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Cal State Fullerton Requirements for Admission

Choose your test.

What are Cal State Fullerton's admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

• GPA requirements
• Testing requirements, including SAT and ACT requirements
• Application requirements

In this guide we'll cover what you need to get into Cal State Fullerton and build a strong application.

School location: Fullerton, CA

This school is also known as: California State University Fullerton, CSU Fullerton, Cal State Fullerton

Admissions Rate: 66.7%

If you want to get in, the first thing to look at is the acceptance rate. This tells you how competitive the school is and how serious their requirements are.

The acceptance rate at Cal State Fullerton is 66.7% . For every 100 applicants, 67 are admitted.

This means the school is moderately selective . The school expects you to meet their requirements for GPA and SAT/ACT scores, but they're more flexible than other schools. If you exceed their requirements, you have an excellent chance of getting in. But if you don't, you might be one of the unlucky minority that gets a rejection letter.

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Cal State Fullerton GPA Requirements

Many schools specify a minimum GPA requirement, but this is often just the bare minimum to submit an application without immediately getting rejected.

The GPA requirement that really matters is the GPA you need for a real chance of getting in. For this, we look at the school's average GPA for its current students.

Average GPA: 3.67

The average GPA at Cal State Fullerton is 3.67 .

(Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

With a GPA of 3.67, Cal State Fullerton requires you to be above average in your high school class. You'll need at least a mix of A's and B's, with more A's than B's. You can compensate for a lower GPA with harder classes, like AP or IB classes. This will show that you're able to handle more difficult academics than the average high school student.

If you're currently a junior or senior, your GPA is hard to change in time for college applications. If your GPA is at or below the school average of 3.67, you'll need a higher SAT or ACT score to compensate . This will help you compete effectively against other applicants who have higher GPAs than you.

SAT and ACT Requirements

Each school has different requirements for standardized testing. Only a few schools require the SAT or ACT, but many consider your scores if you choose to submit them.

Cal State Fullerton hasn't explicitly named a policy on SAT/ACT requirements, but because it's published average SAT or ACT scores (we'll cover this next), it's likely test flexible. Typically, these schools say, "if you feel your SAT or ACT score represents you well as a student, submit them. Otherwise, don't."

Despite this policy, the truth is that most students still take the SAT or ACT, and most applicants to Cal State Fullerton will submit their scores. If you don't submit scores, you'll have one fewer dimension to show that you're worthy of being admitted, compared to other students. We therefore recommend that you consider taking the SAT or ACT, and doing well.

Cal State Fullerton SAT Requirements

Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school's average score.

Average SAT: 1130

The average SAT score composite at Cal State Fullerton is a 1130 on the 1600 SAT scale.

This score makes Cal State Fullerton Competitive for SAT test scores.

Cal State Fullerton SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 930, and the 75th percentile SAT score is 1190. In other words, a 930 on the SAT places you below average, while a 1190 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

The Score Choice policy at your school is an important part of your testing strategy.

Cal State Fullerton has the Score Choice policy of "Highest Section."

This is also known as "superscoring." This means that you can choose which SAT tests you want to send to the school. Of all the scores they receive, your application readers will consider your highest section scores across all SAT test dates you submit .

Click below to learn more about how superscoring critically affects your test strategy.

For example, say you submit the following 3 test scores:

Even though the highest total you scored on any one test date was 1000, Cal State Fullerton will take your highest section score from all your test dates, then combine them to form your Superscore. You can raise your composite score from 1000 to 1400 in this example.

This is important for your testing strategy. Because you can choose which tests to send in, and Cal State Fullerton forms your Superscore, you can take the SAT as many times as you want, then submit only the tests that give you the highest Superscore. Your application readers will only see that one score.

Therefore, if your SAT superscore is currently below a 1130, we strongly recommend that you consider prepping for the SAT and retaking it . You have a very good chance of raising your score, which will significantly boost your chances of getting in.

Even better, because of the Superscore, you can focus all your energy on a single section at a time. If your Reading score is lower than your other sections, prep only for the Reading section, then take the SAT. Then focus on Math for the next test, and so on. This will give you the highest Superscore possible.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and SAT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

Cal State Fullerton ACT Requirements

Just like for the SAT, Cal State Fullerton likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 22

The average ACT score at Cal State Fullerton is 22. This score makes Cal State Fullerton Moderately Competitive for ACT scores.

The 25th percentile ACT score is 18, and the 75th percentile ACT score is 26.5.

Even though Cal State Fullerton likely says they have no minimum ACT requirement, if you apply with a 18 or below, you'll have a harder time getting in, unless you have something else impressive in your application.

ACT Score Sending Policy

If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 22 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to Cal State Fullerton, so you should prep until you reach our recommended target ACT score of 22.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and ACT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

SAT/ACT Writing Section Requirements

Currently, only the ACT has an optional essay section that all students can take. The SAT used to also have an optional Essay section, but since June 2021, this has been discontinued unless you are taking the test as part of school-day testing in a few states. Because of this, no school requires the SAT Essay or ACT Writing section, but some schools do recommend certain students submit their results if they have them.

Cal State Fullerton considers the SAT Essay/ACT Writing section optional and may not include it as part of their admissions consideration. You don't need to worry too much about Writing for this school, but other schools you're applying to may require it.

Final Admissions Verdict

Because this school is moderately selective, strong academic performance will almost guarantee you admission . Scoring a 1190 SAT or a 26.5 ACT or above will nearly guarantee you admission. Because the school admits 66.7% of all applicants, being far above average raises the admission rate for you to nearly 100%.

If you can achieve a high SAT/ACT score, the rest of your application essentially doesn't matter. You still need to meet the rest of the application requirements, and your GPA shouldn't be too far off from the school average of 3.67. But you won't need dazzling extracurriculars and breathtaking letters of recommendation to get in. You can get in based on the merits of your score alone.

But if your score is a 930 SAT or a 18 ACT and below, you have a good chance of being one of the unlucky few to be rejected.

Admissions Calculator

Here's our custom admissions calculator. Plug in your numbers to see what your chances of getting in are. Pick your test: SAT ACT

• 80-100%: Safety school: Strong chance of getting in
• 50-80%: More likely than not getting in
• 20-50%: Lower but still good chance of getting in
• 5-20%: Reach school: Unlikely to get in, but still have a shot
• 0-5%: Hard reach school: Very difficult to get in

How would your chances improve with a better score?

Take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

At PrepScholar, we've created the leading online SAT/ACT prep program . We guarantee an improvement of 160 SAT points or 4 ACT points on your score, or your money back.

Here's a summary of why we're so much more effective than other prep programs:

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• We guide you through your program step-by-step so that you're never confused about what you should be studying. Focus all your time learning, not worrying about what to learn.
• Our team is made of national SAT/ACT experts . PrepScholar's founders are Harvard graduates and SAT perfect scorers . You'll be studying using the strategies that actually worked for them.
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Application Requirements

Every school requires an application with the bare essentials - high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We'll cover the exact requirements of Cal State Fullerton here.

Application Requirements Overview

• Common Application Not accepted
• Electronic Application None
• Essay or Personal Statement
• Letters of Recommendation
• Interview Not required
• Application Fee $55
• Fee Waiver Available? Available
• Other Notes

Testing Requirements

• SAT or ACT Not used if submitted
• SAT Essay or ACT Writing Optional
• SAT Subject Tests
• Scores Due in Office None

Coursework Requirements

• Subject Required Years
• Foreign Language 2
• Social Studies 1
• Electives 1

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes November 30 Rolling

Admissions Office Information

• Address: 800 Fullerton, CA 92831
• Phone: (657) 278-2593 x2593
• Email: [email protected]

Other Schools For You

If you're interested in Cal State Fullerton, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to Cal State Fullerton.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than Cal State Fullerton. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for Cal State Fullerton, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for Cal State Fullerton, you should have no problem getting into these schools. If Cal State Fullerton is currently out of your reach, you might already be competitive for these schools.

Data on this page is sourced from Peterson's Databases © 2023 (Peterson's LLC. All rights reserved.) as well as additional publicly available sources.

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Tutoring services at csuf.

• Computer Science Tutoring Center http://www.fullerton.edu/ecs/cs/resources/tutoring.php The Computer Science Tutoring Center offers tutoring for students enrolled in CPSC 120, CPSC 121 and CPSC 131. They are located in CS-401. Follow the link below to check out their page and get more information on using this helpful service.
• The University Learning Center http://www.fullerton.edu/ulc  The University Learning Center provides free tutoring for most undergraduate general education courses including those in science and math; humanities and social sciences; as well as other subjects. We offer one-to-one tutoring, online appointments and online writing review, and many more services to help you reach your academic goals.
• The College Tutoring Center https://business.fullerton.edu/Student-Success/Tutoring/Rooms  The College Tutoring Center (operated by the Steven G. Mihaylo College of Business and Economics) helps business students become more successful by offering tutoring assistance in a friendly and supportive learning environment.
• Supplemental Instruction http://www.fullerton.edu/SI/  SI provides weekly, peer-led group study sessions for students taking historically difficult courses. SI study sessions bring students together in a collaborative learning environment where they improve their understanding of course material, review and discuss important concepts, develop study strategies and prepare for exams. In SI, students connect what to learn with how to learn.
• Student Success Center for Science and Math (OCSAMS) http://www.fullerton.edu/nsm/student_success/ocsams/ocsams.php  The Center offers free drop-in tutoring for Biology, Chemistry, Math and Physics for all students taking GE and major science courses. The tutoring schedule is available in the Center and online at the start of each semester. It includes the courses and hours for which tutors are available. The Center also offers access to study tables, computers, printer, photocopier, involvement opportunities and other valuable resources.
• Center for Academic Support in Engineering and Computer Science (CASECS) http://www.fullerton.edu/ecs/resources/casecs.php  CASECS is an academic support program designed to recruit, retain and graduate students. CASECS serves educationally disadvantaged students and emphasizes participation by students from groups with low eligibility rates for four-year colleges, providing a study center, tutoring, and academic counseling for participating students. CASECS can be found at CS 201 and takes walk in appointments.
• Computer Science PC and Linux Lab https://www.fullerton.edu/it/students/computerlabs/computer_science.php  The Computer Science PC and Linux Lab offers an open lab with current students available to assist those seeking help with courses requiring PC and Linux skills. Check out their page to get specific information on hours, courses, and more.
• Computer Science Tutoring Center http://www.fullerton.edu/ecs/cs/resources/tutoring.php  The Computer Science Tutoring Center offers tutoring for students enrolled in CPSC 120, CPSC 121 and CPSC 131. They are located in CS-401. Follow the link below to check out their page and get more information on using this helpful service.
• Academic Advising Center http://www.fullerton.edu/aac/  The Academic Advising center allows for students to receive guidance and help as they work towards degree completion. Services are currently virtual.
• http://www.library.fullerton.edu/research/  Pollak Library provides a vast array of research guides and services. You can receive research help 24/7 from a librarian, get specific consultations for research in your subject, and learn about the vast resources in-person or online.

This site is maintained by Department of English, Comparative Literature, and Linguistics .

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Traditional BSN Selection Process

All applicants who are California residents, and apply through Cal State Apply during the application period, to the correct Nursing major, will be reviewed for admission. Please note that this pathway is approved by the CSU Chancellor's office to use an approved holistic admission process.

An online information session about this program was held on 10/15/2020, please click here to view the recording.

Grade Trends

A grade trend review will be conducted for the applicant's freshmen through junior years in high school. We will look for an increase in GPA or a maintained GPA.

Letters Of Recommendation

Two (2) letters of recommendation are required for Traditional BSN pathway applicants inside the Cal State Apply application. Within the application the applicant will provide their recommenders’ names and email addresses, and the Cal State Apply system will contact the listed individuals. Applicants: your two recommenders should be your current or former teacher(s) or counselor(s), or someone who has supervised you, mentored you, or led you. Family members are not acceptable for either of the recommenders. Applicants should not send letters to the School of Nursing or CSUF Office of Admissions. The letters are submitted within the Cal State Apply application only. On the Recommendations Tab within the application, the applicant must enter December 8, 2023 (or earlier) as the due date for the two (2) recommendations. If both recommendations are not submitted by the December 8, 2023 deadline, the application will be denied.

Statement Of Purpose Essay

An essay is required inside the Cal State Apply application. The required Statement of Purpose essay will be read and scored by two to three Nursing faculty, utilizing a rubric. The rubric will measure how well the applicant addresses the given prompt, as well as grammar and writing style. The essay prompt can be found inside the Cal State Apply application.

Applicants should not send their essay to the School of Nursing or CSUF Office of Admissions. The essay is submitted within the Cal State Apply application.

The top applicants will be invited to interview. Interviews will take place in February or March of 2024.

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Your chance of acceptance, your chancing factors, extracurriculars, tips for writing a great cal state essay.

What are some key elements to include in a strong Cal State application essay? Are there any specific topics or themes that schools tend to appreciate more?

Writing a strong Cal State application essay is about showcasing your unique experiences, values, and goals. Although there isn't a one-size-fits-all formula for success, here are some tips to help you craft an engaging and persuasive essay:

1. Tell a compelling story: Admissions officers read countless essays, so make sure your essay stands out by telling a captivating story that demonstrates a unique aspect of who you are. Focus on a singular experience or a brief series of related events that highlight your personal growth.

2. Show, don't tell: Use vivid and descriptive language to paint a picture of your experiences, letting the reader infer your qualities and values rather than explicitly stating them. For example, instead of saying you're a good leader, describe a situation where your leadership skills were put to the test and how you handled it.

3. Demonstrate self-reflection: Reflect on how the experiences you discuss in your essay helped shape you as a person, and what lessons you learned from them. This shows the reader that you have a strong sense of self-awareness and a desire for personal growth.

4. Be authentic: Avoid using cliché essay topics or overused themes. Write about something genuinely important to you, even if it's not considered a "traditional" topic. This will make your essay feel more genuine and help the reader connect with you on a deeper level.

5. Show your fit for Cal State: If possible, incorporate aspects of Cal State's values or campus culture into your essay to showcase how you will contribute to the community. For example, you might discuss your dedication to service or your passion for diversity and inclusion, which align with the university's mission.

6. Edit and revise: Take the time to revise your essay multiple times, ensuring that your writing is clear, concise, and error-free. This shows the admissions officers that you are committed to presenting your best self and are serious about the opportunity to attend Cal State.

Remember, the most important factor is to make your essay unique and personal to you. By sharing a well-crafted story that highlights your values and growth, you can create a strong Cal State application essay that will leave a lasting impression on the admissions committee.

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

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24 Application Essays (Statements of Purpose)

Application essays, what this handout is about.

This handout will help you write and revise the personal statement required by many graduate programs, internships, and special academic programs.

Before you start writing

Because the application essay can have a critical effect upon your progress toward a career, you should spend significantly more time, thought, and effort on it than its typically brief length would suggest. It should reflect how you arrived at your professional goals, why the program is ideal for you, and what you bring to the program. Don’t make this a deadline task—now’s the time to write, read, rewrite, give to a reader, revise again, and on until the essay is clear, concise, and compelling. At the same time, don’t be afraid. You know most of the things you need to say already.

Read the instructions carefully. One of the basic tasks of the application essay is to follow the directions. If you don’t do what they ask, the reader may wonder if you will be able to follow directions in their program. Make sure you follow page and word limits exactly—err on the side of shortness, not length.  The essay may take two forms:

• A one-page essay answering a general question
• Several short answers to more specific questions

Do some research before you start writing.  Think about…

• The field.  Why do you want to be a _____? No, really. Think about why you and you particularly want to enter that field. What are the benefits and what are the shortcomings? When did you become interested in the field and why? What path in that career interests you right now? Brainstorm and write these ideas out.
• The program.  Why is this the program you want to be admitted to? What is special about the faculty, the courses offered, the placement record, the facilities you might be using? If you can’t think of anything particular, read the brochures they offer, go to events, or meet with a faculty member or student in the program. A word about honesty here—you may have a reason for choosing a program that wouldn’t necessarily sway your reader; for example, you want to live near the beach, or the program is the most prestigious and would look better on your resume. You don’t want to be completely straightforward in these cases and appear superficial, but skirting around them or lying can look even worse. Turn these aspects into positives. For example, you may want to go to a program in a particular location because it is a place that you know very well and have ties to, or because there is a need in your field there. Again, doing research on the program may reveal ways to legitimate even your most superficial and selfish reasons for applying.
• Yourself.  What details or anecdotes would help your reader understand you? What makes you special? Is there something about your family, your education, your work/life experience, or your values that has shaped you and brought you to this career field? What motivates or interests you? Do you have special skills, like leadership, management, research, or communication? Why would the members of the program want to choose you over other applicants? Be honest with yourself and write down your ideas. If you are having trouble, ask a friend or relative to make a list of your strengths or unique qualities that you plan to read on your own (and not argue about immediately). Ask them to give you examples to back up their impressions (For example, if they say you are “caring,” ask them to describe an incident they remember in which they perceived you as caring).

Now, write a draft

This is a hard essay to write. It’s probably much more personal than any of the papers you have written for class because it’s about you, not World War II or planaria. You may want to start by just getting something—anything—on paper. Try freewriting. Think about the questions we asked above and the prompt for the essay, and then write for 15 or 30 minutes without stopping. What do you want your audience to know after reading your essay? What do you want them to feel? Don’t worry about grammar, punctuation, organization, or anything else. Just get out the ideas you have. For help getting started, see our  handout on brainstorming .

Now, look at what you’ve written. Find the most relevant, memorable, concrete statements and focus in on them. Eliminate any generalizations or platitudes (“I’m a people person”, “Doctors save lives”, or “Mr. Calleson’s classes changed my life”), or anything that could be cut and pasted into anyone else’s application. Find what is specific to you about the ideas that generated those platitudes and express them more directly. Eliminate irrelevant issues (“I was a track star in high school, so I think I’ll make a good veterinarian.”) or issues that might be controversial for your reader (“My faith is the one true faith, and only nurses with that faith are worthwhile,” or “Lawyers who only care about money are evil.”).

Often, writers start out with generalizations as a way to get to the really meaningful statements, and that’s OK. Just make sure that you replace the generalizations with examples as you revise. A hint: you may find yourself writing a good, specific sentence right after a general, meaningless one. If you spot that, try to use the second sentence and delete the first.

Applications that have several short-answer essays require even more detail. Get straight to the point in every case, and address what they’ve asked you to address.

Now that you’ve generated some ideas, get a little bit pickier. It’s time to remember one of the most significant aspects of the application essay: your audience. Your readers may have thousands of essays to read, many or most of which will come from qualified applicants. This essay may be your best opportunity to communicate with the decision makers in the application process, and you don’t want to bore them, offend them, or make them feel you are wasting their time.

With this in mind:

• Do assure your audience that you understand and look forward to the challenges of the program and the field, not just the benefits.
• Do assure your audience that you understand exactly the nature of the work in the field and that you are prepared for it, psychologically and morally as well as educationally.
• Do assure your audience that you care about them and their time by writing a clear, organized, and concise essay.
• Do address any information about yourself and your application that needs to be explained (for example, weak grades or unusual coursework for your program). Include that information in your essay, and be straightforward about it. Your audience will be more impressed with your having learned from setbacks or having a unique approach than your failure to address those issues.
• Don’t waste space with information you have provided in the rest of the application. Every sentence should be effective and directly related to the rest of the essay. Don’t ramble or use fifteen words to express something you could say in eight.
• Don’t overstate your case for what you want to do, being so specific about your future goals that you come off as presumptuous or naïve (“I want to become a dentist so that I can train in wisdom tooth extraction, because I intend to focus my life’s work on taking 13 rather than 15 minutes per tooth.”). Your goals may change–show that such a change won’t devastate you.
• And, one more time, don’t write in cliches and platitudes. Every doctor wants to help save lives, every lawyer wants to work for justice—your reader has read these general cliches a million times.

Imagine the worst-case scenario (which may never come true—we’re talking hypothetically): the person who reads your essay has been in the field for decades. She is on the application committee because she has to be, and she’s read 48 essays so far that morning. You are number 49, and your reader is tired, bored, and thinking about lunch. How are you going to catch and keep her attention?

Assure your audience that you are capable academically, willing to stick to the program’s demands, and interesting to have around. For more tips, see our  handout on audience .

Voice and style

The voice you use and the style in which you write can intrigue your audience. The voice you use in your essay should be yours. Remember when your high school English teacher said “never say ‘I’”? Here’s your chance to use all those “I”s you’ve been saving up. The narrative should reflect your perspective, experiences, thoughts, and emotions. Focusing on events or ideas may give your audience an indirect idea of how these things became important in forming your outlook, but many others have had equally compelling experiences. By simply talking about those events in your own voice, you put the emphasis on you rather than the event or idea. Look at this anecdote:

During the night shift at Wirth Memorial Hospital, a man walked into the Emergency Room wearing a monkey costume and holding his head. He seemed confused and was moaning in pain. One of the nurses ascertained that he had been swinging from tree branches in a local park and had hit his head when he fell out of a tree. This tragic tale signified the moment at which I realized psychiatry was the only career path I could take.

An interesting tale, yes, but what does it tell you about the narrator? The following example takes the same anecdote and recasts it to make the narrator more of a presence in the story:

I was working in the Emergency Room at Wirth Memorial Hospital one night when a man walked in wearing a monkey costume and holding his head. I could tell he was confused and in pain. After a nurse asked him a few questions, I listened in surprise as he explained that he had been a monkey all of his life and knew that it was time to live with his brothers in the trees. Like many other patients I would see that year, this man suffered from an illness that only a combination of psychological and medical care would effectively treat. I realized then that I wanted to be able to help people by using that particular combination of skills only a psychiatrist develops.

The voice you use should be approachable as well as intelligent. This essay is not the place to stun your reader with ten prepositional phrases (“the goal of my study of the field of law in the winter of my discontent can best be understood by the gathering of more information about my youth”) and thirty nouns (“the research and study of the motivation behind my insights into the field of dentistry contains many pitfalls and disappointments but even more joy and enlightenment”) per sentence. (Note: If you are having trouble forming clear sentences without all the prepositions and nouns, take a look at our  handout on style .)

You may want to create an impression of expertise in the field by using specialized or technical language. But beware of this unless you really know what you are doing—a mistake will look twice as ignorant as not knowing the terms in the first place. Your audience may be smart, but you don’t want to make them turn to a dictionary or fall asleep between the first word and the period of your first sentence. Keep in mind that this is a personal statement. Would you think you were learning a lot about a person whose personal statement sounded like a journal article? Would you want to spend hours in a lab or on a committee with someone who shuns plain language?

Of course, you don’t want to be chatty to the point of making them think you only speak slang, either. Your audience may not know what “I kicked that lame-o to the curb for dissing my research project” means. Keep it casual enough to be easy to follow, but formal enough to be respectful of the audience’s intelligence.

Just use an honest voice and represent yourself as naturally as possible. It may help to think of the essay as a sort of face-to-face interview, only the interviewer isn’t actually present.

Too much style

A well-written, dramatic essay is much more memorable than one that fails to make an emotional impact on the reader. Good anecdotes and personal insights can really attract an audience’s attention. BUT be careful not to let your drama turn into melodrama. You want your reader to see your choices motivated by passion and drive, not hyperbole and a lack of reality. Don’t invent drama where there isn’t any, and don’t let the drama take over. Getting someone else to read your drafts can help you figure out when you’ve gone too far.

Taking risks

Many guides to writing application essays encourage you to take a risk, either by saying something off-beat or daring or by using a unique writing style. When done well, this strategy can work—your goal is to stand out from the rest of the applicants and taking a risk with your essay will help you do that. An essay that impresses your reader with your ability to think and express yourself in original ways and shows you really care about what you are saying is better than one that shows hesitancy, lack of imagination, or lack of interest.

But be warned: this strategy is a risk. If you don’t carefully consider what you are saying and how you are saying it, you may offend your readers or leave them with a bad impression of you as flaky, immature, or careless. Do not alienate your readers.

Some writers take risks by using irony (your suffering at the hands of a barbaric dentist led you to want to become a gentle one), beginning with a personal failure (that eventually leads to the writer’s overcoming it), or showing great imagination (one famous successful example involved a student who answered a prompt about past formative experiences by beginning with a basic answer—”I have volunteered at homeless shelters”—that evolved into a ridiculous one—”I have sealed the hole in the ozone layer with plastic wrap”). One student applying to an art program described the person he did not want to be, contrasting it with the person he thought he was and would develop into if accepted. Another person wrote an essay about her grandmother without directly linking her narrative to the fact that she was applying for medical school. Her essay was risky because it called on the reader to infer things about the student’s character and abilities from the story.

Assess your credentials and your likelihood of getting into the program before you choose to take a risk. If you have little chance of getting in, try something daring. If you are almost certainly guaranteed a spot, you have more flexibility. In any case, make sure that you answer the essay question in some identifiable way.

After you’ve written a draft

Get several people to read it and write their comments down. It is worthwhile to seek out someone in the field, perhaps a professor who has read such essays before. Give it to a friend, your mom, or a neighbor. The key is to get more than one point of view, and then compare these with your own. Remember, you are the one best equipped to judge how accurately you are representing yourself. For tips on putting this advice to good use, see our  handout on getting feedback .

After you’ve received feedback, revise the essay. Put it away. Get it out and revise it again (you can see why we said to start right away—this process may take time). Get someone to read it again. Revise it again.

When you think it is totally finished, you are ready to proofread and format the essay. Check every sentence and punctuation mark. You cannot afford a careless error in this essay. (If you are not comfortable with your proofreading skills, check out our  handout on editing and proofreading ).

If you find that your essay is too long, do not reformat it extensively to make it fit. Making readers deal with a nine-point font and quarter-inch margins will only irritate them. Figure out what material you can cut and cut it. For strategies for meeting word limits, see our  handout on writing concisely .

Finally, proofread it again. We’re not kidding.

Other resources

Don’t be afraid to talk to professors or professionals in the field. Many of them would be flattered that you asked their advice, and they will have useful suggestions that others might not have. Also keep in mind that many colleges and professional programs offer websites addressing the personal statement. You can find them either through the website of the school to which you are applying or by searching under “personal statement” or “application essays” using a search engine.

If your schedule and ours permit, we invite you to come to the Writing Center. Be aware that during busy times in the semester, we limit students to a total of two visits to discuss application essays and personal statements (two visits per student, not per essay); we do this so that students working on papers for courses will have a better chance of being seen. Make an appointment or submit your essay to our online writing center (note that we cannot guarantee that an online tutor will help you in time).

For information on other aspects of the application process, you can consult the resources at  University Career Services .

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the  UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Asher, Donald. 2012.  Graduate Admissions Essays: Write Your Way Into the Graduate School of Your Choice , 4th ed. Berkeley: Ten Speed Press.

Curry, Boykin, Emily Angel Baer, and Brian Kasbar. 2003.  Essays That Worked for College Applications: 50 Essays That Helped Students Get Into the Nation’s Top Colleges . New York: Ballantine Books.

Stelzer, Richard. 2002.  How to Write a Winning Personal Statement for Graduate and Professional School , 3rd ed. Lawrenceville, NJ: Thomson Peterson.

LICENSES AND ATTRIBUTIONS

• Application Essays. By: The Writing Center, University of North Carolina at Chapel Hill. Located at:   https://writingcenter.unc.edu/tips-and-tools/application-essays/ . License: Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License

Writing in Genres Copyright © 2023 by Stephanie Frame is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Master of Science

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Who attends our program? Our students are typically professionals who are working in a variety of fields related to instructional design. Often students are working as instructional deesigners, higher education educators, K-12 teachers, technology trainers, LMS designers and managers, and freelancers. Many individuals who wish to change careers find the MSIDT degree beneficial to their current and future career prospects. The MSIDT degree is designed for individuals who wish to further their skills and knowledge in direct application of technology in teaching, training, education and curriculum development.

What makes the CSUF MSIDT program unique?

• While you pursue your master's degree in Instructional Design and Technology, you simultaneously earn 2 certificates in Instructional Design. No other master's program in the California State University System awards certificates with a master's degree.
• We are committed to your professional development. Each semester we offer faculty and alumni hosted webinars to supplement your academic knowledge and prepare you for your career advancement. Key topics include:  soft skills, new software, virtual reality, career advice, interview skill development, resume building, research tips, and more.
• Our program is fully online and centered around building a community of learners with similar goals and academic interests.
• We offer an orientation that is online and in person. This orientation supports the development of our learning community and provides students with foundational knowledge to support their academic development.
• We offer support each semester to establish a research agenda. Research is central to the completion of a master's degree. Faculty meet individually with students throughout the semester to ensure that adequate research progress is met. This extra support provides students with the resources needs to successfully complete their master's degree research and graduate.

The MSIDT degree is designed to meet the needs of:

• Instructional technology trainers in business, education, industry, military, or corporations and universities,
• Instructional designers
• Corporate trainers and content developers
• eLearning designers
• Software consultants or designers
• Freelance instructional designers
• Anyone working with curriculum development and training in e-learning and digital environments for an educational (K-12, community college, higher education, or extended education), corporate, business or military settings. 

Are you a credentialed teacher?

We value your education and professional classroom experience. Credentialed teachers may transfer up to 6 units of 400-level coursework towards your master's degree. Coursework completed within the past 5 years qualifies for transfer units. This will allow you to complete your master's degree in just 4 semesters!

This degree is perfect for educators. It is 100% online and the courses are asynchronous. The part-time enrollment supports your work life balance. The MSIDT degree is personalized for teachers. Evening office hours are designed  for your schedule. You decide on your master's degree project topic. You can apply your teaching skills and build on your prior content knowledge, skills, and expertise.

PROGRAM information videos

Program structure, semester 1:.

IDT 505 - Foundations of Instructional Design and Digital Authoring Tools IDT 510 - Research Practices in Instructional Design and Technology

Semester 2:

IDT 520 - Instructional Design 1: Issues in ELearning and the Design Process IDT 525 - Learning Theories for Postsecondary and Adult Instructional Settings

Semester 3:

IDT 530 -    Instructional Design 2: Advanced Issues in Implementation, Management and Program Evaluation IDT 535 - Instructional Strategies and Universal Design Issues in Learning Environments

Semester 4:

IDT 540 - Systematic Approaches to Digital Design and Development IDT 545 - Trends, Emerging Technologies and Issues in Instructional Design

Semester 5:

IDT 550 - Practicum in Instructional Design and Technology IDT 597 - Project

Mandatory Meetings

In addition to the courses, there are two required on-campus/video conference Saturday meetings with additional fees. These events are  mandatory .   The required orientation and research meetings have been approved by the Chancellor with a specific Executive Order that includes current fees of $345 for the Boot Up Orientation and $228 for the Midpoint Symposium.  Note that these fees are non-refundable, subject to change, and will be assessed during the first semester courses. The fees have not increased since 2001.

BOOT UP ORIENTATION

The first required meeting is a one-day Boot Up Orientation held prior to the start of the first semester. The Boot Up Orientation consists of a variety of workshops and experiences acclimating students to the overall program requirements, faculty and support staff, program technology requirements, library database resources,  course management system, master's final project and practicum expectations, textbook procedures, Titan Card, and software purchases. Students meet with the other students in the program and faculty to establish a strong sense of community which is central to online learning and collaboration.

MIDPOINT RESEARCH SYMPOSIUM

The  Midpoint Research Symposium is a one-day required meeting that occurs at the start of the third semester. At the Symposium, students review their progress related to professional goals and learning outcomes, confirm final master's project and practicum requirements, and work with a program advisor. Students solidify their research questions, digital instructional project ideas, and consult with faculty regarding research goals.

LEARNING GOALS

Candidates critically examine their implicit and explicit biases as part of their planning and organizing process to methodically bring about the completion of defined project goals and objectives.

Candidates discuss and assess through a critical lens (framework) that examine privilege to select and manage resources that promote equity and accessibility for individuals. 

Candidates use culturally relevant strategies to effectively apply solutions to solve problems.  

Candidates apply appropriate software design strategies in the development and implementation of digital instructional technologies to support and empower diverse communities.  

Candidates evaluate and synthesize research and use it to apply a critical theoretical lens to develop and implement an instructional product in a practical setting that supports learners.

 Candidates design, implement and apply Universal Design for Learning principles that support the needs of diverse learners in a highly diverse and digital world.   

Candidates develop and implement an instructional product that supports all learners.

Cost of Attendance

The tuition and fees are updated each semester and posted on the campus website. To view the current tuition and fees visit the Student Business Services tuition and campus fees website. Select “Graduate and Other Post-Baccalaureate Programs.” Students enrolled in the program are considered part-time graduate students. The program is six units each semester (two courses, which are three units each) and five semesters total. Tuition and fees are subject to change.

Tuition and Fees

MSIDT program include the following:

• Tuition Fees (part-time)
• Non-resident tuition fee per unit (only applicable if a student is not a California resident)
• Mandatory Campus-Based Fees
• SIRF (Student Involvement and Representation Fee)

In addition, the following fees are charged to MSIDT students. View these fees on the Student Financial Services’ list of all student fees webpage (see Category III Fees):

• Online Distance Fee - $33 per unit ($99 per three-unit course)
• Orientation Fee - $345
• Symposium Fee - $228

Software and Textbooks

Students are responsible for purchasing authoring software,  Articulate Storyline. The CSUF campus offers a variety of software for free to currently enrolled students.

Our program is an affordable textbook program. Most of our course textbooks are available free in ebook format to currently enrolled students.

MASTER OF SCIENCE DEGREE INCLUDES TWO CERTIFICATES 

• Master of Science in Instructional Design & Technology 
• Certificate of Instructional Design - Level I certificate (plus digital badge)
• Certificate of Instructional Design - Level II certificate (plus digital badge)

Ready to Apply? Apply now for Fall 2024

Frequently Asked Questions About the Master of Science

The following represents a list of frequently asked questions and responses related to the Master of Science in Instructional Design and Technology program.

What is the difference between the MSIDT program and the M.A. in Educational Technology?

The MSIDT program is designed for individuals seeking to advance their knowledge of instructional design and improve their skill level. This can apply to educators (K-12 and higher education), those in the business, corporate, medical or military fields, as well as those interested in training in e-learning or curriculum development. With the MSIDT degree, you can pivot your career path at any time as the skills we teach you are diverse and can be applied to any field. 

The Educational Technology degree is designed for K-12 educators with a teaching credential.

I don't have a bachelor's degree in Education. Can I still apply to the program?

Yes, we accept  all undergraduate majors!

I am not a resident of California. Can I still apply?

Do you accept international students what are the requirements for admission.

We do accept international students. It is important to check the International Graduate Eligibility Requirements before applying. Application and transcript deadlines still apply.

Please note that the MSIDT program does not provide visas as we are a 100% fully-online program. You are more than welcome, however, to participate from your home country!

What is the cost of the program? What are the online distance fees?

In state students generally pay approximately $2800 per semester, with five semesters total. These fees can vary by semester. You can check with Student Business Services   (select " Tuition Fees ," then "Graduate and Post-Baccalaureate Program Tuition and Fees") for the breakdown of fees for each semester.

Students enrolled in the program take 6 units each semester and are considered part-time graduate students. Campus-based fees are required, even if you are an online student. It makes all on-campus resources available to you at any time.

For online distance fees, there is an additional $198/semester or $99/course. These fees are part of  Category III fees . These fees are required for students who participate in any online course and have been approved by the Chancellor’s Office. All fees are subject to change.

Can I apply for financial aid?

Are there any prerequisites to the program what are the requirements for admission.

There are no prerequisites to apply to the program.

In order to apply, you must have the following:

• A bachelor's degree from an accredited university. 
• A minimum GPA requirement for admission to the university of 2.50 cumulative undergraduate GPA. The MSIDT program requires a 3.0 GPA. Applicants with a GPA between 2.50 and 3.9 may be  conditionally accepted based on review of resume, essay, and grades at the discretion of the MSIDT admissions committee. 

Not required:

• GRE is not required
• Letters of recommendation are not required

What is the application process?

The application process consists of three steps:

• Complete a formal online application to the university by the due date indicated on the   Cal State Apply site ,  indicating your interest in the MSIDT Program at CSU Fullerton. You will then receive a username and ID and can manage your own application process. At this time, please also submit your resume and personal statement through "Program Materials" on the application or email them to the MSIDT program at  [email protected] .
• Essay -   Please submit a personal essay (500 word limit) indicating your reason for choosing the M.S. in Instructional Design & Technology program at CSU Fullerton, and your future academic and professional goals.
• As per the information you will receive through the Cal State Apply site, you will send your transcripts directly to the Admissions Office (P.O. Box 6900, Fullerton, CA 92834-6900) or send the transcripts electronically. If an email is required, please send them to   [email protected] . Note that it usually takes 3-4 months for your transcripts to be submitted and evaluated. In the meantime, you’ll need to continue on to Step 3 in the MSIDT program application process. Please note there are deadlines to submit your transcripts.
• After your application, essay, and resume have been received, a member of the department staff will contact you by e-mail confirm the receipt of your materials. 

How and where do I send transcripts? Can I send electronic copies?

Cal State Fullerton requires that  all official transcripts be sent to the Office of Admissions. This includes universities or community colleges where you took only one course. Do not send your transcripts to the program. Attaching them to your application will also not qualify as submitted transcripts. 

California State University, Fullerton Office of Admissions P.O. Box 6900 Fullerton, CA 92834-6900

Deadline to send in transcripts for admission consideration:  July 15th 

When will I know I've been accepted to the program?

After all transcripts are collected and your application status is considered complete, our admissions committee will review your application. You may be notified  as early as 2-weeks after all transcripts are reviewed with an answer.

What are the technological requirements for the program? What kind of computer do I need?

An email account (preferrably your student email account), dependable internet, microphone, and video camera are required. Below are laptop recommendations:

Do I need any coding or programming experience? Do you use any software?

No. Coding or programming knowledge is not required.

Students do not learn HTML, coding, or programming while in the program. Students will learn skills on authoring software, such as Articulate Storyline.

What is the structure of the program?

This is a cohort program, consisting of 10 courses. The program duration is 5 semesters, including a required summer semester. Each semester, students enroll in two graduate courses (3 units each course). Students are considered part-time graduate students. 

Are the courses asynchronous? Are there any synchronous required meetings? 

The courses are asynchronous. Usually, you will not have set day(s) or time(s) you meet for live lectures. Occasionally, instructors will hold special class meetings or meetings with students, but they will work around your schedule.

The MSIDT program has 2 mandatory full-day, Saturday meetings: Boot Up Orientation and Midpoint Research Symposium. The meetings are on campus and available through Zoom. Attendance and participation is a mandatory requirement for this degree.

These meetings have additional fees, which are non-refundable, subject to change, and assessed at the same time you take the first semester of the program. The fees have been approved by the Chancellor with a specific Executive Order that includes the $345 Boot Up fee and the $228 Midpoint fee. 

The fees have been the same amount since 2002 and have not increased. 

What is the Boot Up Orientation?

The Boot Up Orientation is scheduled prior to the start of the first semester. The orientation consists of a variety of workshops and experiences acclimating you to the overall program requirements, faculty and support staff, program technology requirements, library resources, course management system, final research project and practicum expectations, Titan Card, and software purchases. During this orientation you will spend time all the program faculty and meeting your classmates and getting to know one another. We begin to establish the online community of learners during the orientation.

This event is  mandatory and part of the program's requirements for graduation.

What is the Midpoint Research Symposium?

During the fourth semester of the program, students participate in a mandatory midpoint research symposium. At the midpoint symposium, students review progress to date in relationship to individual professional goals and learning outcomes, students confirm their final research project and practicum activities, and work intensively with a program advisor.

This event is  mandatory  and part of the program's requirements for graduation.

What is the master's project?

As part of the Master's degree, students complete a research paper and create a digital instructional product. This requirement is completed during the final semester of the program in IDT 550 and IDT 597. Since the culminating research project and practicum are essential program components, it should reflect each student’s overall professional goals and learning goals. Students should have preliminary ideas about their research and digital instructional product.

As you continue in the program, you will refine and expand your ideas during the Boot Up Orientation and throughout the program courses, and finalize your focus at the Midpoint Research Symposium.

One of the benefits of completing your degree at CSUF is that the program integrates components of the final research project in each graduate course. Each semester you will work on your research project, collect related literature for your literature review, and focus on your research ideas. This allows you time to consider your research and the focus of your digital instructional project ideas. Faculty guide you through your research agenda and you will find that you are prepared to complete your research and design your digital instructional project.

Are there any opportunities to present at research conferences?

Graduate students can also present their research during the poster session at the College of Education's yearly Education Week , a week dedicated to those sharing their insights on the field of education.

Additional research opportunities are added as they are arise and connect with graduate-level coursework. 

Does the program have internships or networking events? Do they help with job placement?

The MSIDT program host networking events for current and former students to intermingle with each other as well as prospective employers. We also host online webinars and workshops each semester.  The program does not provide internships to students. We do, however, post any internships or available jobs given to us or we find to each cohort community page or our social media outlets. We actively post new jobs in Instructional Design each week. Cal State Fullerton also has the Career Center , which helps with mock interviews, resume building, job postings, and host hiring expos. 

Does the program have an alumni chapter? Where might alumni typically work after they graduate?

The MSIDT program has an officially sanctioned and active alumni chapter, the MSIDT Alumni Association. Our alumni members are very collaborative and enthusiastic, often providing mentoring opportunities to current students advancing through the program. They also provide supplemental professional development and webinars, as well as participate in networking events. 

How can I find out more information about the certificate in Instructional Design?

When will i know if i've been accepted into the program.

Notification of admission can vary. It is all dependent on how soon we receive your application items, including  transcripts. Once we have all application items, we can place you into review. Although we usually notify applicants within a week or two after review, sometimes it can happen later, depending on how early you applied for the new upcoming semester. 

I am a credentialed teacher. Do any of my teaching credential courses count towards my master's degree?

YES! We are able to substitute up to 6 units of your credential courses towards your MSIDT degree. Coursework must be completed within the last 5 years. This will save you one semester of coursework. Please contact Dr. Gautreau [email protected] to find out more information about this option. 

When you complete your MSIDT degree, you will also earn a certificate in Instructional Design and Technology. The certificate is one way to share your knowledge about instructional design with future employers.

I have a question that isn't covered here. Who should I ask?

Please direct all MSIDT program questions to the department office at (657) 278-2842.

This site is maintained by MSIDT Program .

Last Published 3/21/24

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Everything to Know About California State University, Fullerton

Dive into the vibrant life at CSUF in Titan territory Discover top activities, campus events & explore the best of Fullerton with our guide.

September 11, 2023

Nestled in the heart of Southern California, California State University, Fullerton (often abbreviated as CSUF or Cal State Fullerton) is located in the vibrant city of Fullerton . Just about 25 miles southeast of Los Angeles , the university boasts a sprawling campus that spans approximately 236 acres. Its lush landscapes, modern architecture, and the buzzing energy of over 40,000 students give the university a lively and invigorating atmosphere.

History and Distinctions of CSUF

Founded in 1957, Cal State Fullerton has grown exponentially from its humble beginnings with just a few buildings to an academic powerhouse that it is today. Originally known as Orange County State College, it adopted its current name in 1972 to reflect its ever-growing stature and commitment to academic excellence.

The college is renowned for its wide array of undergraduate, graduate, and doctoral programs. One of the features that sets CSUF apart is its commitment to research and community engagement. Over the years, the university has garnered respect for its distinguished programs in business, engineering, communications, and the arts.

Furthermore, CSUF stands out for its rich diversity. It has consistently ranked among the top institutions in the nation for the number of degrees awarded to minority students, underscoring its dedication to inclusivity and equitable education. But it's not just academics that define CSUF. The Titans, as they're fondly known, have an impressive record in athletics. From baseball to track and field, the university's sports teams have clinched numerous titles, making their mark in the NCAA Division I.

Life at CSUF: Transportation, Food, and Local Spots

Getting around.

One of the advantages of attending CSUF is the ease of transportation. Whether you're a resident student or a commuter, there are multiple options available. The Fullerton Transportation Center, just a few minutes away from the campus, provides train and bus services, making it convenient for students to travel around Southern California. For those who prefer to drive, ample parking spaces and structures are available, although it's always wise to arrive a bit early during peak hours.

For students living on or near the campus, biking is a popular option. The university is bike-friendly, with several paths and racks spread throughout the campus.

Food for Thought

Hunger pangs between lectures? CSUF offers a variety of dining options to satiate every palate. From the Gastronome (the university's primary dining hall) which serves a variety of cuisines to the numerous cafes and food courts that dot the campus, there's something for everyone. Moreover, the city of Fullerton, with its eclectic mix of eateries, is a haven for food enthusiasts. From authentic Mexican taquerias to gourmet burger joints, there's a culinary experience waiting around every corner.

Exploring Fullerton

Beyond the classroom and the campus, Fullerton has much to offer . If you're someone who appreciates the arts, the Muckenthaler Cultural Center hosts a plethora of events ranging from gallery exhibitions to concerts. For those who prefer a dose of nature, the Fullerton Arboretum is a serene escape with its expansive collection of plants from around the world.

History buffs can delve into the city's past at the Fullerton Museum Center, which often showcases exhibits related to the region's history and cultural influences. And let's not forget the Downtown Fullerton area. A hub of activity, especially during weekends, it's the perfect place to hang out with friends, enjoy live music, or simply soak in the city's vibrant energy.

Top 5 Things to Do at and Near CSUF

Attend the spring concert.

An annual highlight on the campus calendar, the CSUF Spring Concert is a must-attend. Organized by the Associated Students, Inc., the concert attracts big names in music and offers students a night of dancing, singing, and bonding. With the backdrop of the Californian spring and the energy of thousands of Titans, it's an experience not to be missed.

Explore the Eco-Friendly Garden

Did you know CSUF is home to an award-winning eco-friendly garden? The garden showcases drought-resistant plants, and it's not just about greenery. It's a lesson in sustainability and conservation. Whether you're a botany enthusiast or someone looking for a quiet place to reflect, this garden is a hidden gem.

Downtown Fullerton Art Walk

On the first Friday of every month, Downtown Fullerton transforms into an art lover's paradise. Local galleries, cafes, and boutiques open their doors to showcase the work of various artists. It's a delightful blend of art, culture, and community spirit.

Join a Midnight Breakfast during Finals Week

Finals can be stressful, and what better way to combat that stress than with a midnight breakfast? An endearing tradition at CSUF, these breakfasts are a testament to the university's commitment to student well-being. Not only do you get to fuel up for your exams, but you're also bound to bump into friends and share a few laughs.

Visit the Fullerton Farmers Market

Located just minutes away from the campus, the Fullerton Farmers Market is a weekly event where you can sample local produce, mouth-watering snacks, and even catch live performances. The market, operational every Thursday, offers a taste of the local community's best, from fresh fruits and veggies to artisanal crafts.

California State University, Fullerton isn't just about academics and textbooks. It's an institution that offers its students a holistic experience. With its unique blend of on-campus events, traditions, and the vibrant city life of Fullerton, CSUF is more than just a college – it's a home away from home, an adventure waiting to unfold, and a memory in the making. Whether you're a freshman or a senior, make the most of what the university and its surroundings have to offer. Because at CSUF, every moment counts.

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Introduction

All students who graduate from Cal State Fullerton must complete 48-49 semester units of general education courses selected in accordance with the areas designated by the general education program. General education courses must be selected from an approved list. Students should refer to their individual Titan Degree Audit to see a list of approved courses in each general education area. A student who has a break in enrollment for more than one semester in any calendar year may be held to new catalog requirements.

CSUF students may complete lower-division general education requirements at a community college. In choosing equivalent courses, students must follow the CSUF general education program and not the program of the community college. Visit the ASSIST website to explore the articulation agreement between CSUF and the California Community Colleges.

During the first academic year, unless the requirement has been completed, students shall enroll in these Golden Four G.E. Areas: A.1 Oral Communication; A.2 Written Communication; A.3 Critical Thinking; and B.4 Mathematics/Quantitative Reasoning. Students should plan to include at least one general education course in each subsequent semester. They should work with an academic adiviser to identify general education courses that will enhance their degree. General education can also be used to explore subject areas outside main areas of study or topics of personal interest.

Titan Degree Audit

The Titan Degree Audit serves as the official advising tool for both students and academic advisers. The report provides information on student progress toward the completion of general education, major and other degree requirements, and will follow the student’s progress from admission to graduation. Visit Titan Degree Audit for instructions on accessing the TDA and the Titan Advising Network.

General Education Requirements

The general education program at Cal State Fullerton is divided into six major areas: A. Core Competencies; B. Scientific Inquiry and Quantitative Reasoning; C. Arts and Humanities; D. Social Sciences; E. Lifelong Learning and Self-Development; and F. Ethnic Studies. Additionally, the program includes one Overlay, Z. Cultural Diversity, which adds content but no additional units to the general education curriculum.

Unit Requirements

48-49 total units including:

• Nine units upper division (300-level or 400-level) courses in designated areas B.5, C.3 and D.3, which should be taken as a junior or senior at a CSU campus.
• Three units in Overlay Z, Cultural Diversity (courses marked with an asterisk *).

Each course counts in only one G.E. Area, except those meeting Overlay Z, Cultural Diversity or those in Area B that may combine the lab (B.3) within the B.1 or B.2 lecture.

Academic Standards

• Letter grade required.
• “C-” (1.7) or better required in Golden Four G.E. Areas A.1, A.2, A.3 and B.4. A “D+” (1.3) is not sufficient to fulfill these requirements.
• “D” (1.0) or better is required in all other G.E. Areas. A “D-” (0.7) or lower will not satisfy these G.E. Areas.
• CR/NC is allowed if it is the only grade option available.

Courses in the Major

• General education-certified courses offered by the department of the student’s major may be used to fulfill both general education and degree requirements. While these courses may double-count for both general education and the major, the number of units does not double-count. That is, a three-unit class only counts for three units toward the degree, even if the class appears on two lists (general education, major).
• Upper-division general education courses are not applicable for graduate (master’s or doctoral) degree credit.

Transfer Students

There are two General Education-Breadth patterns that California community college students can complete.

• CSU General Education-Breadth Program: This program is a lower-division, 39-semester-unit pattern. Students must take specified courses in five specific areas. Students with full certification are required to complete nine semester units of upper-division general education consisting of a minimum of three semester units each in Area B, C and D within the CSU after transferring to CSUF.
• Intersegmental General Education Transfer Curriculum: All lower-division Cal State Fullerton general education requirements may be satisfied by completing in its entirety, this transfer curriculum at a California community college. Information about IGETC is available at each campus. Upper-division general education requirements for IGETC-certified transfers are nine semester units of upper-division general education consisting of a minimum of three semester units each in Area B, C and D within the CSU after transferring to CSUF.

For either pattern, a minimum of three units of Overlay Z Cultrual Diversity are required (courses identified with an asterisk *), if not met prior to transfer. Using their student portal, students can access their Titan Degree Audit to get a summary of their general education requirements.

CSUF General Education Plan

The following general education plan is for students who have rights to the fall 2024-spring 2025 catalog years:

Certification Policy

Under provisions of Title 5 and CSU General Education Breadth Requirements, accredited colleges and universities may certify the completion of part of the 48-49 units required in general education. Within the policy of the Board of Trustees, Cal State Fullerton will accept such certification of general education up to a maximum of 39 semester units, but may accept no more in general education than the number of units required in each area.

Transfer students who are certified in any area with fewer than the required units will be subject to additional units and will be permitted to take the additional units in upper-division areas.

Associate Degrees for Transfer (AA-T/AS-T)

The Student Transfer Achievement Reform Act (SB 1440) establishes a transfer Associate of Arts (AA-T) or Associate of Science (AS-T) degree for California Community College students and is designed to provide a clear pathway to the CSU degree major. It allows students to complete an associate’s degree while satisfying lower-division general education and major requirements for transfer at the same time.

It is important that students contact their local community college for information on meeting the requirements for a transfer AA-T or AS-T degree. Students who have completed an approved associate transfer degree program deemed “similar” to their Cal State Fullerton major are eligible to graduate in 60 units. The exact pathway to complete the specific major will depend on the specific AA/AS curriculum. The 60-unit graduation option will not be possible if the student changes majors or elects to add any additional degree objective, such as a second major or minor. It is highly recommended that students consult with an adviser.

For more information, visit the Associate Degrees for Transfer website .

Lower-Division Transfer Patterns by Major

Lower-Division Transfer Patterns present potential transfer students with a set of “road maps” to follow that will ensure appropriate academic preparation for studies at CSU and decrease time to graduation. The LDTP for each discipline or major has statewide as well as campus-specific components. The statewide component of the LDTP is appropriate for any CSU campus that offers the major and comprises general education coursework as well as some courses within the discipline. The campus-specific component identifies discipline-related coursework relevant to the major at the specific CSU campus where the student intends to transfer. Together, these components for an LDTP will typically total at least 60 units, which is the number of units needed to transfer to CSUF as an upper-division student.

Transfer Success Pathways (Dual Admission)

Students enrolled in a Transfer Success Pathway, also known as Dual Admission, between a California Community College and a California State University campus must meet the lower-division general education requirements necessary for transfer status.

The Objectives of General Education

The objectives of general education are written in University Policy Statement 411.201 on General Education . General education is central to a university education. The Golden Four areas of oral communication, written communication, critical thinking and mathematics/quantitative reasoning are essential components of the entire general education program at Cal State Fullerton. The other general education areas build on these four.

General education courses shall include student writing appropriate to the course. Writing in general education courses shall involve the organization and expression of complex data or ideas. Instructors shall provide careful and timely evaluations of writing so that deficiencies are identified and suggestions are offered for improvement on subsequent writing in the course. Evaluations of the student’s writing competence shall be used in determining the final course grade. When a student is enrolled in a combined lecture and laboratory course, the laboratory portion of the course may be used to satisfy the general education writing requirement.

No single course should necessarily be expected to pursue every objective specified for that course’s general education area or subarea, although each course in Areas A-E should meet the preponderance of the learning objectives within that area or subarea, thus satisfying the spirit and intention of the learning objectives (i.e., the more objectives that a particular course addresses the more appropriate that course will be as a general education offering.) Courses that satisfy Area F, Ethnic Studies, must meet learning objectives that address at least three of the five CSU Area F Core Competencies, and courses that satisfy Overlay Z, Cultural Diversity, must include all of the learning objectives for the overlay.

According to UPS 300.004, Policy on Syllabi , course syllabi for courses that meet general education requirements shall include the following:

• A statement of the specific general education requirement(s) that the course meets.
• A statement that the course meets the general education writing requirement and an explanation of the way in which the general education writing requirement shall be met and assessed.
• A statement for courses in the Golden Four areas (A.1, A.2, A.3, B.4) that reads, “A grade of ‘C-’ (1.7) or higher is required to meet this general education requirement. A grade of ‘D+’ (1.3) or below will not satisfy this general education requirement.”
• A statement for courses in all other G.E. areas that reads, “A grade of ‘D’ (1.0) or better is required to meet this general education requirement. A grade of ‘D-’ (0.7) or lower will not satisfy this general education requirement.”

General education courses may be taught in any modality (e.g., in-person, hybrid or fully online).

A. Core Competencies

The core competencies include Oral Communication, Written Communication and Critical Thinking. These shall be lower-division courses.

Overall Objectives

Students taking courses in Area A shall practice and enhance their skills and abilities to:

• Organize one’s thoughts and communicate them clearly and effectively, using language that demonstrates sensitivity to gender and cultural differences.
• Find, evaluate, select, synthesize, organize, cite and present information and arguments clearly and effectively for a variety of purposes and audiences.
• Recognize and evaluate the features, functions, and contexts of language that express and influence meaning.
• Compare and contrast with care and accuracy the relative merits of alternative or opposing arguments, interpretations, assumptions and cultural values.
• Reflect in an open-minded manner on one’s own thinking in relation to the ideas of others.

A.1 Oral Communication

Courses in subarea A.1 must be taught in English. Students taking courses in subarea A.1 shall practice and enhance their skills and abilities to:

• Demonstrate the ability to communicate orally and listen effectively.
• Understand the rhetorical principles that underlie form, content, context and effectiveness of communication choices in formal speeches or social interactions.
• Present well-organized oral messages practicing sound reasoning and advocacy that depend on the effective discovery, critical evaluation, accurate presentation and clear reporting of relevant information and supporting evidence.
• Understand how culture and social context influence oral communication and to appreciate the value of different communication styles.
• Select and use effectively appropriate techniques and materials to support ideas and to motivate and persuade others.

A.2 Written Communication

Courses in subarea A.2 must be taught in English. Students taking courses in subarea A.2 shall practice and enhance their skills and abilities to:

• Develop and present clearly written messages in English.
• Express and advocate ideas clearly and effectively in writing.
• Present well-organized written messages exhibiting sound reasoning and advocacy that depend on the critical evaluation of relevant information.
• Understand the rhetorical principles that underlie form, content, context and effectiveness of choices made in written messages, including how matters of style affect successful communication.
• Improve one’s own writing skills through the critique of the writing of others.
• Use writing to synthesize creative and innovative ideas, solutions and knowledge.

A.3 Critical Thinking

Students taking courses in subarea A.3 shall practice and enhance their skills and abilities to:

• Understand the role of logic and its relation to language.
• Understand elementary inductive and deductive processes, including formal and informal fallacies.
• Develop the skills to distinguish propositions and statements of fact from issues of judgment or opinion.
• Develop skills to advocate for ideas.
• Develop skills to reach well-supported factual and judgmental conclusions and the skills to successfully advocate for these conclusions.
• Evaluate, critique and analyze the quality and sufficiency of evidence and other forms of support for a position, including recognition of underlying lines of argument.

B. Scientific Inquiry and Quantitative Reasoning

Scientific Inquiry and Quantitative Reasoning includes Physical Science, Life Science, Laboratory Experience, Mathematics/Quantitative Reasoning, and Implications and Explorations in the Natural Sciences and Mathematics/Quantitative Reasoning.

Courses in B.1 through B.4 shall be lower-division courses. Courses in B.5 shall be upper-division courses.

Shared Learning Objectives B.1 Physical Science B.2 Life Science B.3 Laboratory Experience

Subareas B.1, B.2 and B.3 share a set of core learning objectives. Students taking courses in subareas B.1, B.2 and B.3 shall:

• Understand the nature of scientific inquiry and the unique way that the natural sciences and mathematics describe the universe.
• Evaluate the validity and limitations of theories and scientific claims in interpreting experimental results.
• Understand the dynamic and evolving nature of the sciences.
• Recognize the importance of scientific paradigms and methods in understanding scientific concepts.
• Use quantitative techniques and scientific reasoning to investigate problems and phenomena in the natural universe.
• Understand the potential limits of scientific endeavors and the value systems and ethics associated with human inquiry.
• Understand different types of uncertainty and its impact on scientific methodology and reasoning.
• Analyze and manipulate graphical representations of data.
• Formulate and evaluate hypotheses using quantitative techniques.
• Use statistical techniques to evaluate uncertainty in experimental data.

B.1 Physical Science

Students taking courses in subarea B.1 shall explore the core objectives described above through in-depth exploration of the physical universe. Students taking courses in subarea B.1 shall obtain a foundational understanding of either the nature of matter and energy, or Earth as a planet and its relation to the universe.

Students taking courses focusing on the nature of matter and energy shall:

• Understand that energy exists in many forms, and that in any process, energy changes form and/or place, but the total amount of energy remains the same.
• Recognize that objects interact with one another by exerting forces, and that unbalanced forces acting on an object cause change in the motion of the object.
• Understand that all matter has observable properties that depend on the conditions and scale at which we look. Investigations of matter at the atomic and subatomic levels explain the properties, reactions and interactions of matter.

Students taking courses focusing on the Earth as a planet and its relation to the universe shall:

• Apply basic principles of the physical and life sciences to understand earth and astronomical systems.
• Understand that earth materials and structures are organized in interacting systems and that the Earth itself is part of a planetary system.
• Understand that the Earth changes continuously and is part of a universe that itself is changing.
• Recognize that energy and matter flow and cycle through earth and astronomical systems, of which human society is an integral part.
• Understand that changes within an earth or astronomical system may affect other earth or astronomical systems. Humans are part of and may affect or be affected by these systems.
• Understand that earth and astronomical systems have interacted and evolved over billions of years encompassing the lifetime of planet Earth, the solar system and the universe.

B.2 Life Science

Students taking courses in subarea B.2 shall explore the foundations of the Life Sciences through in-depth exploration of living systems. Students taking courses in subarea B.2 shall:

• Understand that living things are made of smaller structures whose functions enable organisms to survive.
• Understand that living things depend on each other and the physical environment as they interact to obtain, change and exchange matter and energy.
• Understand that the great diversity of living things — ranging from single-celled organisms to complex multi-celled organisms, including microbes, plants and animals — is the result of billions of years of evolution through the mechanisms of heredity, mutation and natural selection.

B.3 Laboratory Experience

Students taking courses in subarea B.3 shall:

• Apply scientific methodology through active experimental methods and experiences (laboratory/activity).

Courses in subarea B.3 shall be associated with B.1 or B.2.

B.4 Mathematics/Quantitative Reasoning

Students taking courses in subarea B.4 shall demonstrate the abilities to reason quantitatively, practice computational skills, and explain and apply mathematical or quantitative reasoning concepts to solve problems. If a course in this subarea requires a prerequisite, it shall include a prerequisite reflective only of skills and knowledge required in the course. In addition to traditional mathematics, courses in subarea B.4 may include computer science, personal finance, statistics or discipline-based mathematics or quantitative reasoning courses, for example.

Students taking courses in subarea B.4 shall:

• Understand and appreciate the varied ways in which mathematics is used in problem-solving.
• Understand and appreciate the varied applications of mathematics to real-world problems.
• Perform appropriate numerical calculations, with knowledge of the underlying mathematics, and draw conclusions from the results.
• Demonstrate knowledge of fundamental mathematical concepts, symbols and principles.
• Solve problems that require mathematical analysis and quantitative reasoning.
• Summarize and present mathematical information with graphs and other forms that enhance comprehension.
• Utilize inductive and deductive mathematical reasoning skills in finding solutions, and be able to explain how these skills were used.
• Explain the overall process and the particular steps by which a mathematical problem is solved.
• Demonstrate a sense of mastery and confidence in the ability to solve problems that require mathematical concepts and quantitative reasoning.

B.5 Implications and Explorations in Natural Sciences and Mathematics/Quantitative Reasoning

Courses in this subarea draw upon, integrate, apply and extend knowledge and skills previously acquired in subareas B.1-4. These courses have a substantial scientific and/or mathematical content and require completion of appropriate courses in subareas B.1-4 as prerequisites to enrollment. Students taking courses in subarea B.5 shall:

• Integrate themes in science, mathematics and/or quantitative reasoning from cross-disciplinary perspectives.
• Solve complex problems that require science, mathematics and/or quantitative reasoning.
• Relate science, mathematics and/or quantitative reasoning to significant social problems or to other related disciplines.
• When deemed appropriate, apply disciplinary concepts from mathematics and the natural sciences in a variety of settings, such as community-based learning sites and activities.

C. Arts and Humanities

Arts and Humanities include Introduction to the Arts (C.1), Introduction to Humanities (C.2), and Explorations in the Arts and Humanities (C.3).

Courses in C.1 and C.2 shall be lower-division courses. Courses in C.3 shall be upper-division courses.

Overall Learning Objectives

After completing course requirements in Area C, students shall:

• Cultivate their intellect, imagination, sensibility and sensitivity through the study of the arts and humanities.
• Understand and explicate major concepts, themes and imagery found in the arts and humanities, and recognize aesthetic qualities and processes that characterize works of the human intellect and imagination.
• Understand how significant works in the arts and humanities respond to and address enduring problems of human existence.
• Appreciate the interdisciplinary nature of the arts and humanities, including disciplines both within and outside the arts and humanities.

C.1 Introduction to the Arts

Students taking courses in subarea C.1 shall:

• Understand and appreciate the visual and performing arts.
• Become cognizant of the various aesthetic and non-aesthetic values that have contributed to the development of civilization.
• Recognize and analyze the social, historical and cultural significance of works of human imagination, including those in the culturally diverse contemporary world.
• Cultivate, both emotionally and intellectually, an understanding of the interrelationship between the self and the creative arts through the study of the arts or through experiencing the arts, including for example, attending dance recitals, concerts and plays, and visiting art sites such as museums.

Although courses in subarea C.1 may include creative activities on the part of the student, these courses may not exclusively emphasize skills development and must contain a substantial cultural component.

C.2 Introduction to the Humanities

Students taking courses in subarea C.2 shall:

• Cultivate their intellectual reasoning skills, expand their capacity for creative imagination, develop their reasonable moral sensibilities, and increase their capacity for sensitive engagement through studying works of human imagination and reason (which are to be primarily, although not exclusively, written texts and literature).
• Understand how the humanities have contributed to the development of culture, including the comparative study of the humanities in diverse cultures.
• Understand how the humanities have sought to provide answers to complex problems facing humanity, including the relationship of the self to culture and the natural world, the nature of moral and legal obligations, and the meaning and purpose of human existence.

C.3 Explorations in the Arts or Humanities

Courses in this subarea shall draw upon, integrate, apply, and extend knowledge and skills previously acquired in subareas C.1 and/or C.2. Although courses approved for C.3 will typically meet either the objectives for Explorations in the Arts or Explorations in the Humanities, some interdisciplinary courses may draw upon the learning objectives from both areas. Completion of appropriate courses in subarea C.1 and/or C.2 shall be required as a prerequisite for all courses in C.3. The learning objectives for subarea C.3 include the learning objectives for subareas C.1 and/or C.2.

All courses in subarea C.3 must contain a substantial cultural component. Courses in subarea C.3 may include creative activities on the part of the student provided they do not emphasize skills development exclusively. 

In addition to the learning objectives of C.1 and/or C.2, students taking courses that are Explorations in the Arts shall:

• Gain visual and performance literacy through the scholarly observation of culturally and historically significant art with an emphasis on the endeavor of the artist/creator.
• Cultivate an understanding of a work of art that embodies an objective as well as subjective response to the aesthetic experience, defend an informed opinion and communicate their view to others.
• Relate the arts to significant social problems.
• Understand the broad, unifying themes in the arts from a wide array of perspectives.
• Deepen previously acquired artistic appreciation and understanding through participation either in making or performing of art forms or through the experience of such a process by direct observation.

In addition to the Learning Objectives of C.1 and/or C.2, students taking courses that are Explorations in the Humanities shall:

• Understand broad, unifying themes from cross-disciplinary perspectives in the humanities.
• Understand the relevance of the humanities for the thoughtful consideration of complex contemporary problems.
• Appreciate the complex relationship and interaction between the humanities and other fields of learning, including the natural sciences, social sciences and arts.

D. Social Sciences

Social Sciences include Introduction to the Social Sciences, American History, Institutions and Values, and Explorations in Social Sciences.

Courses in D.1 and D.2 shall be lower-division courses. Courses in D.3 shall be upper-division courses.

Overall Learning Objectives After completing course from different disciplinary perspectives in Area D students shall:

• Understand the ways that social, political, and economic institutions and human behavior are interconnected.
• Understand problems and issues from respective disciplinary perspectives and examine issues in their contemporary as well as historical settings and in a variety of cultural contexts.
• Understand the principles, value systems, ethics and methodologies employed in social science inquiry.
• Understand the ways cultures construct social differences, such as those based on ethnicity, gender, race, class and sexual orientation, and their effects on the individual and society.

D.1 Introduction to the Social Sciences

Students completing courses in subarea D.1 shall:

• Understand the purpose of the social sciences and the distinguishing features of the social sciences.
• Understand and explain major social science concepts, methods and theories and apply them to concrete problems of contemporary society.
• Reflect on what it means to be a social, historical, cultural, psychological and political being.
• Reflect on their own social, cultural and political experiences in light of social science concepts, methods and theories.
• Understand the integrated nature of social, political and economic behaviors and institutions in different geographical and historical contexts.
• Understand processes of social, political and cultural change and differentiation in a variety of cultural contexts.

D.2 American History, Institutions and Values

Students completing courses in subarea D.2 shall:

• Recognize the significance of cultural, intellectual, ethical, economic and political struggles that have shaped American society over time.
• Understand critically the historical development of American institutions and values and their impact on the individual and collective lives of Americans.
• Recognize the significance of the interaction of ethnic and other social groups to the historical development of American society, institutions and values within contexts of accommodation and resistance.
• Understand critically how government under the Constitution of the United States has shaped American society.
• Critically situate changes in American society within the context of global events.
• Analyze primary source materials, engage in critical and constructive discussions, and communicate effectively in writing.

D.3 Explorations in the Social Sciences

Because courses in subarea D.3 build upon the learning objectives in D.1, completion of subarea D.1 shall be required as a prerequisite for all courses in D.3. In addition, students completing courses in subarea D.3 shall:

• Examine problems, issues and themes in the social sciences in greater depth; in a variety of cultural, historical and geographical contexts; and from different disciplinary and interdisciplinary perspectives.
• Analyze and critically evaluate the application of social science concepts and theories to particular historical, contemporary and future problems or themes, such as economic and environmental sustainability, globalization, poverty and social justice.
• Analyze and critically evaluate constructs of cultural differentiation, including ethnicity, gender, race, class and sexual orientation, and their effects on the individual and society.
• Apply theories and concepts from the social sciences to address historical, contemporary and future problems confronting communities at different geographical scales, from local to global.

E. Lifelong Learning and Self-Development

Courses in Lifelong Learning and Self-Development provide the opportunity to equip learners for lifelong understanding and development of themselves as integrated physiological, social and psychological beings.  Courses in E may be upper-division courses so long as adequate numbers of lower-division course options in E are available to students.

Students completing courses in Area E shall:

• Further their own critical self-understanding and acquire the knowledge, skills, and attitudes necessary to engage and reflect in learning and self-development practices.
• Develop strategies to be integrated physiological, socio-cultural and psychological beings to promote a holistic awareness of lifelong learning throughout their lives.
• Actively apply and participate in developing a lifelong commitment to health for both personal well-being (such as physical, emotional, intellectual, spiritual, social/interpersonal and/or environmental aspects) and societal responsibility.
• Develop themselves as responsible citizens, employees and employers, family members, and members of the global society.

Examples of relevant topics in Area E include, but are not limited to:

• Student success strategies
• Human behavior
• Physical and mental health
• Stress management
• Information literacy
• Social and political relationships
• Environmental sustainability
• Implications of death and dying
• Media literacy

F. Ethnic Studies

An “Ethnic Studies course” is a course taught by faculty from the African American Studies, Asian American Studies, and Chicana and Chicano Studies Departments and identified in the catalog as taught through the African American Studies, Asian American Studies, and Chicano and Chicano Studies Departments as the home departments, if cross-listed.

Only the Ethnic Studies Requirement Committee may interpret California State University Core competencies for the Ethnic Studies Requirement into CSUF G.E. Area F learning objectives to be used to select courses to fulfill the requirement. Courses that satisfy the Ethnic Studies requirement shall meet learning objectives that address at least three of the five CSU core competencies. 

Courses in F may be upper-division courses so long as adequate numbers of lower-division course options in F are available to students.

Students completing courses in Area F shall

• a. (for lower division courses) Identify, define and interpret core concepts such as race, racism, racial inaction, ethnicity, equity, ethnic-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, anti-racism, migration, labor systems, settler colonialism, imperialism, citizenship and immigration in any one or more of the following disciplines: African American Studies, Asian American Studies, Chicanx/a/o and Latinx/a/o Studies, and Native American Studies. Addresses CSU G.E. Area F core competency 1.
• b. (for upper division courses) Analyze, evaluate and apply core concepts such as race, racism, racialization, ethnicity, equity, ethnic-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, anti-racism, migration, labor systems, settler colonialism, imperialism, citizenship and immigration in any one or more of the following disciplines: African American Studies, Asian American Studies, Chicanx/a/o and Latinx/a/o Studies, and Native American Studies. Addresses CSU G.E. Area F core competency 1.
• Apply theory, creative expression, and/or knowledge to describe the histories, cultures, lived-experiences and struggles within and/or across African American, Asian American, Chicanx/a/o and Latin/a/o, and/or Native American communities from one or more of the following: African American Studies, Asian American Studies, Chicanx/a/o Studies, Latinx/a/o Studies and Native American Studies. Addresses CSU G.E. Area F core competency 2.
• Describe and critically analyze the intersection of race with forms of difference affected by systems and hierarchies of oppression, for example:
• Structural racism.
• Capitalism, genocide.
• Sexism, heterosexism.
• Political and cultural representation.

 in African American, Asian American, Chicanx/a/o and Latinx/a/o and/or Native American communities. Addresses CSU G.E. Area F core competency 3.

• Demonstrate knowledge of and critically analyze creative activities and imagination such as poetry, performance, music, media and popular culture in African American, Asian American, Chicanx/a/o and Latinx/a/o, and/or Native American communities. Addresses CSU G.E. Area F core competency 3.
• Explain and interpret how histories of struggle, justices, solidarity, cultural and creative practice, language, identity development and/or liberation are relevant to current identities and social structures on communal, national, international and/or transnational scales as experienced, enacted and studied by African Americans, Asian Americans, Chicanx/a/os, and Latinx/a/os, and Native Americans. Addresses CSU G.E. Area F core competency 4.
• Describe, document and critically reflect on engagement with community issues focused on anti-racist and anti-colonial issues, and the practices and movements in African American, Asian American, Chicanx/a/o and Latinx/a/o, and/or Native American communities to build a just and equitable society. Addresses CSU G.E. Area F core competency 5.
• Engage, produce and critically analyze creative activities and imagination such as poetry, performance, music, media and popular culture in African American, Asian American, Chicanx/a/o and Latinx/a/o, and/or Native American communities. Addresses CSU G.E. Area F core competency 5.

Z. Cultural Diversity 

Courses that satisfy the Cultural Diversity requirement must include all of the following learning objectives and in addition be approved G.E. courses in any area or subarea except A.1, A.2, A.3, B.4, or F.

Students completing courses in Overlay Z shall:

• Demonstrate an understanding of the ways in which culture, difference and otherness are socially constructed and fundamental to social interaction in an interconnected world.
• Demonstrate reflection and appreciation of the complex relationships that various factors such as gender, ethnicity, race, sexual orientation, religion, class and exceptionality bring to a discussion of society and culture.
• Demonstrate a critical understanding of how power, privilege and oppression play out across a range of cultures, human experiences, intersecting social locations and historical experiences, including but not limited to one’s own experiences.
• Recognize how one’s own cultural histories and practices mediate one’s own sense of self and relationships to others.
• Describe and understand how to enact ethical and transformative frameworks and modes of exchange and communication that promote rights, social justice, equity and inclusiveness.

Courses in general education that meet these learning objectives will be identified by an asterisk (*) in appropriate publications or websites.

Local News | Cal State Fullerton arboretum’s new name…

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Local News | Cal State Fullerton arboretum’s new name reflects its mission as a living laboratory

Opportunities for hands-on learning.

The 26-acre, world-class arboretum on the campus of Cal State Fullerton recently received a new name to more accurately align with its mission and focus.

The Arboretum and Botanical Garden at Cal State Fullerton aims to support the academic mission of CSUF by serving as a living laboratory for Titans from across the university’s eight colleges. With a focus on education, research and conservation, the CSUF-owned arboretum provides unique opportunities for students and faculty in a one-of-a-kind setting.

“We work with all of the colleges here,” said Arboretum director Greg Dyment. “Whether that be engineering, the arts, natural sciences, you name the college, there are classes that meet out here.”

Formerly an orange grove at the north end of CSUF’s campus that had succumbed to disease and was originally slated to become a parking lot, the concept to convert the land into an arboretum originated in 1970 from Titan faculty and students. With the backing of fundraising and community support, the idea was brought to life when the Fullerton Arboretum opened in October 1979.

In December 2020, the Arboretum transitioned from its 40-year Joint Powers Agreement with the City of Fullerton to university governance as a fully integrated department within CSUF’s Extension and International Programs.

Today, Titan students can be seen on the Arboretum grounds in a variety of capacities, such as discovering methods to generate electricity through wind turbines, researching ways to divert and collect water during rain events or installing artwork exhibits for the public to view.

The Arboretum also hosts the Engaging Environmental Experiences (E3) Internship program, a pathway for CSUF students to receive hands-on opportunities to train in the areas of science, conservation and environmental education through real-world projects while under the mentorship of Arboretum staff members.

“We take very seriously this place, this Arboretum, being the lab for all the colleges and all the students here at Cal State Fullerton,” said Dyment, who has been in the role of Arboretum director for more than 27 years.

In tandem with its academic mission, the Arboretum also serves the broader Southern California community where visitors can not only enjoy the beauty of the botanical garden but engage in programs that support environmental and conservation education, many of which are hosted by Friends of the Fullerton Arboretum, the nonprofit group that provides support through volunteers, education and events.

“When we look at the people who visit us on a daily basis and the people who are members, we get people from more than just Fullerton,” Dyment said. “We get people from all over Orange County and all over the greater metropolitan L.A. area. So with the name change, we’re looking to broaden our reach.”

Visitors can enjoy the unique plant life that makes the Arboretum such a special place, including native plant collections from locations such as the Channel Islands and the Galapagos Islands.

“Our collections that we have are tremendous,” Dyment said. “We have plants here that aren’t anywhere else, except in their native habitats. That speaks to the diversity that we have within our collection.”

Upcoming events

The Arboretum also hosts several community events throughout the year for locals to explore, shop and learn, including several springtime activities that are on the calendar in the coming months.

On April 18, the Garden Flea Market will be open from noon – 4 p.m. on the Orchard Lawn. This event is entirely planned and executed by CSUF students majoring in event planning and management and will feature food trucks, music and a variety of items for sale by student vendors.

For those looking to jump-start their spring vegetable garden, VeggiePalooza will be happening at the Arboretum on April 18-19 from noon – 4 p.m. and on April 20 from 9 a.m. – 3 p.m. Guests can purchase a wide variety of vegetable seedlings, all grown in the Arboretum nursery. California native plants and other SoCal climate-friendly plants will be available for sale as well. Additionally, monthly plant sales this spring will be held on May 4 and June 1.

Art lovers can enjoy two different exhibits this spring. “Symbiosis” will run April 18 – May 12 from 9 a.m. – 4 p.m. and will feature 18 colorful and whimsical environmental art installations in the Arboretum’s Garden. And “Graphic & Interactive Design” exhibit, a thesis presentation by a CSUF Master of Fine Arts student, will be on display from April 29 – May 3 from 10 a.m. – 3 p.m. in the Nature Center.

Now in its 45th year, the Arboretum’s new name not only reflects on its roots but points forward by providing alignment with the university and further championing CSUF’s mission of environmental research and education for all.

“Our dream is to have every student come through here,” Dyment said. “This is our place, and we hope that they’re all able to enjoy it. Come out here, learn out here, recreate out here and relax out here.”

For more information, visit fullertonarboretum.org .

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Solar eclipse thrills crowds in California as it darkens swath of countryside

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Bhavini Lad’s three children were so fired up to experience their first solar eclipse on Monday that standing in line to pick up protective eyewear at the California Institute of Technology campus was almost too much to bear.

The 7-year-old twins and their 5-year-old brother buzzed and jumped, chatting with people in the line around them. They spoke with great enthusiasm about their space-themed bedroom that features a replica solar system hanging from the ceiling.

“They love to learn about it because they have the stuff in their room,” said Lad, an aerospace engineer, adding that they’ve talked about how to view the phenomenon without risk of eye injury.

“You don’t look without the glasses because what will happen?” Lad asked her son.

He shouted his response: “You’ll get blind!”

Photos: Solar eclipse draws crowds of viewers in L.A. area

Millions of people across the U.S., including in Southern California, looked up at the sky to witness a rare total solar eclipse Monday.

April 8, 2024

The sense of excitement was mirrored in the rest of the crowd of roughly a thousand revelers, who donned protective eyewear to witness the scientific wonder of a partial solar eclipse at the athletic field near the Cahill Center for Astronomy and Astrophysics. It was just one of numerous eclipse-watching events, formal or otherwise, held Monday morning across the Southland.

Whereas more than a dozen states were able to experience a rare total solar eclipse, in which the moon completely blocks the face of the sun, viewers in Los Angeles saw the moon take a roughly 50% bite out of the bright mass.

Unlike elsewhere in the country, where cloudy skies risked spoiling the eclipse chasers’ view, it was a sunny, clear day in Los Angeles, with temperatures in the mid-70s. And because L.A. didn’t experience totality, the sky didn’t go dark and temperatures didn’t drop by several degrees, as they did for those places in the moon’s complete shadow.

In Los Angeles, it cooled slightly at the peak of the eclipse “because we were only receiving about half the energy from the sun,” said Kenneth E. Phillips, curator for aerospace science at the California Science Center.

Monday’s eclipse began over the South Pacific Ocean and moved diagonally across Mexico, the United States and Canada. More than 30 million Americans from Texas to Maine lived in the path of totality.

Monday’s celestial event was the last total solar eclipse that will be seen from the contiguous United States until 2044. Los Angeles will experience another partial solar eclipse in 2029, according to NASA.

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A total eclipse is more than a spectacle. So I’m on the road to see it — again

Why would someone journey across the country to watch a total eclipse? Because it’s more than just an astronomical rarity: It may be the best show in the universe.

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The buzz leading up to the total eclipse was significant, for both the scientific possibilities and the rarity.

“It’s an opportunity to see firsthand our place in the universe,” said Paul Robertson, an associate professor of physics and astronomy at UC Irvine. “We’re sitting on the surface of this rock that’s careening through space at a speed of 30 kilometers per second, and we’re doing this sort of gravitational dance with these other giant bodies.”

It’s not something that people often pause to think about, Robertson said.

Nancy Castellanos and her 5-year-old daughter, Camilla, sat on a striped picnic blanket outside the California Science Center with their eyes fixed on the sky.

Camilla smiled and pointed up to the sun, prompting her mother to remind her not to look up without her protective glasses. It was Camilla’s first eclipse and she wasn’t quite sure what to expect. They waited and watched as the moon moved in and out of partial sun-blocking position.

“It’s such a memorable event, especially for the children,” Castellanos, 39, said as Camilla cuddled in her lap. “She can remember this later on and watch the next one too.”

At Caltech, some families brought chairs and laid out blankets to relax and munch on snacks while they waited for the show to begin.

Ryan Rudes, a freshman at Caltech, skipped his math class to take photos of the eclipse, using a makeshift eclipse filter for his Canon T6 camera crafted from duct tape and lenses from his orange eclipse glasses. He had hoped to view the eclipse from Niagara Falls this year, but cloudy skies in the forecast for that region dashed his plans.

The crowd erupted in cheers as the eclipse reached its peak around 11:12 a.m. Some quickly began packing up their belongings to leave while others opted to wait in line to watch the eclipse begin its reverse journey through a large telescope set up on campus.

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These scientists think an ‘awe’-some eclipse could help unite Americans in troubled times

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Across the region, people’s creativity and scientific prowess were on display.

Zak Graff, manager for Pasadena City College’s Center for the Arts, viewed the eclipse through a makeshift pinhole camera he made using a recycled Honey Nut Cheerios box and aluminum foil.

A few times kids ran up to Graff hoping to snag a bite of the cereal, but they left disappointed. The box was for science, not snacks.

Graff also brought a spaghetti strainer he used to filter sunlight. The light reflecting on people’s clothes mirrored the eclipse happening in the sky in dozens of little crescent shadows. “Super low tech but highly effective,” Graff said.

Dani Ortuño Gudiño, a photographer working on his master’s degree in media studies, lay on the ground on his back outside the California Science Center to watch the eclipse reach its peak. He held a pair of paper glasses up to the lens of his camera, a Sony Alpha 7 III. The result was a crisp, stunning photo of the moon overlapping with the sun. The visible part of the sun was in a crescent shape overhead.

Nearby, Dalton Cantor, 16, held his glasses against his face as he gazed up at the sky.

“My family and I decided to come here to experience something unique,” he said. “It’s powerful. It pauses everything you’re going through.”

Dalton lives near the Science Center and used to visit nearly every weekend when he was younger. He was excited to be there Monday with his mother and grandmother.

“It’s a rare opportunity,” said his grandmother, Ana Rodriguez. “We couldn’t miss it.”

Edwin Lopez took advantage of the moment of calm after the eclipse’s peak to meditate.

He sat cross-legged and placed his hands on his heart as he listened to an eclipse-themed guided meditation in his earbuds. Lopez traveled to Oregon for the 2017 eclipse and has been looking forward to witnessing the event again. He took slow, steady breaths with his eyes closed as the crowd around him began to thin.

“This meditation is about finding the light inside your heart and letting it radiate through you like fire,” he said. “The eclipse is a very special moment and I wanted to feel connected to it.”

More to Read

What’s the cloud forecast for the solar eclipse in Los Angeles?

Letters to the Editor: Can a solar eclipse bridge America’s partisan divide?

Your last-minute guide to enjoying the solar eclipse — in L.A. and beyond

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Hannah Fry covers breaking news for the Los Angeles Times. She most recently covered Orange County for The Times and has written extensively about criminal trials, housing, politics and government. In 2020, Fry was part of the team that was a Pulitzer finalist for its coverage of a boat fire that killed 34 people off the coast of Santa Barbara. Fry came to The Times from the Daily Pilot, where she covered coastal cities, education and crime. An Orange County native, Fry started her career as an intern at the Orange County Register.

Jireh (they/them) is the 2023-24 fellow at the Los Angeles Times and a queer Asian American writer and filmmaker born and raised in the San Gabriel Valley.

Caroline Petrow-Cohen is a 2023-24 reporting fellow at the Los Angeles Times. She is a recent graduate of Duke University, where she studied journalism, English and environmental science and policy.

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