 California State Polytechnic University, Pomona •Q3801 West Temple Avenue, Pomona, CA 91768-4003 (909) 869-5299 •www.csupomona.edu

15 California State University, Sacramento •S6000 J Street, Sacramento, CA 95819-6048 (916) 278-7766 •www.csus.edu

16 California State University, San Bernardino •Q5500 University Parkway, San Bernardino, CA 92407-2397 (909) 537-5188 •www.csusb.edu

17 San Diego State University •S5500 Campanile Drive, San Diego, CA 92182-7455 (619) 594-6336 •www.sdsu.edu

18 San Francisco State University •S1600 Holloway Avenue, San Francisco, CA 94132-1722 (415) 338-1113 •www.sfsu.edu

19 San José State University •SOne Washington Square, San José, CA 95192-0016 (408) 283-7500 •www.sjsu.edu

20 California Polytechnic State University, San Luis Obispo •QSan Luis Obispo, CA 93407 (805) 756-2311 •www.calpoly.edu

21 California State University, San Marcos •S333 S. Twin Oaks Valley Road San Marcos, CA 92096-0001 (760) 750-4848 •www.csusm.edu

22 Sonoma State University •S1801 East Cotati Avenue, Rohnert Park, CA 94928 (707) 664-2778 •www.sonoma.edu

23 California State University, Stanislaus •SOne University Circle, Turlock, CA 95382 (209) 667-3070 •www.csustan.edu


401 Golden Shore Long Beach, CA 90802-4210 www.calstate.edu

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time. How do you define “leader”? List three words that you think describe what a leader is: 1. 2. 3. Do any of these words apply to you? How? Is there a time in your life when you displayed any of these traits?

2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. Can you think of a time your viewpoint was unique compared to others? What was the issue or problem from your perspective? Now think of the same situation from the perspective of another person who was there with you. How was your approach different from that other person’s? Was there ever a problem where your imagination and intuition guided you to the solution? Do you have a passion for music, theater, visual art, dance, etc.? What have you gained from it that has affected other parts of your life?

3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? List three of your talents or skills: 1. 2. 3. Were these talents or skills the same a few years ago? What changed? What improved? Which one of the three talents or skills you listed is the most meaningful or important to you and why? Does the talent come naturally or have you worked hard to develop this skill or talent?

Getting started This worksheet is designed to help freshman applicants start the writing process for the personal insight questions in the undergraduate admissions application. Additional hints and suggestions can be found on UC’s admissions website at ucal.us/personalquestions.

What are the personal insight questions? These questions are about getting to know you better — your life experience, interests, ambitions and inspirations. Think of it as your interview with the admissions office. Be open. Be reflective. Find your individual voice and express it.

While this section of the application is just one part we consider when making our admission decision, it helps provide context for the rest of your application.

The basics • You will have 8 questions to choose from. You must respond to any 4 of the 8 questions.

• Each response is limited to a maximum of 350 words.

• Which questions you choose to answer is entirely up to you: But you should select questions that are most relevant to your experience and that best reflect your individual circumstances.

• All questions are equal: All questions are given equal consideration in the application review process, which means there is no advantage or disadvantage to choosing certain questions over others.

Freshman questions & brainstorm exercise The following exercises are suggestions to help you get started. Remember, you don’t have to answer all eight questions – you only need to answer four. So if some questions aren’t the right fit for you, that’s OK. The important thing is expressing who are you, what matters to you and what you want to share with UC.

personal insight questions: guide for freshman applicants

4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. Feel free to speak about either an opportunity or a barrier. It’s OK if you’ve experienced one and not the other. educational opportunities: List any programs or additional classes that have better prepared you for college: 1. 2. 3. How did you find out about these programs or classes? How did you take what you learned and apply it to your schoolwork or other aspects of your life? educational barriers: Have you faced any barriers or challenges related to school and/or your schoolwork? How did you overcome or strive to overcome them? List three personal characteristics or skills you had to call on to overcome this challenge: 1. 2. 3.

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? Have you had a difficult experience in your life? How did you get through it? What did you learn going through this experience? If you’re currently working your way through a challenge, what are you doing now and does that affect different aspects of your life? For example, ask yourself, “How has my life changed at home, at my school, with my friends, or with my family?”

6. Describe your favorite academic subject and explain how it has influenced you. Think about all of your classes. Now fill in the blank: I would go to [class name] even if I didn’t have to. It doesn’t have to be a class in which you’ve earned good grades – the important thing is you enjoyed the subject and it impacted you in some way.

7. What have you done to make your school or your community a better place? Did you contribute to a positive change at your school or in your community? What steps have you taken to accomplish this? Remember, even small changes can have a big impact. Why were you inspired to act? What did you learn from your effort?

8. What is the one thing that you think sets you apart from other candidates applying to the University of California? Don’t be afraid to brag a little. Even if you don’t think you’re unique, you are — remember, there’s only one of you in the world. Lots of things can influence who you are, such as your experiences, family, interests and values. Here are a few lists to help you get started. List three of your personality traits (if you need help, ask your friends or family how they would describe you): 1. 2. 3. What do you value in your life? What’s important to you? List three of them here: 1. 2. 3. What are you passionate about? 1. 2. 3. What items or possessions do you cherish? List them here and think about why they’re meaningful to you: 1. 2. 3. Does anything overlap? Is there one thing that stands out? Are there any that you would want to share more information about?

Next steps As you filled out the worksheet, were there any topics that seemed particularly interesting? You might consider answering those questions as part of your application. But the choice is yours! Take your time in selecting which questions to answer and how to answer them. For more information, visit our website at ucal.us/personalquestions.



Scholarship Name Description Deadline Award ApplicationAtherton Police Activities League

Award based on the following criterion: activity profile; athleticparticipation; leadership experience; honors and awards received;community activities; career goals; neatness of application; letter ofrecommendation; and a personal 250 word statement about yourself. To beeligible for a P.A.L. Scholarship, you must meet the followingrequirements: participate in sports and/or community service; graduatinghigh school senior attending an Atherton school; 3.0 GPA or higher;college-bound. (Deferred enrollment is not accepted). Come to the Collegeand Career Center to pick up a paper copy of the application. 4/20 $5,000

Click Here

OCA San Mateo County Applicants must meet the following criteria: identify as Asian PacificAmerican; intend to enroll in a college or university in the fall of 2017;attend the Scholarship Awards Ceremony on Saturday evening, 29 April2017. The following criteria will be utilized in selecting the successfulapplicants: financial need; community service and volunteerism; declaringa major in public policy (field open), leadership and creativity; SAT scoresand/or GPA. 3/15 $1,000-$2,000

http://www.ocasanmateo.org/youth/scholarships/scholarships.php

Peninsula College Fund Scholarship Seniors with 3.0 min GPA (unweighted) with financial need who plan toattend a four-year college in fall. underrepresented minority and/or firstgeneration college student preferred. Social Security Number NOTrequired. Selection based on academic achievement, potential for collegesuccess, character and resilience, interest in benefiting from mentoring,financial need. 2/27 $3,000/year

http://peninsulacollegefund.org/meet-our-scholars/apply/

Pursuit of Excellence ScholarshipThe Pursuit of Excellence scholarship program provides support forqualified financially needy students who are determined to attain a fouryear college degree. Scholarship recipients who maintain acceptableacademic performance receive support during all their undergraduateyears. First-year awards range from $500 to $5,000. Renewal amounts forsubsequent years are based on the student's need and performance. Mustbe a graduating senior in satisfactory academic standing, has demonstratedfinancial need, and intends to enroll in an accredited college/university(those starting in community college and intending to transfer to a 4-yrcollege are eligible, too). Student work experience preferred. See websitefor details. 2/28 $500-5,000, renewable

http://poescholarships.org/qualifications.html

Redwood City Elks Undergrad Scholarships for Students w/Disabilities This scholarship program is a financial needs-based and academic-use

scholarship. It is intended for undergraduate work at an accreditedcommunity college, four-year college, university, or licensed vocationalschool. The funds cover academic expenses only, which includes tuition,books, lab fees, and on-campus room and board. Individuals applying mustbe a United States citizen and a resident of California or Hawaii; have aphysical impairment, neurological impairment, visual impairment, hearingimpairment, and/or speech-language disorder; and be a senior in highschool, a high school graduate, or have passed the General EducationalDevelopment (GED) Examination or the California High SchoolProficiency Examination (CHSPE). 3/15 $2,000

chea-elks.org

Kruschnitt Aspire Scholarship Program For San Mateo county students going to either College of San Mateo,Canada, or Skyline and intending to transfer to a 4-yr college. Must have2.5 GPA or better in a-g courses completed in high school. Need-basedscholarship. 3/2 up to $6000 per year

http://www.smcccfoundation.org/kasp

Palo Alto Rotary Club Vocational ScholarshipExamples of vocational programs include but are not limited to:automotive technology, accounting, child development, dental hygiene,fashion design, graphic design, medical assisting, and many others. Thescholarships are primarily need-based rather than grade-based. Thescholarships are NOT intended for students intending to transfer to four-year colleges. Up to ten (10) scholarships will be awarded. 3/1 $500-$2000

http://www.rotarypaloalto.org/VocationalScholarships.cfm

Hale/Ruppert Educational ScholarshipApplicant is a 'late bloomer' who demonstrates academic promise andcontinuous grade point average improvement during high school or college;Maximum cumulative grade point average of 3.3 on a 4.0 scale;Demonstrated financial hardship; Applicant demonstrates communityinvolvement; Planning to enroll or enrolled in two- or four-year college,university or vocational school as a full-time student; legal residents andA.B. 540 students are eligible, too. 2/24 Up to $10,000

http://www.siliconvalleycf.org/scholarships/ralph-hale-and-martha-l-ruppert-educational-scholarship

Menlo-Atherton Alumni Scholarship

This committee selects students who are able to clearly communicate howtheir experience at M-A has made a positive difference in their life. Thediscussion of an experience, class, teacher, etc is helpful in understandinghow and why they value their M-A experience. As a committee, it isimportant to know that we do take financial need into consideration as wewant to support all students in making college a reality. 3/30 $1,500.00

http://tinyurl.com/m-aalumnischolarship2017

Plenty More Can be Found on Naviance. Once logged in, click on the “colleges” tab, then click on “scholarship list”.

Scholarship Examples as of 2/1

Documents

Hello Academy Mentors!! · 2018-09-01 · Academy Mentor Interview - Top 5 Steps to Success One of our first agenda item for today focuses on interviewing your mentor regarding the