essay requirements for university of oregon

Search this site

Office of the registrar menu, office of the registrar, degree requirements.

Students must complete their degree requirements in order to receive a diploma at the University of Oregon. While degrees have different requirements, all undergraduate students must satisfy writing, area of inquiry, and cultural literacy requirements. Students earning a bachelor of arts degree must also complete second language requirements, and students completing a bachelor of science degree must complete a mathematics or computer science requirement.

Students should consult with their academic advisors to ensure they understand degree requirements early in their journey at the UO.

Requirements by bachelor degree:

Bachelor of Architecture

Bachelor of arts, bachelor of science.

• Bachelor of Education
• Bachelor of Fine Arts

Bachelor of Interior Architecture

• Bachelor of Landscape Architecture
• Bachelor of Music
• Bachelor of Music in Education

A full overview of bachelor's degree requirements are available in the UO Catalog. 

• Written English: WR 121 and either WR 122 or WR 123 (grade of C-/Pass or better)
• Each area must include courses in at least two subjects
• Total minimum credits: 45 (no more than 3 courses from one subject)
• Credits from a course may not be used to satisfy area requirements and Bachelor of Arts or Bachelor of Science Mathematics requirements.
• Global Perspectives: Courses must be a minimum of 3 credits.
• US: Difference, Inequality & Agency
• Minimum credits: 180
• Upper-division credits: 62
• Total ABCDP* credits: 168
• UO ABCD credits: 45
• UO residence requirement: 45 after 120
• UO satisfactory performance: University of Oregon GPA of 2.0
• UO academic major: Completion of an academic major required for all bachelor's degrees at the University of Oregon.
• Second Language: Completion of at least the third term, second year of a second-language course taught in the language (grade of C-/Pass or better)
• UO academic major: Completion of an academic major required for all bachelor's degrees at the University of Oregon. 

Bachelor's Degrees in Fine Arts, Education, Landscape Architecture, Music, and Music in Education

• Total minimum credits: 36 (no more than 3 courses from one subject)
• Minimum credits: 231
• UO residence requirement: 45 after 171
• Minimum credits: 225
• UO residence requirement: 45 after 165

• Career Exploration
• Arts, Communications, & Media
• Education, Nonprofit, & Public Health
• Business, Consulting, Finance, & Marketing
• Government, International Affairs, Law, & Public Policy
• Health Professions Advising
• Career Essentials Resources
• Graduate School
• Application Support
• Short Internship Projects (SHIPs)
• Fellowships for Undergraduates
• Fellowships for Graduates
• Class of 2025 Fellowship Planning
• Fellowships for International Students
• Civic Engagement

Writing a Personal Statement

Preparing to Write

Brainstorming, don't forget, sample prompts.

A personal statement is a narrative essay that connects your background, experiences, and goals to the mission, requirements, and desired outcomes of the specific opportunity you are seeking. It is a critical component in the selection process, whether the essay is for a competitive internship, a graduate fellowship, or admittance to a graduate school program. It gives the selection committee the best opportunity to get to know you, how you think and make decisions, ways in which past experiences have been significant or formative, and how you envision your future. Personal statements can be varied in form; some are given a specific prompt, while others are less structured. However, in general a personal statement should answer the following questions:

• Who are you?
• What are your goals?
• How does this specific program/opportunity help you achieve your goals?
• What is in the future?

A personal statement is not:

• A variation of your college admissions essay
• An academic/research paper
• A narrative version of your resume
• A creative writing piece (it can be creative, though)
• An essay about somebody else

Keep in mind that your statement is only a portion of the application and should be written with this in mind. Your entire application package will include some, possibly all, of the materials listed below. You will want to consider what these pieces of the application communicate about you. Your personal statement should aim to tie everything together and fill in or address any gaps. There will likely be some overlap but be sure not to be too repetitive.

• Personal Statement(s)
• Transcripts
• Letters of recommendations
• Sample of written work
• Research proposal

For a quick overview of personal statements, you might begin by watching this "5 Minute Fellowships" video!

If you are writing your first personal statement or working to improve upon an existing personal statement, the video below is a helpful, in-depth resource.

A large portion of your work towards completing a personal statement begins well before your first draft or even an outline. It is incredibly important to be sure you understand all of the rules and regulations around the statement. Things to consider before you begin writing:

• How many prompts? And what are they? It is important to know the basics so you can get your ideas in order. Some programs will require a general statement of interest and a focused supplementary or secondary statement closely aligned with the institution's goals.
• Are there formatting guidelines? Single or double spaced, margins, fonts, text sizes, etc. Our general guideline is to keep it simple.
• How do I submit my statement(s)? If uploading a document we highly suggest using a PDF as it will minimize the chances of accidental changes to formatting. Some programs may event ask you to copy and paste into a text box.
• When do I have to submit my statement(s)? Most are due at the time of application but some programs, especially medical schools, will ask for secondary statements a few months after you apply. In these instances be sure to complete them within two weeks, any longer is an indication that you aren't that interested in the institution.

Below is a second 5 Minute Fellowships video that can help you get started!

Before you start writing, take some time to reflect on your experiences and motivations as they relate to the programs to which you are applying. This will offer you a chance to organize your thoughts which will make the writing process much easier. Below are a list of questions to help you get started:

• What individuals, experiences or events have shaped your interest in this particular field?
• What has influenced your decision to apply to graduate school?
• How does this field align with your interests, strengths, and values?
• What distinguishes you from other applicants?
• What would you bring to this program/profession?
• What has prepared you for graduate study in this field? Consider your classes at Wellesley, research and work experience, including internships, summer jobs and volunteer work.
• Why are you interested in this particular institution or degree program?
• How is this program distinct from others?
• What do you hope to gain?
• What is motivating you to seek an advanced degree now?
• Where do you see yourself headed and how will this degree program help you get there?

For those applying to Medical School, if you need a committee letter for your application and are using the Medical Professions Advisory Committee you have already done a lot of heavy lifting through the 2017-2018 Applicant Information Form . Even if you aren't using MPAC the applicant information form is a great place to start.

Another great place to start is through talking out your ideas. You have a number of options both on and off campus, such as: Career Education advisors and mentors ( you can set up an appointment here ), major advisor, family, friends. If you are applying to a graduate program it is especially important to talk with a faculty member in the field. Remember to take good notes so you can refer to them later.

When you begin writing keep in mind that your essay is one of many in the application pool. This is not to say you should exaggerate your experiences to “stand out” but that you should focus on clear, concise writing. Also keep in mind that the readers are considering you not just as a potential student but a future colleague. Be sure to show them examples and experiences which demonstrate you are ready to begin their program.

It is important to remember that your personal statement will take time and energy to complete, so plan accordingly. Every application and statement should be seen as different from one another, even if they are all the same type of program. Each institution may teach you the same material but their delivery or focus will be slightly different.

In addition, remember:

• Be yourself: You aren’t good at being someone else
• Tragedy is not a requirement, reflection and depth are
• Research the institution or organization
• Proofread, proofread, proofread
• How to have your personal statement reviewed

The prompts below are from actual applications to a several types of programs. As you will notice many of them are VERY general in nature. This is why it is so important to do your research and reflect on your motivations. Although the prompts are similar in nature the resulting statements would be very different depending on the discipline and type of program, as well as your particular background and reasons for wanting to pursue this graduate degree.

• This statement should illustrate your academic background and experiences and explain why you would excel in the Department of Civil and Environmental Engineering (UMass Amherst - M.S. in Civil Engineering).
• Describe your academic and career objectives and how the Yale School of Forestry and Environmental Studies can help you achieve them. Include other considerations that explain why you seek admissions to the Yale School of Forestry and Environmental Studies and your interests in the environmental field (Yale - Master of Environmental Management).  
• Please discuss your academic interests and goals. Include your current professional and research interests, as well as your long-range professional objectives. Please be as specific as possible about how your objectives can be met at Clark and do not exceed 800 words (Clark University - M.A. in International Development and Social Change).
• Write a 500- to 700-word statement that describes your work or research. Discuss how you came to focus on the medium, body of work, or academic area you wish to pursue at the graduate level. Also discuss future directions or goals for your work, and describe how the Master of Fine Arts in Studio (Printmedia) is particularly suited to your professional goals (School of the Art Institute of Chicago - MFA in Studio, Printmaking).
• Your statement should explain why you want to study economics at the graduate level. The statement is particularly important if there is something unusual about your background and preparation that you would like us to know about you (University of Texas at Austin - Ph.D in Economics).
• Your personal goal statement is an important part of the review process for our faculty members as they consider your application. They want to know about your background, work experience, plans for graduate study and professional career, qualifications that make you a strong candidate for the program, and any other relevant information (Indiana University Bloomington - M.S.Ed. in Secondary Education).
• Your autobiographical essay/personal statement is a narrative that outlines significant experiences in your life, including childhood experiences, study and work, your strengths and aspirations in the field of architecture, and why you want to come to the University of Oregon (University of Oregon - Master of Architecture).
• Personal history and diversity statement, in which you describe how your personal background informs your decision to pursue a graduate degree. You may refer to any educational, familial, cultural, economic or social experiences, challenges, community service, outreach activities, residency and citizenship, first-generation college status, or opportunities relevant to your academic journey; how your life experiences contribute to the social, intellectual or cultural diversity within a campus community and your chosen field; or how you might serve educationally underrepresented and underserved segments of society with your graduate education (U.C. Davis - M.A. in Linguistics).
• A Personal Statement specifying your past experiences, reasons for applying, and your areas of interest. It should explain your intellectual and personal goals, why you are interested in pursuing an interdisciplinary degree rather than a more traditional disciplinary one, and how this degree fits into your intellectual and personal future (Rutgers University - Ph.D in Women’s and Gender Studies).
• Your application requires a written statement to uploaded into your application and is a critical component of your application for admission. This is your opportunity to tell us what excites you about the field of library and information science, and what problems you want to help solve in this field. Please also tell us how your prior experiences have prepared you for this next step toward your career goals and how this program will help you achieve them (University of North Carolina Chapel Hill - Master of Science in Library Science).
• After watching the video, please describe what strengths and preferences as a learner you have that will facilitate your success in this innovative curriculum. What challenges in our curriculum do you anticipate and what strategies might you use to address these challenges? (MGH Institute of Health Professions PT - They recently redesigned their curriculum)
• Your personal goal statement should briefly describe how you view the future of the field, what your goals are to be part of that future, and what brought you to pursue an advanced education degree in your chosen field. You may include any other information that you feel might be useful. (Northeastern PT)
• Personal Statement: In 500 words or less, describe a meaningful educational experience that affected your professional goals and growth and explain how it impacted you. The educational experience does not need to be related to this degree. Focus on the educational experience and not why you think you would be a good professional in this field. (Simmons PT)
• Personal Statement (500 word minimum): State your reasons for seeking admission to this program at this institution. Include your professional goals, why you want to pursue a career in this field and how admission to this program will assist you in accomplishing those goals. (Regis College Nursing)
• “Use the space provided to explain why you want to go to this type of program.” (AMCAS)
• Address the following three questions(Though there is no set limit, most statements are 1–2 pages, single-spaced.): What are your reasons for pursuing this degree? Why do you wish to pursue your degree at this institution? How do you intend to leverage your degree in a career of this field? (Boston University MPH)
• Please submit a personal statement/statement of purpose of no more than 500 words for the department/degree of choice. Professional degree essays require a clear understanding of the _______ field and how you hope to work within the field. Be sure to proofread your personal statement carefully for spelling and grammar. In your statement, be sure to address the following: what interests you in the field of _____ what interests you in a specific degree program and department at this institution and what interests you in a particular certificate (if applicable). Please also describe how you hope to use your ________ training to help you achieve your career goals. (Columbia PhD in Public Health - Epidemiology)
• Because each Home Program requires significant original research activities in fulfillment of the requirements for the degree, we are interested in obtaining as much information as possible about your previous research experiences. Those who already have such experience are in a better position to know whether they are truly interested in performing ______ research as part of a graduate program. Please include specific information about your research experience in your Statement of Purpose. You may also use the Statement to amplify your comments about your choice of Home Program(s), and how your past experiences and current interests are related to your choice. Personal Statements should not exceed two pages in length (single spaced). Make sure to set your computer to Western European or other English-language setting. We cannot guarantee the ability to access your statement if it is submitted in other fonts. (Stanford Biosciences PhD)
• Your statement of purpose should describe succinctly your reasons for applying to the Department of ____ at ___ University. It would be helpful to include what you have done to prepare for this degree program. Please describe your research interests, past research experience, future career plans and other details of your background and interests that will allow us to evaluate your ability to thrive in our program. If you have interests that align with a specific faculty member, you may state this in your application. Your statement of purpose should not exceed two pages in length (single spaced). (Stanford Bioengineering PhD)
• Statement of purpose (Up to one page or 1,000 words): Rather than a research proposal, you should provide a statement of purpose. Your statement should be written in English and explain your motivation for applying for the course at this institution and your relevant experience and education. Please provide an indication of the area of your proposed research and supervisor(s) in your statement. This will be assessed for the coherence of the statement; evidence of motivation for and understanding of the proposed area of study; the ability to present a reasoned case in English; and commitment to the subject. (Oxford Inorganic Chemistry - DPhil)

Related resources

OSU Extension Service

4-h youth development.

• Volunteer with 4-H
• Camp Counselor Training
• Outreach Summer Camps 2024
• Outreach Leadership Institute
• Volunteering with 4-H Outreach
• Collegiate 4-H at OSU
• Youth Awards
• Cloverbuds (5-8 year olds)
• International Exchange
• Military-connected youth

Scholarships

• Youth Ambassadors
• Youth Tractor Safety Certification
• FCS Classic
• National Congress
• T-Shirt Design Contest
• Live Contests at Oregon State Fair
• Animal Science Exhibits
• Communication Exhibits
• Expressive Arts Exhibits
• Family & Consumer Science Exhibits
• Horticulture Exhibits
• Natural Science & Outdoor Recreation Exhibits
• Science, Technology, Engineering, and Industrial Arts
• Questing Clovers Retreat
• Spring Classic
• Summer Conference
• Youth Voices in Action
• Animal Science Projects
• Communication Projects
• Entrepreneurship Projects
• Fiber Arts: Crocheting, Knitting, and more!
• Clothing Construction
• Horticulture Projects
• Industrial Arts
• Outdoor Cooking
• STEM projects
• Entomology Projects
• Accommodations
• Club Marketing
• Club and Committee Documents
• Contest Judging
• Record Books
• Science Rich Handbooks
• Volunteer Training and Manuals
• Support 4-H
• Rules & Procedures

Statewide scholarships are available to Oregon 4-H'ers who are:

• Currently enrolled in 4-H
• Have been a member of 4-H for at least 3 years (including the current year, does not need to be consecutive)
• Currently a high school senior (Spring 2024 scholarships will be awarded to kids graduating high school in 2024)
• Planning to attend an accredited two-year college program or four-year college program
• Have a high school GPA of 3.0 or higher

Oregon 4-H scholarship awards require you to include your 4-H Resume and 4-H Story (a written or video essay about your 4-H experience).

This is just one of many reasons we teach and emphasize recordkeeping ability in 4-H throughout your entire 4-H career!

Many 4-H scholarships in Oregon are provided by donors who love 4-H and Oregon State University. For this reason, some scholarships are only available to current or future OSU students.

Each scholarship has specific eligibility requirements determined by the original donor or trust that created it. Determine which scholarships you're eligible for and use the button below to submit your application.

All applications must be submitted to the state office by March 1. Check with your county Extension office for their submission requirements. Some counties will require you to turn in applications to their county office before submitting them online. We encourage you to ask your 4-H volunteer(s) or your 4-H office to review your materials before submission to ensure that they are complete.

Awardee selection is weighted towards your 4-H participation, accomplishments, and resume. Decisions are based on:

• My 4-H Resume: 55%
• My 4-H Story: 35%
• Academic achievement: 10%

Application Materials

Use the form below (an online Qualtrics form) to submit the necessary documents. If you are unable to use the online form for any reason, contact your local county Extension office for help or accommodations.

Applications must include the following components as a single PDF in this order:

• This is a written or video essay sharing your 4-H experience.
• This is your record of your 4-H career and includes your participation, leadership, service, achievements, and contributions in 4-H, as well as outside of 4-H. It should include your entire 4-H career, including this year (2023-2024).
• does not need to be certified

Scholarship applications are due on March 1. Please reach out to your local county 4-H Program Coordinator before March 1 to receive feedback or help determining which scholarships you are eligible for.

Scholarship List, by designation

Scholarships for future osu students.

These scholarships are available for students who will attend OSU this fall. Scholarships will be disbursed into student financial aid accounts after students attend one semester at OSU and submit a transcript showing a GPA of 3.0 or higher.

Martha MacGregor 4-H Scholarship:

• 2024: one $3,000 scholarship
• no additional requirements

Harold & Bonnie Youngberg Endowed 4-H Scholarship:

• 2024: one $1,250 scholarship
• Must have been in 4-H for a minimum of five years

Minnick Memorial 4-H Scholarship:

• 2024: one $1,000 scholarship
• Preference to applicants with an agricultural project background

A. Lois Redman 4-H Scholarship:

• Preference for applicants with a Food & Nutrition background

Ted and Betty Dietz Memorial 4-H Scholarship:

• 2024: one $500 scholarship

Scholarships for OSU College of Agricultural Sciences or OSU College of Education

The Colegrove Family Scholarship gives preference to students who are enrolled or plan to enroll in the OSU College of Ag Science or College of Ed, but may be awarded to students attending any college or program. Scholarships will be disbursed into student financial aid accounts after students attend one semester at OSU and submit a transcript showing a GPA of 3.0 or higher.

Colegrove Family Scholarship

• Open to current 4-H members or alumni who are pursuing higher education
• Available in 2024: one $3000 Scholarship
• may be renewable for up to four years contingent on continued eligibility of recipient

Scholarships for Any Accredited College or University

These scholarships are available for students who will attend any accredited college or university this fall. Scholarships will be awarded after students attend one semester, quarter, or term, and submit a transcript showing a GPA of 3.0 or higher. Scholarships are disbursed into student financial aid accounts. Please be aware that institutions all have their own methods and rules for disbursing financial aid.

Babe Coe Memorial Scholarship:

• 2024: one $1500 scholarship
• Applicant must be from Crook, Deschutes, Grant, Jefferson, or Wasco County.
• Members of the Coe family are not eligible to apply.
• Requires Oregon 4-H Financial Need Form

Jeanne Leeson Memorial Scholarship:

• 2024: four $1500 scholarships

Duane P. Johnson 4-H Scholarship:

O.M. Plummer Scholarship:

• 2024: two $500 scholarships

Scholarships for current OSU students

Additionally, two scholarships are available each year for 4-H Alumni who are currently attending OSU. These scholarships do not use the statewide application link above, and instead use the application linked below.

• 2024: one $5000 scholarship
• Must be currently enrolled in the College of Business at OSU
• Must have at least five (5) years of 4-H experience
• Female preferred
• 2024: one $3000 scholarship
• Must be currently enrolled undergraduate student at OSU pursuing a degree in Nutrition
• Must have previous 4-H experience

Oregon Fairs Scholarships

For 2024, four $1000 scholarships are available to Oregon 4-H members who are seniors in high school and have been active in their County 4-H Fair for at least 2 years. Applications must be approved and signed by county Extension 4-H faculty prior to submission to the State 4-H office by March 1. Check with your county Extension office for their submission requirements and deadlines.

• 4-H Fair Scholarship Application
• One two-page essay explaining the benefits of fair participation for youth, and why such opportunities should continue in the future. Also, outline your educational and career plans. The essay should be single-sided pages, double spaced, in 12 point Times Roman Font with one-inch margins.

Use the official Summary forms which are included with the application. Information included in the table is:

• Responsibility you had
• Number of hours spent at the fair
• Expected Financial Analysis
• Two completed reference forms. Only the official Scholarship Reference Form (found in the 4-H Fair Scholarship application) will be accepted. Recommendations from your County 4-H Extension Agent, program assistant, 4-H club leader, fair superintendent, or others familiar with your 4-H work are desirable. References from family members are not suitable. References may be printed and completed by hand.
• Include a copy of high school transcript, to verify GPA.

County 4-H Fair Scholarship Application (Includes reference form)

Oregon 4-H Fairs Foundation 4-H Scholarship Description

Was this page helpful?

Graduate School

• Resources to Prepare for Graduate School
• Adonara Mucek, Ph.D. Geology '17
• Adriana Mendoza, Ph.D. Mathematics '14
• Andrew Olsen
• Becca Maher ('21, Ph.D.)
• Bryan Lynn, Ph.D. Integrative Biology
• Celeste Frazier Barthel, Ph.D. Education '21
• Diane Brandt
• Francesca Germano, Toxicology, M.S.
• Garrett Rogers
• Jafra Thomas
• Jen Hayes, Horticulture, PhD
• Jordan Jimmie
• Jordan Spradlin, Public Health, MPH
• Kalina Fahey, Psychology, Ph.D.
• Katie Stelling, Earth, Ocean and Atmospheric Sciences, Ph.D.
• Kelsey Contreras
• Layla Ghazi
• Marie Tosa, Ph.D. Wildlife Sciences
• Sara Letton
• Tiara Walz, Ph.D. Public Health
• Glossary of Terms
• Master's Students
• Doctoral Students
• Certificate Students
• Graduate School Orientation 2024
• Graduate Teaching Orientation 2024
• Do I Qualify to Attend Graduate Summer Step?
• Orientation for Winter, Spring and Summer Terms
• Co-sponsorships
• Your Graduate Committee
• Student Resources
• Grad Research Photo Competition
• Tips for Scheduling Committee Meetings
• Program of Study
• Formatting a Thesis or Dissertation
• Pretext Pages Templates
• Commencement
• Grad Inspire
• Grievance Procedures
• Request a Workshop
• Earning Concurrent Degrees or Pursuing a Dual Major
• Career Preparation
• Grad Writing Group Challenge
• Graduate Writing Center Online
• Changing or Adding a Degree, Major or Certificate
• GRAD 420 - Graduate School Preparation
• GRAD 512 - Current Issues in Higher Education
• GRAD 513 - Professional Development in College and University Teaching
• GRAD 516 - Graduate Teaching Seminar
• GRAD 520 - Responsible Conduct of Research
• GRAD 521 - Research Data Management
• GRAD 542 - The Inclusive College Classroom
• GRAD 543 - Dialogue Facilitation in Professional Contexts: Skills and Practice for Graduate Students
• GRAD 550 - Introduction to Online Course Development and Facilitation
• GRAD 560 - Theories of Teaching and Learning
• GRAD 561 - Course Design and Methods
• GRAD 599 - Creating Happiness
• GRAD 599 - Cultivating Productive and Positive Academic Relationships for Graduate Success
• WR 599 - Graduate Writing for English Language Learners
• WR 599 - Scientific and Technical Research Writing
• WR 599 - Writing Workshop for Thesis and Dissertation Writers
• OSU Grad Advantage
• Graduate Faculty Membership
• Graduate Council Representatives
• Policy updates
• Holistic Admissions
• Defining the Graduate Mentor
• The Importance of Mentors
• Apprenticeship and Mentoring
• Mentor and Mentee Pairing
• Maintaining and Evaluating Mentoring
• Suggestions for Mentoring Programs
• Handbooks, Manuals, and Guides
• Mentoring Bibliography
• Communication Items
• Detailed Considerations for a Joint Degree Program
• MOU Outline for Creating a Joint Program
• College and Program Recruitment Representatives
• Graduate Recruitment Tips
• Helpful Recruitment Links
• Shared Graduate Recruitment Schedule
• Leave of Absence and Family Medical Leave Eligibility
• Mentor Training for Faculty
• Student Funding
• Student Progress
• Student Progress Information for Programs
• Student Registration Information
• August 2023 Newsletter
• Sept 2023 Newsletter
• October 2023 Newsletter
• November 2023 Newsletter
• April 2024 Newsletter
• Dec 2023 Newsletter
• Feb 2024 Newsletter
• Jan 2024 Newsletter
• June 2024 Newsletter
• March 2024 Newsletter
• May 2024 Newsletter
• Strategic Plan
• Request Info
• Current Students
• Faculty Resources

You are here

Water resources engineering (cert).

Water Resources Engineering is an essential area of expertise to manage society’s increasingly limited water resources, including both quality and quantity.

Our planet’s water resources are under increasing pressure from challenges including climate change and supporting a growing human population’s need for energy, water, and food. To help ensure a clean, safe and reliable supply of fresh water for both humans and natural ecosystems, there is an increasing need for water resources engineers who can help design and implement water management solutions.

This certificate provides students with a comprehensive understanding of the hydrologic cycle, including the processes that drive precipitation, runoff and groundwater dynamics. Students will develop skills related to numerical groundwater modeling and water quality assessment while studying the social, economic and technological factors that impact water resources management. This program's emphasis on real-world case studies and practical applications prepares students to address complex water resources issues. Curriculum focus on advanced understanding of water resources engineering including physical, chemical, biological, and socioeconomic considerations.

Students will be sufficiently trained through disciplinary coursework to bring water resources engineering expertise to a team, and will have the breadth in water resources engineering to be able to communicate with professionals from the broad range of specialties involved in the planning, design, management, and operation of water resources infrastructure. Specific learning outcomes of the program include:

• In-depth disciplinary knowledge and capacity to apply that knowledge to water resource issues at multiple scales,
• Breadth of knowledge in fundamental areas of water resources engineering, including physical hydrology, hydraulics, water quality, and socio-technical systems,
• Skill in integrating water resources concepts across multiple disciplines,
• Original and innovative contributions to the design, management, and/or operation of water resources systems,
• The ability to employ technical knowledge and leadership skills to a water resources research problem,
• The ability to communicate professionally and with the public about water resources and about water resources research. They will gain skills and experience in communicating in both formal and informal venues with learners, practitioners, and community members.

  College of Engineering

  Program Webpage

 Ecampus

Program Director

Program coordinator, admissions requirements.

• Summer Term
• Winter Term
• Spring Term

Required Tests

English language requirements .

English language requirements for international applicants to this program are the same as the standard Graduate School requirements .

Additional Requirements

Application requirements, including required documents, letters, and forms, vary by program and may not be completely represented here. The processing of your application will not be completed until these requirements have been met. Please, before applying to this program, always contact the program office to confirm application requirements.

Application Process

Please review the graduate school application process and Apply Online .

Dates & Deadlines ?

Admissions deadline for all applicants, mais participation.

This program is not offered as a MAIS field of study.

AMP Participation ?

This program does not participate in the Accelerated Master's Platform (AMP)

Contact Info

Graduate School Heckart Lodge 2900 SW Jefferson Way Oregon State University Corvallis, OR 97331-1102

Phone: 541-737-4881 Fax: 541-737-3313

• Programs - Majors, minors and certificates
• Academic Progress
• Student Success
• Faculty Support
• Staff Directory
• Graduate Catalog

Residents of Nursing Homes Keep Wandering Away—and It’s Because the Facilities Aren’t Following State Law

Nursing homes in oregon, and the rest of the nation, are chronically short-staffed..

Last Christmas Eve, 83-year-old Ki Soon Hyun walked out of her Sandy memory care unit into the freezing night. The following day, police searching the nearby woods found her body.

State officials jumped into action. Regulators shut down the facility, called Mt. Hood Senior Living. The state ombudsman unearthed numerous missed red flags at the home. The governor ordered an audit of the state’s oversight of senior care facilities.

Judging by a WW review of state records, here’s what that audit should find: Oregon’s most vulnerable residents continue to wander out of short-staffed care facilities and into danger.

It’s a national problem. A Washington Post investigation published shortly before Hyun’s death tallied nearly 100 deaths nationwide of residents who wandered away from assisted living facilities, including two in Oregon.

WW has now conducted a similar review in Oregon, expanding its scope to include more recent incidents since Hyun’s death, as well as those that occurred at more tightly regulated nursing homes, where addressing rampant short staffing has become a priority of President Joe Biden.

While our review does not identify any additional deaths, it did find more than a dozen “elopements” from Oregon’s long-term care facilities, including four within a month of Ki Soon Hyun’s death. Sometimes alarms didn’t work or were ignored. In other cases, staff simply weren’t trained to stop residents from taking a walkabout.

In six cases, state inspectors said the facility’s errors resulted in “immediate jeopardy to resident health or safety,” a regulatory red flag that requires an immediate fix.

Most of the elopements identified in the three years of state regulatory files reviewed by WW occurred at nursing homes, which unlike Mt. Hood Senior Living are unlocked, but still tasked with the care and supervision of people with dementia.

Take what happened Jan. 9, days after Hyun’s death: A resident of a Southeast Portland nursing home wandered down a busy street before spending the day riding buses and walking in circles. Temperatures that night fell nearly below freezing. The resident, who had poor decision-making skills and was cognitively impaired, according to evaluators, was found at their original home by a friend the next day.

The 105-bed facility, Cascade Terrace, “failed to ensure safety interventions and supervision were in place,” inspectors concluded.

Elopements like these, Elizabeth Halifax says, just “shouldn’t happen.” She’s a professor at the University of California San Francisco and president-elect of a national advocacy group for long-term care residents.

But they do. “It’s because there’s insufficient staffing,” she explains. The jobs are undesirable: low pay, minimal training, unpleasant working conditions, and high rates of injury.

That’s true, both in Oregon and nearly everywhere else. One national industry survey found 86% of nursing homes, which are largely funded by federal insurance programs, report being moderately to severely short-staffed.

Still, Oregon is different. Unlike most states, it has staffing requirements enshrined in law—and it enforces them. “In most states, citations aren’t happening,” Halifax says.

But WW ’s review found facilities are chronically short-staffed anyway. Nearly two-thirds of the state’s 126 nursing homes had been cited for short staffing within the past three years. Nearly a third had been cited in the past year.

This results in poor care, employees say. “There isn’t enough nursing staff to complete everything,” a nurse at Friendship Health Center in Portland told inspectors last September. “This is unsafe.”

“There is the common understanding in the human services world that there is a huge caregiver shortage,” says Fred Steele, the state’s long-term care ombudsman. “With that said, it’s a requirement.”

President Joe Biden is pushing nationwide minimum staffing requirements that are, in some ways, even more stringent than Oregon’s current rules.

“Some corporate nursing home owners are taking taxpayer dollars while cutting corners on staffing so they can make big payouts to executives and shareholders,” he wrote in a September editorial published in USA Today . “It’s wrong.”

Data compiled by the facilities’ trade group and submitted to federal regulators shows nearly every Oregon nursing home—97%—currently fails to meet the Biden administration’s proposed regulations.

Both state and federal regulators can already issue fines, however.

Medicare fined Cascade Terrace over $36,000 shortly after inspectors discovered the recent elopement.

But fines only go so far, Halifax says. “The fines are seen by nursing homes as the cost of doing business,” she says. An administrator for Cascade Terrace did not return WW ’s request for comment. The Oregon Department of Human Services did not respond to WW ’s questions for this story.

Rosie Ward, a spokeswoman for the homes’ lobbying group in Oregon, says more regulation won’t fix the problem. There just aren’t enough people willing to do the job. Without a bigger pipeline of nurses, she says, facilities “will be forced to limit admissions, downsize or, ultimately, close altogether.” That would be disastrous in Oregon, where a shortage of long-term care beds is causing backups in emergency rooms.

Federal and state officials are promising to spend millions of dollars to entice nurses into the field. In the meantime, state inspectors continue to document dangerous elopements. Here’s five that occurred in the past three years:

Home: Cedar Crossings

Location: Southeast Portland

Date: June 12, 2024

What happened: Staff called police after the morning nurse failed to locate a resident.

What inspectors say: Cedar Crossings “failed to…modify care plan interventions after ongoing elopement attempts and exit seeking behaviors.”

Home: Cascade Terrace

Date: Jan. 9, 2024

What happened: A resident reported having “left the facility, caught the first bus, ended up at the ‘chaotic’ airport, got a ride from a police officer to a public transit station, took a different bus, got off at the wrong station and walked in circles” until locating their apartment.

What inspectors say: “Staff failed to consistently implement one-to-one supervision.”

Home: Maryville

Location: Beaverton

Date: Dec. 3, 2023

What happened: A resident disappeared at 2 am and was later found a mile away at a convenience store.

What inspectors say: Maryville “failed to assess elopement risk and provide supervision….This placed the resident at risk for hypothermia, accidents, and a lack of access to support services.” (A spokesman for the nursing home says staff followed protocols, but he declined to offer specifics.)

Home: Monterey Court Memory Care

Location: Happy Valley

Date: July 18, 2023

What happened: A resident repeatedly left the facility without required supervision, and was once found at a nearby shopping center. After inspectors arrived, the resident was placed under further supervision. The resident then left the building through a window.

What inspectors say: “The failure of the facility to maintain supervision…placed [the resident] at risk and constituted an immediate threat to residents’ health and safety.”

Home: Juniper Canyon Living

Location: Redmond

Date: July 12, 2022

What happened: A resident disappeared in the summer of 2022 before returning nearly three weeks later. The facility conducted no investigation into what had happened. When inspectors arrived in August, the resident was behaving violently toward staff and not being given their medication.

What inspectors say: “The facility’s failure to ensure the preparation, completeness and accuracy of resident’s records placed the resident at risk for future elopement…”

Willamette Week’s reporting has concrete impacts that change laws, force action from civic leaders, and drive compromised politicians from public office. Support WW's journalism today.

First-Year Requirements

In addition to your UC application, we take both your academic record and your personal experiences into consideration during the review process . At UCLA, we seek students who have excelled academically and gained valuable perspective from the personal experiences that have helped shape their lives.

Read on to find out more.

The Criteria We Consider

When reviewing an application, we implement a holistic review process, which includes looking at some of the following criteria:

• Achievement in high school or college coursework
• Personal qualities
• Likely contributions to the intellectual and cultural vitality of our campus
• Achievement in academic enrichment programs
• Other achievements in any field of intellectual or creative endeavor, including the performing arts, athletics, community service, etc.

Academic Preparation

You must complete 15 A-G courses with at least 11 courses finished prior to the beginning of your last year of high school. To be competitive in the UCLA admission process, applicants should present an academic profile much stronger than any minimum UC admission requirements.  See below for a listing of the A-G requirements:

• 2 years history/social science
• 4 years of college-preparatory English
• 3 years of mathematics (4 years recommended)
• 2 years of laboratory science (3 years recommended)
• 2 years of language other than English (3 years recommended)
• 1 year of visual and performing arts (if available)
• 1 year of college-preparatory elective

Keep in mind that there is no single academic path we expect all students to follow. However, competitive applicants earn high marks in the most rigorous curriculum available to them.   Each application for admission is reviewed within the context of courses available to that student. If a particular required subject is not available, we’ll consider your application without it.

Standardized Testing (SAT/ACT)

UCLA will not consider SAT or ACT scores for admission or scholarship purposes.

If you choose to submit test scores as part of your application, they may be used as an alternative method of fulfilling minimum requirements for eligibility or for course placement after you enroll.

UCLA’s ACT number: 0448 UCLA’s College Board (SAT) number: 4837

Personal Insight Questions

These personal questions are just that — personal. This is your chance to augment the information elsewhere in your application and give us more insight into you during the review process.  Our hope is to hear your true, authentic voice in your responses.   As a first-year applicant, you may respond to four of eight questions. Each response is limited to a maximum of 350 words. Which questions you choose to answer is entirely up to you. You should select questions that are most relevant to your experience and that best reflect your individual circumstances.

Frequently Asked Questions

Because we receive more applicants than we have room to accept, admitted students usually have academic achievements far higher than the minimum requirements. So, to be “competitive” is to be among the strongest achieving students to apply.

We look for students who take advantage of the academic opportunities available to them. If you have advanced courses, we encourage you to take advantage of them. The University of California adds extra weight to grades received in UC-certified honors, AP, IB and transferable college courses.

We do not require or accept letters of recommendation in our process and we do not collect transcripts at the point of application . However, once admitted, students are required to submit official transcripts f rom any high school or college they have attended . Some professional schools may request a letter of recommendation as part of their supplemental application process.

We do not offer admission interviews. Applicants are considered for admission based upon the information they submit in the UC application . However, some majors in our  specialty schools require a supplemental application as part of their admission process. Supplemental applications may involve an audition, portfolio submission and/or letters of recommendation. Find out more from the supplemental applications page.

Supplemental Applications

Of course, a strong academic performance combined with sustained, meaningful involvement in extracurricular activities is the ideal. But if it comes down to a choice between excelling in your coursework or your extracurricular activities, choose your academics.

UCLA will honor full IGETC certification from a first-year student if the requirements were completed before entering UC. Partial IGETC, however, will not be accepted from entering first-years at any UC campus and IGETC is not recommended for applicants to the School of Engineering and Applied Sciences.

• Global navigation
• Site navigation

Jacobs School of Music Bulletin 2024-2025

•   IU Bulletins
• Undergraduate
• Regulations and Procedures

Admission Requirements

• General Requirements for Bachelor's Degrees
• Curricula for Bachelor's Degrees
• Bachelor of Music Degrees
• Bachelor of Music Education Degrees
• Bachelor of Science Degrees
• Audio Engineering and Sound Production Degrees
• Ballet Degrees
• Minors for Students Whose Majors are Inside the Jacobs School of Music
• Undergraduate Certificate Programs

Undergraduate Division

Indiana university bloomington requirements for incoming freshmen.

The standards listed below represent the minimum levels of preparation and achievement necessary to be considered for admission. Most admitted students exceed these minimum levels. Each application is reviewed individually. When making admission decisions, the university is primarily concerned with the breadth and depth of the college-preparatory program including the student’s cumulative grade point average, SAT/ACT scores, academic curriculum and the grades received in those academic courses, grade trends in college-preparatory subjects, class rank, and other additional factors.

High School Graduation

Applicants must earn a diploma from an accredited high school (or must have completed the Indiana High School Equivalency Diploma) to be eligible for admission consideration. Students who are homeschooled or attend an alternative school should submit credentials that demonstrate equivalent levels of achievement and ability.

Academic Preparation

Applicants should complete at least 34 credits of college-preparatory courses, advanced placement courses, and/or college courses in high school, including:

• 8 credits of English , such as literature, grammar, composition, and journalism
• 7 credits of mathematics , including 4 credits of algebra and 2 credits of geometry (or an equivalent 6 credits of integrated algebra and geometry), and 1 credit of pre-calculus, trigonometry, or calculus
• 6 credits of social sciences , including 2 credits of U.S. history, 2 credits of world history/civilization/geography, and 2 additional credits in government, economics, sociology, history, or similar topics
• 6 credits of sciences , including at least 4 credits of laboratory sciences - biology, chemistry, or physics
• 4 credits of world languages
• 3 or more credits of additional college-preparatory courses. Additional mathematics credits are recommended for students intending to pursue a science degree and additional world language credits are recommended for all students.

Alternative college-preparatory courses may be substituted for courses that are not available in the applicant's high school.

Grades in Academic Classes

Cumulative GPA, as well as the grades earned in the 34 courses required for admission, is an important part of the application review process. Weighted GPA is also part of the review, if included on transcript.

Application Essay

An IU-specific essay of 200-400 words is required.

Standardized Test Scores

ACT or SAT scores are accepted as either official or self-reported scores. Self-reported scores can be entered in the Indiana University application. If offered admission, the offer will be contingent upon receipt of official test scores from testing agencies, which must match or be higher than those self-reported during the admissions process. IU's test-optional admissions policy allows students (both domestic and international) to choose at the point of application whether to have SAT or ACT test scores considered as part of the admissions review. For applicants who choose not to have test scores considered, a greater emphasis will be placed on grades in academic courses and grade trends in the admissions review. Applicants receive equal consideration for admission and scholarship to the Jacobs School of Music, regardless of whether or not they applied under the test-optional policy. There are several groups of students who will be required to provide SAT or ACT scores. Homeschooled students, students who have attended a school with non-traditional evaluation methods where traditional alpha or numerical grades are not assigned, and student athletes subject to NCAA eligibility standards will be required to submit a standardized test score. Applicants who are at least 21 years old or have been out of high school for three or more years may be considered for admission without standardized SAT and/or ACT test scores.

Information

For additional information, contact the Office of Admissions, Indiana University, Bloomington, IN 47405; (812) 855-0661; [email protected].  

International Students

To be admitted, international students must complete above-average work in their supporting programs. International applicants whose native language is not English must meet the English Proficiency requirements of Indiana University for undergraduate degree-seeking students. A complete description of options to complete the English Proficiency requirement is available at the Office of International Services (OIS) website.

Admitted undergraduate international students are also required to take the Indiana Academic English Test (IAET) and must register for any supplemental English courses prescribed based on the results of this examination or, if necessary, enroll in the intensive English language program.

For additional information, contact the Office of International Services, Indiana University, Ferguson International Center, 330 N. Eagleson Avenue, Bloomington, IN 47405; [email protected] ; (812) 855-9086; http://ois.iu.edu/admissions/index.html .

Academic Bulletins

• Indiana University
• IU Bloomington

PDF Version

Previous bulletins.

Students are ordinarily subject to the curricular requirements outlined in the Bulletin in effect at the start of their current degree. See below for links to previous Bulletins.

• 1999-2001 (PDF)

Copyright © 2024 The Trustees of Indiana University , Copyright Complaints

UH Undergraduate Admissions

Apply for admission.

• Freshman Students
• Freshman Admissions Process

Freshman Students (U.S. Only)

At the University of Houston, you'll find degree programs that will pave the way to the future you envision—whether you want to build the physical foundations of the future as an engineer or architect, shape young minds as an educator, or study how far humanity has already come as an anthropologist. These are just a few of the areas of study available, taught by world-renowned faculty members.

You are a freshman if you:

• are a student without college credit or
• earned college credit prior to high school graduation (dual credit/early college high school)* or
• earned less than 15 transferable hours of college credit after earning a GED or high school diploma* and
• are a U.S. citizen, have applied for permanent residency, or qualify for Texas residency based on Senate Bill 1528

*Only credit earned from an institution accredited by one of the six regional accrediting associations will be accepted. 

You are an international freshman if you:

• are not a citizen or permanent resident of the United States and
• are not graduating from a Texas high school after three years in residence in Texas (please review Senate Bill 1528 )

We're Test Optional

Applicants have the option to apply for admission with or without a test score for the following academic terms: spring 2024, summer 2024 and fall 2024.  Applicants are not disadvantaged by applying without a test score. If you have already submitted an application, but would like to change how you'll be considered for admission (with or without a test score), please complete the Admissions Review Option Change form .

Complete the University of Houston application for admission using The Common Application .

On your application, you will select whether you want your application to be reviewed with a test score or without a test score. Be sure to complete the short admissions essay and tell us about your extracurricular activities.

Applying With a Test Score (ACT/SAT)

If you are applying for admissions with a test score, have your ACT or SAT score(s) sent directly from the testing agency to us.

University of Houston ACT Code:   4236 University of Houston SAT Code:  6870

If applying for admission with test scores, we will use the highest total or composite score submitted. To comply with Texas Success Initiative standards, scores may not be more than 5 years old at the time of submission.

Applying Without a Test Score

All applicants applying without a test score must submit a short admissions essay and extracurricular activities—both can be submitted through the  Common App . Make sure to complete these sections before you finish and submit your application. You will not be able to go back and add your admissions essay or extracurricular activities once you’ve submitted your application.

If you don't meet the assured admissions requirements, we may require additional documentation (like updated grades), which we'll request from you to help us make our decision.

Admissions Review Option Change Form

Admission Requirements

Texas Education Code (TEC) 51.803-51.809 requires all students meet college readiness standards to be eligible for admission at a Texas Four-Year Public Institution. Read about the Texas Uniform Admission Policy .

On your application, you will select whether you want your application to be reviewed with a test score or without a test score. The admission criteria for each choice is below.

*If you don't meet the assured admissions requirements, we may consider additional factors in the admissions process. If we require additional documentation, we'll request those materials from you.

 **This unweighted GPA will be calculated by the University of Houston (out of a 4.0 scale) using English, math, science, and social studies grades on your transcript. Extracurricular classes will not be included. 

Admission requirements are different for international students. For more information, visit uh.edu/international .

GED or home schooled applicants will be considered for admission by individual review.

Majors With Additional Requirements

Some majors have additional requirements on top of the ones listed above. Find out more information about majors with additional requirements for freshmen .

State of Texas Uniform Admissions Policy

No Class Rank

We recognize some applicants attend non-traditional or non-ranking schools who do not provide a class rank. Applicants without a class rank will still be considered for admissions by individual review.

If you attend a school that does not provide you with a rank on your transcript, a statement of rank provided by a school administrator is sufficient. The statement of rank should include a student's name, UH ID and ranking displayed in a #/# format (e.g. 12/1927). Rank statements that list quartiles (eg. Top 20 percent, Top 30 percent, etc.)  will not be used in our evaluation for admission. Rank statements should be submitted to  [email protected] .

How to Send Transcripts

View our self-reporting guide  or watch our video tutorial for step-by-step instructions. 

If you cannot self-report your transcript, ask your school administrator to send your official transcript data electronically through an EDI (Electronic Data Interchange) system, e.g. TREx (for Texas institutions) 

We do not accept hard copy transcripts. Applicants are required to self report academic information or provide using an EDI. For more information about transcript submission guidelines, please visit Submitting Official High School and College Transcripts Guidelines.

Application Fee

Pay the nonrefundable $75 application fee ($90 for international students) with a credit card or debit card. Payment can be made in your myUH self-service portal or before submitting the admissions application.

Freshman may qualify for an application fee waiver. Simply complete the National Association for College Admissions Counseling Fee Waiver Form and submit a PDF copy through your myUH account using the following steps:

• Log in to your myUH account
• Select the "Student Center" tile
• Locate your To-Do List on the top right side of the page
• Select "Details/Upload Document"
• Select the "Upload/View Document" link for the "UGRD Fee Waiver Form"
• Select the "Upload File" button and select your completed Fee Waiver Form in PDF format and navigate through the prompts

Fall 2025 Scholarship Priority Deadlines

• Deadline to submit the admissions application: Nov. 1, 2024
• Deadline to submit the supporting information*: Nov. 8, 2024

*Supporting information includes application fee, self-reporting transcript information, test scores (if applicable). If applying without test scores, supporting information also includes your essay and resume. You can request to change to admissions without a test score by submitting this form.

Dual Credit & Early College High School

All students who are currently enrolled in high school at the time of their admissions application to UH must apply as a freshman (regardless of the number of college credit hours they have earned in high school). Applying as a freshman allows all dual credit and early college high school students to take advantage of the financial, academic, and housing opportunities that are specifically set aside for freshman students transitioning from high school to college.

Work hard. Get credit.

You deserve to get as much credit as you can for your work at your previous institution. Meet our new Transfer Credit Estimator, your guide to estimating how many course credits may transfer to your chosen degree program at the University of Houston.

Earning an Associate’s Degree in high school does not guarantee admission to UH and does not classify an applicant as a transfer student. However, earning an Associate’s Degree will be taken into consideration during admission review.

Speak with an Admissions Representative

Admissions representatives are experts when it comes to applying to the University of Houston. If you'd like to talk to an admissions representative for admissions support, you can schedule an in-person or virtual admissions advising appointment , or contact us by phone at 713-743-1010 , option 4 or by email at [email protected] . Please note that admissions representatives do not provide support with course selection or registration.

Want to speak with an Admissions Counselor? Set up an appointment. Walk-in appointments are also available Monday-Thursdays from 8-11:30 a.m. and 2-3 p.m. as well as Fridays from 9-11:30 a.m. and 2-3 p.m.

• Mission and Goals of Core Education
• Learning Outcomes, Criteria, and Rationale
• Difference, Power, and Oppression Program

Seeking Solutions

Transitions.

• Writing Intensive Curriculum

Core Education - Students Starting Summer 2025 and After

• Core Education Transfer Credit - Students Starting Summer 2025 and After
• Bacc Core - Students Admitted Spring 2025 and Prior
• Bacc Core Transfer Credit - Students Admitted Spring 2025 and Prior
• Transfer Credit Reevaluation Request Form
• Implementation Deadlines
• CIM Proposal Support
• Installation Plan
• Required Trainings
• Course Proposal Status Dashboard
• Core Education Policies
• Reform and Implementation Timeline
• Learning Outcome, Criteria, and Rationale Development
• Bacc Core Reform (2020-2022)
• Bacc Core Review History (2002-2019)
• Scheduling Procedures
• External Advisors
• Digest and News

CORE EDUCATION

For students starting in Summer 2025 and after

Core Education at Oregon State University is a shared experience where students gain knowledge and develop skills to pursue their future. Alongside their major, Core Education prepares students to be adaptive, proactive members of society who are ready to take on any challenge, solve any problem, advance in their chosen career and help build a better world. Oregon State delivers Core Education through the Foundational Core and Signature Core .

42-48 Credits

Total credits required to complete core education. students will complete this requirement through the foundational and signature core., 31-35 credits, foundational core credit requirements., 11-13 credits, signature core credit requirements. , foundational core.

Through the Foundational Core, students develop fundamental skills and a breadth of knowledge that promote lifelong learning and creative problem-solving. Students begin to explore and address complex topics, which will serve them well in any academic or professional endeavor.  

Students will complete each category in the Foundational Core (31-35 Credits). The Foundational Core courses are lower division.

Writing foundations (4 credits).

Writing Foundations serves as an introduction to college-level writing and key rhetorical concepts.

Arts and Humanities - Global and General (6-8 Credits - 2 Courses)

Arts and Humanities courses will promote the development of critical thinking and inquiry through the study of the arts and humanities. Students will reflect on the relationship between the course content and their lived experience. Creative expression is a fundamental human activity that results in the production of objects, environments, and experiences that engage the senses, emotion, and/or intellect. The humanities grapple with a range of human experiences through time and across cultures. The arts* and humanities* include knowledge of history, philosophical traditions, major religions, diverse cultural legacies, performing arts, literature, film, the visual arts, and music. 

Quantitative Literacy and Analysis (4 Credits)

Quantitative literacy and analysis skills are vital in our information-rich world.  This category provides students with options among algebra, calculus, and statistics courses allowing them to develop critical thinking skills with essential mathematical concepts and models.

Communication, Media, and Society (3 Credits)

This category develops skills related to communication competency from a social science perspective. In this category, the focus of communication is on ways in which verbal and nonverbal messages are crafted and the potential impact these messages could have, media are the different tools (or channels) used to convey those messages, and society refers to the social context of message creation and reception. The knowledge, skills, and abilities gained from this category are integral to best practices in higher learning and are one of the most sought-after skills by employers. The combination of communication and media provides relevance to applications within emerging digital technology in order to use technology effectively, rather than be used by it. To demonstrate communication competence, students will develop and deliver communication products reviewed by both the instructor and co-learners. 

Social Science (3-4 Credits)

Social Sciences includes courses that concern people and institutions and how they relate with one another. This includes studies of individuals, families, communities, markets, movements, and political structures from the perspective of contemporary social science.  

Scientific Inquiry and Analysis (8 Credits - 2 Courses)

Scientific Inquiry and Analysis includes two natural science courses, each with a lab. These courses will engage students in the high-impact practice of scientific inquiry and explore generation and uses for scientific evidence. These courses involve developing knowledge of basic scientific concepts, how science works, collaborative group problem solving and science communication to a general audience. Labs accompanying these courses will engage students in the process of science from observation and hypothesis testing through data collection and analysis culminating in communication of results.  

Difference, Power, and Oppression Foundations (3-4 Credits)

The inequitable distribution of social, economic, and political power in the United States and globally is sustained through systems of oppression, which represent a variety of discriminatory institutional beliefs and practices. These beliefs and practices obscure the origins and operations of systemic oppression in daily life, such that this inequitable power distribution is assumed to be the natural order.     The foundational course in the Difference, Power, and Oppression requirement engages students in a lower-division course focusing on critical reflection about the complexity of the structures, institutions, and ideologies that sustain systemic oppression, discrimination, and the inequitable distribution of systemic power and resources within and across communities. Such examinations will enhance and promote responsible, ethical, and anti-racist engagement in our diverse university community and society in the United States and beyond.     

Signature Core  

Through OSU’s unique Signature Core, students apply their critical thinking skills to seek solutions and take action to make a positive impact in their chosen field and in society. Students will further develop the skills necessary for navigating a complex and interconnected world.   

Students will complete each category in the Signature Core (11-13 Credits)

Transitions (2 credits).

Through the Transitions category Oregon State University commits to consciously and deliberately supporting students beginning their OSU educational journey. Students will formulate goals and strategies for their personal, academic, and professional growth; identify ways to engage in their communities; familiarize themselves with tools and resources for student success; and understand the common values that guide OSU’s undergraduate education.  

Beyond OSU Career Integration (0 Credits)

Student surveys suggest that nearly all students list career-related goals as a primary reason they come to college. The Beyond OSU requirement is intended to incorporate career development into the curriculum, thereby ensuring that every student has the skills and knowledge needed to find meaningful work in their field or advance in their current career after completing their academic journey at OSU. The focus of Beyond OSU will be on career preparation activities that prepare students for their post-graduation goals. Beyond OSU will also help students connect their experiences to the career readiness and career advancement skills both employers and universities have deemed necessary to succeed in the working world: the NACE competencies20. 

Beyond OSU is a minimum non-credit requirement, meaning students are not paying additional money to enroll in a course or to take credits to receive education and support the university deems critical to student success. Non-credit requirements are not meant to be a check box or add a burden to students, rather they are ensuring all students get to plan for their future and economic advancement. Beyond OSU I emphasizes educating students on career development concepts related to students’ career goals. Beyond OSU II requires students to gain insights through participating in experiences and apply those concepts to their future goals. 

Difference, Power, and Oppression Advanced (3-4 Credits)

The advanced Difference, Power, and Oppression requirement is an upper division and field-specific course that engages students in critical reflection on the complexity of the structures, institutions, and ideologies that sustain systemic oppression, discrimination, and the inequitable distribution of systemic power and resources within and across communities. Such examinations will utilize a field-specific focus in order to enhance and promote responsible, ethical, and anti-racist engagement by preparing students to understand and disrupt these systems as they manifest in their field. 

Seeking Solutions (3-4 Credits)

A central goal of this category is to have students wrestle with complex, multifaceted problems, and work to solve them and/or evaluate potential solutions from multiple points of view. Overall, this is a course that is designed to deepen how students think about problem-solving in ways that transcend disciplinary-specific approaches. Specifically, we want to help students achieve transdisciplinary thinking - a method of studying complex problems that integrates ideas from diverse scholarly fields in order to deal with the inherent complexity of some urgent problems of the present human situation (Oxford).   

In response to longstanding campus interest in implementing a teamwork component into general education requirements, Seeking Solutions courses will include interdisciplinary student teamwork as a core component. Teamwork is a prominent component of best practices in general education. In addition, stakeholder groups, notably our industry partners, consistently emphasize that working in groups with disparate others (people with different backgrounds, goals, and priorities) is an area in which students need experience and practice. 

The issues and problems that are the focus of this category should consider the global dimension of the problem, in accord with our goals for learning and general education at OSU. 

Writing Elevation (3 Credits)

Writing Elevation provides students with quality intermediate-level writing instruction, practice, and feedback between the Writing Foundations and Writing Intensive Curriculum (WIC) categories. The courses in this category will also strengthen the connections between writing and students’ chosen field of study. The goal of this requirement is to elevate students’ ability to write within a range of contexts, while also preparing them for their chosen academic discipline and WIC courses.   

Writing Intensive Curriculum (In Major)

Beyond the writing skills and practice gained in WR I and WR II courses, students need to learn to write as members of the discipline or disciplines in which they have chosen to major.  Writing Intensive courses, which are taken in the major, typically in the junior or senior year, introduce students to the genres, purposes, audiences, content, and conventions of writing in the major.  Student writers gain experience with the resources used in their field and the formats and documentation style used to communicate knowledge.   Through inquiry-based writing in the discipline, students gain understanding and knowledge of disciplinary goals and concepts.  Students are encouraged to complete Writing Foundations and Writing Elevation requirements before enrolling in their WIC course. 

Core Education Learning Outcomes, Criteria, and Rationale

Writing foundations.

Writing Foundations Learning Outcomes

Students in Writing Foundations shall:

• Write in varied styles with attention to audience, purpose, and genre, incorporating how language use relates to rhetorical situations.
• Create texts that synthesize multiple viewpoints around a central idea supported with evidence.
• Evaluate information critically using sources and foundation citation skills.

Writing Foundations Criteria

Courses in Writing Foundations will:

• Be WR 121Z. This is the only approved course for Writing Foundations, ratified by the Faculty Senate.  
• Be 4 credits (no more, no less).
• Focus on the writing process, invention strategies, drafting and revision techniques, and peer review.
• Require frequent student practice in informal writing exercises and formal writing assignments that receive direct evaluation from the instructor.

Develop increasingly sophisticated and efficient writing strategies with emphasis on genre.  

Define “rhetorical situations” (Learning Outcome #1) as the interconnectedness of audience, purpose, and context that drives written conventions; students should learn how rhetorical situations influence genre, style, and writing choices.  

Use “critically” (Learning Outcome #3) as it refers to evaluation of information that determines credibility; considers power, privilege, identity, and diverse ways of knowing; recognizes misinformation; etc.  

Writing Foundations serves as an introduction to college-level writing and key rhetorical concepts. Category outcomes build from guidance from OWEAC, AAOT, and other best practices from writing experts at the state and national levels to ensure alignment with transfer partners.

Arts and Humanities: General

Arts and Humanities: General Learning Outcomes  

Students in Arts and Humanities will:

Describe genres, forms, perspectives, events and/or ideas that have shaped and recorded the human experience.    

Analyze examples of human expression and/or human perspectives in changing cultural and/or historical contexts.

Employ humanistic, theoretical, and/or philosophical methods to explore the human experience.  

Arts and Humanities: General Criteria  

Courses in Arts and Humanities will:

Be at the 100 or 200 level.   

Range from 3-4 credits.    

Introduce the fundamental ideas, practices, and conventions of the arts and humanities discipline.   

Provide students with opportunities to apply the fundamental ideas, practices, and conventions of the discipline by producing a creative or interpretive work. Instructors will provide guidance, formative feedback on small-stakes assignments, and summative feedback on larger projects. In order that instructors can provide guidance and appropriate feedback, classes should be capped at 40. Classes that exceed this cap require the support of a Teaching Assistant.    

Emphasize critical thinking. Critical thinking entails asking questions, defining problems, examining evidence and sources, analyzing assumptions and biases, contending with complexity, considering other interpretations, and tolerating ambiguity.   

Place the subject matter in a historical and/or cultural context.  

Encourage students to make connections with their lived experience.  

Do one or more of the following:  

Compare/contrast attitudes and values of specific historical periods and world cultures.  

Examine the origins and influences of ethical or aesthetic traditions.  

Explore the conventions and techniques of genres of artistic expression.  

Not create unreasonable barriers for students seeking to fulfill this category, including prerequisites, class ‐ level restrictions, and college and major restrictions.

Arts and Humanities courses will promote the development of critical thinking and inquiry through the study of the arts and humanities. Students will reflect on the relationship between the course content and their lived experience. Creative expression is a fundamental human activity that results in the production of objects, environments, and experiences that engage the senses, emotion, and/or intellect. The humanities grapple with a range of human experiences through time and across cultures. The arts and humanities include knowledge of history, philosophical traditions, major religions, diverse cultural legacies, performing arts, literature, film, the visual arts, and music.

Arts and Humanities: Global

Arts and Humanities: Global Learning Outcomes  

Students in Arts and Humanities: Global will:

Describe genres, forms, perspectives, events and/or ideas that have shaped and recorded the global human experience.    

Analyze the social and/or cultural impact of inequitable systems in relation to the global movement of peoples, ideas, objects, artistic forms, and/or technologies.   

Arts and Humanities: Global Criteria  

Courses in Arts and Humanities: Global will:

Be at the 100 or 200 level.    

Introduce the fundamental ideas, practices, and conventions of the arts or humanities discipline.   

Not create unreasonable barriers for students seeking to fulfill this category, including prerequisites, class ‐ level restrictions, and college and major restrictions.  

Global Emphasis specific Criteria  

Examine connections between multiple geographic regions in a way that focuses on the world outside the United States and emphasizes regions beyond Europe. This may include demonstrating connections between a primary region and its surroundings, or may include a focus on multiple geographic regions. No more than one week or equivalent be spent on a US stand-alone topic.  

Explain and connect multiple cultures historically and/or in contemporary contexts.  

Emphasize multiple perspectives, including those of non-dominant groups outside the US and Europe.   

Quantitative Literacy and Analysis

Quantitative Literacy and Analysis Learning Outcomes   Students in Quantitative Literacy and Analysis will:  

Identify relevant quantitative variables and their relationship(s) in a problem.   

Solve quantitative problems using appropriate mathematical tools.   

Demonstrate reasonableness of a solution and describe limitations of method.    

Quantitative Literacy and Analysis Criteria    Courses in Quantitative Literacy and Analysis will:   

Center on mathematical concepts and mathematical reasoning.  This category is not intended for discipline-specific mathematics or statistics courses (e.g. engineering or business statistics), which focus more heavily on applications.    

Emphasize mathematical or statistical models and problem-solving strategies.   

Be 4 credits.

Be at the 100 or 200 level.   

Contain assessment items requiring students to show their work and explain their reasoning.    

Require students to use mathematical terminology, notation and symbolic processes appropriately and correctly.   

Require students to use visual representations, such as charts, graphs, and tables, to both communicate and extract information accurately.   

Require students to use mathematical tools to complete estimations and calculations. Mathematical tools include technology, algebra, and arithmetic.   

Quantitative literacy and analysis skills are vital in our information-rich world.  This category provides students with options among algebra, calculus, and statistics courses allowing them to develop critical thinking skills with essential mathematical concepts and models. This category is not intended to include domains that may be mathematics adjacent (e.g., discipline-based statistics classes).

Communication, Media, and Society

Communication, Media, and Society Learning Outcomes   Students in Communication, Media, and Society will:  

Identify communication and media processes as they relate to social phenomena.  

Describe different forms of communication and media and the degree to which they meet the needs of diverse audiences and contexts.   

Apply communication theory to the development and delivery of speech communication products.  

Communication, Media, and Society Criteria   Courses in Communication, Media, and Society will:  

Be 3 credits.

Be accessible to both lower and upper-division students.  

Cap course size: 30 max students per section, except in a recitation format, where the lecture portion is uncapped, with 20 max students per recitation section of the course.  

• Note: If used, recitation sections must be worth at least 2 contact hours. Course size is limited so that there is time for thoughtful, thorough, and consistent feedback from instructor and peers on student development and delivery of communication products. Needs to be time for the student delivery of communication products themselves.  

Include Speech Communication Products: Students are required to develop and deliver a minimum of 2 formal oral communication products.   

On Campus learners: At least one delivered to a synchronous audience that includes the instructor and co-learners (on-site and/or remote). By definition, the term synchronous means that the speech communication product cannot be pre-recorded.  

Ecampus learners:  At least one delivered to a synchronous audience that includes co-learners (on-site and/or remote). By definition, the term synchronous means that the speech communication product cannot be pre-recorded.   

Include theoretical foundations of communication to guide students in the development and delivery of communication products.   

Include exploration of societal phenomena (e.g. trends, behaviors, demographics, emerging technologies, etc.) as they relate to communication and media processes and uses.  

Incorporate Instructor Feedback: Formal and formative feedback given to the development and delivery of communication products.  

• Note: Instructors should be giving timely feedback multiple times to students - both formative and summative will be provided.  

Incorporate Peer Feedback: Courses should incorporate opportunities for students to critique and provide feedback on classmate works.  

• Note: Minimum of one time per term of peer feedback.  

This category develops skills related to communication competency from a social science perspective. In this category, the focus of communication is on ways in which verbal and nonverbal messages are crafted and the potential impact these messages could have, media are the different tools (or channels) used to convey those messages, and society refers to the social context of message creation and reception. The knowledge, skills, and abilities gained from this category are integral to best practices in higher learning and are one of the most sought-after skills by employers. The combination of communication and media provides relevance to applications within emerging digital technology in order to use technology effectively, rather than be used by it. To demonstrate communication competence, students will develop and deliver communication products reviewed by both the instructor and co-learners.

Social Science

Social Science Learning Outcomes

Students in Social Science will:

• Explain the informal and formal structures and processes of Institutions and human behavior.
• Describe how quantitative and qualitative data are used to explain human behavior.
• Characterize your individual role in the structures, processes, or institutions of society.

Social Science Criteria

Courses in Social Science will:

• Be at the 100 or 200 level.
• Range from 3-4 credits.
• Not create unreasonable barriers for students seeking to fulfill this category, including prerequisites, class‐level restrictions, and college and major restrictions.
• Be introductory courses to a general field or subfield of social science.
• Require more than explaining the institution for LO #1. The structures or processes must be placed in the context of an institution and human behavior. This outcome recognizes that social science studies the interaction of people with institutions.
• Focus on the methodology used in the social sciences that allow us to explain and predict human behavior for LO #2, as such students need to understand how we collect and use data. Therefore, we expect courses to use appropriate social scientific methods to collect data and/or analyze or explain social relations and human behavior. For this outcome, we expect courses to at least introduce the concepts of correlation, two variables moving together, and causation, a change in one variable causing the change in another variable.
• Focus on the students as a participant in the structures, processes, or institutions for LO #3, as opposed to LO #1 which focuses on overall human behavior and its interactions with structures, processes, and institutions. This outcome serves the University's core values of social responsibility, integrity, and accountability.

Social Sciences includes courses that concern people and institutions and how they relate with one another. This includes studies of individuals, families, communities, markets, movements, and political structures from the perspective of contemporary social science.

Scientific Inquiry and Analysis

Scientific Inquiry and Analysis Learning Outcomes

Students in Scientific Inquiry and Analysis will:

• Utilize scientific language, concepts, hypotheses, theories, and laws of basic natural sciences.
• Apply the cyclical process of science and think critically by constructing consistent explanations and drawing conclusions based on empirical evidence and current scientific understanding.
• Articulate the consequences and implications of science for society, daily life, and decision-making.

Scientific Inquiry and Analysis Criteria

Courses in Scientific Inquiry and Analysis will:

• Separate lab and lecture paired courses may be combined to equal 4 credits to satisfy this requirement. If separate lecture and lab classes are used for this requirement, both the lecture and the corresponding lab must be passed to meet the Scientific Inquiry and Analysis Requirement.
• Be centered on fundamental scientific concepts, laws, and theories that broadly characterize basic (rather than applied) natural science. Basic science is defined as science seeking to expand knowledge of empirical phenomena, regardless of the short-term application of that knowledge. The immediate goal of basic science is knowledge for knowledge’s sake.
• A lab is at least one credit of experiential activities that collectively employ the full spectrum of the scientific process from observation to analysis, interpretation, and communication of results. Such activities shall have students use scientific methodology, tools, and techniques (as appropriate to the field of inquiry), develop and/or use qualitative or quantitative observations from either primary or secondary data, and apply science concepts for inquiry into natural systems or phenomena. Students shall make interpretations, draw conclusions that are rooted in empirical evidence, and communicate their results. Lab component must constitute at least 25% of the 4-credit course grade.
• Explicitly teach the process of science. The process of science is defined as the iterative and objective manner in which scientists gather data about observable natural phenomena using discipline-appropriate research methods, analyze these data, form hypotheses based on the data, and communicate to and work within a global community of individuals and organizations contributing to science.
• If possible, address how scientific issues impact social and environmental justice.

Scientific Inquiry and Analysis includes two natural science courses, each with a lab. These courses will engage students in the high-impact practice of scientific inquiry and explore generation and uses for scientific evidence. These courses involve developing knowledge of basic scientific concepts, how science works, collaborative group problem solving and science communication to a general audience. Labs accompanying these courses will engage students in the process of science from observation and hypothesis testing through data collection and analysis culminating in communication of results.

Scientific Inquiry and Analysis courses must be taken from two different designators consistent with policy. Each course is worth 4 credits but if majors or programs have 5 credit lab science courses already embedded in their curriculum, they may use those 5 credit courses to fulfill the lab science requirement in the GE.

* This category is a fixed 8 credits (4 credits per course).

Difference, Power, and Oppression (DPO): Foundations

DPO Foundations Learning Outcomes

Students in DPO Foundations will:

• Explain how ascribed differences are socially constructed, change over time, and impact our and others’ lived experiences.
• Articulate– using historical and contemporary examples – how ascribed differences, combined with inequitable distribution of power across cultural, economic, social, and/or political institutions, result in racism and intersect with other forms of systemic oppression.
• Describe how assets and resilience demonstrated by members of systematically marginalized communities and cultures play a role in dismantling racism and other systems of oppression.

DPO Foundations Criteria

Courses in DPO Foundations will:

• Be at least 3 credits and be at the 100-200 level.
• Be capped at 50 students, (larger lectures with recitations capped at 25 are acceptable). Proposed exceptions to class size caps should be justified through the course proposal process and will be reviewed on an on-going basis by the Bacc Core Committee and the Difference, Power, and Oppression Director.
• Be regularly numbered departmental offerings rather than x99 or blanket number courses.
• Provide opportunities for students to reflect thoughtfully on their own identities and positions in relation to systems of oppression.
• Focus primarily on Difference, Power, and Oppression in the United States, although global contexts and impacts of the United States are encouraged.
• Provide illustrations of ways in which structural, institutional, and ideological oppression arise from socially defined meanings attributed to difference.
• Provide historical and contemporary (last 10 years) examples of difference, power, and oppression across cultural, economic, social, and/or political institutions.
• Provide examples of ways in which oppression and privilege occur differently along intersecting identities.
• Incorporate inclusive pedagogy activities and strategies (e.g., low-risk and ungraded, classroom discussion, small group work, debates, idea mapping, readings from diverse voices, contract grading, and labor-based grading).
• Include learning materials that are authored or created by people of protected status (statuses as defined by OSU’s discrimination and discriminatory harassment policy) that illustrate the resilience of their communities and how these assets are used to dismantle systems of oppression.
• Require instructors and recitation instructors to have ongoing training and continuing education (at least once every other year or as defined by the DPO director while teaching DPO) in intersectionality and/or other forms of social justice theories. Option for co-teaching with faculty with more expertise in DPO is encouraged as applicable through Memorandums of Understanding.

Difference, Power, and Oppression (DPO): Advanced

DPO Advanced Learning Outcomes

Students in DPO Advanced will:

• Analyze how systemic power operates through the ascription of difference to reproduce structural inequities and how they and others in their field of study are positioned in relationship to those systems.
• Demonstrate, by using social justice theories, how historic constructions of racism and other forms of systemic oppression result in intersecting inequities – crossroads of oppression – experienced in current times (last 10 years).
• Compare approaches for dismantling racism and other systems of oppression within their field of study with the goal of advancing cultural, economic, social, and/or political equity.

DPO Advanced Criteria

Courses in DPO Advanced will:

• Be at least 3 credits and be at the 300-400 level.
• Be capped at 25 students (larger lectures with recitations capped at 25 are acceptable). Proposed exceptions to class size caps should be justified through the course proposal process and will be reviewed on an on-going basis by the Bacc Core Committee and the Difference, Power, and Oppression Director.
• Be regularly numbered departmental offerings rather than x99 or blanket number courses).
• Have as their central focus the study of the inequitable distribution of power within the framework of particular disciplines and course content.
• Be taken within the major or in the student’s field of study. Field of study can be defined as a course that relates to a student's major and/or future career.
• Must include learning materials that are authored or created by people of protected status (as defined by OSU’s discrimination and discriminatory harassment policy) that illustrate the resilience of their communities and how these assets are used to dismantle systems of oppression.

The inequitable distribution of social, economic, and political power in the United States and globally is sustained through systems of oppression, which represent a variety of discriminatory institutional beliefs and practices. These beliefs and practices obscure the origins and operations of systemic oppression in daily life, such that this inequitable power distribution is assumed to be the natural order.

The Difference, Power, and Oppression requirement engages students in critical reflection specific to their field of study on the complexity of the structures, institutions, and ideologies that sustain systemic oppression, discrimination, and the inequitable distribution of systemic power and resources within and across communities. Such examinations will enhance and promote responsible, ethical, and anti-racist engagement by preparing students to understand and disrupt these systems as they manifest in their field.

Transitions Lower Division Learning Outcomes

Students in Lower Division Transitions will:

• Construct goals and individualized strategies for personal well-being, academic success, and professional development.
• Practice community-building approaches that allow one to engage in society.
• Identify institutional resources and tools necessary for student success and well-being.
• Reflect on how their plans connect to OSU’s General Education and the institutional mission.

Transitions Upper Division Learning Outcomes

Students in Upper Division Transitions will:

• Create and implement goals and individualized strategies for personal well-being, academic success, and professional development.
• Evaluate community-building approaches that allow one to engage in society.

Transitions Criteria

Courses in Transitions will:

• Be at least 2 credits, graded with letter grading (A-F). Class sizes are to be capped at 35 students (larger lectures with recitations capped at 35 are acceptable). Prerequisites or discipline-specific offerings for Transitions courses must not create unreasonable barriers for students seeking to fulfill these categories.
• Be offered at the lower division (100) and upper division (300) level. Students who are in their first postsecondary education after high school will enroll in the lower division courses, whereas students who have attended other higher education institutions and are further along their educational journey will enroll in the upper division courses.
• e.g., tools including learning management systems, curriculum mapping, career development, student engagement platforms, and resources such as academic success, tutoring, co-curricular high impact practices.
• e.g., health behaviors, living in a diverse community, self-discovery, and growth mindset .
• e.g., clarifying values, interests, strengths, and researching potential career fields, online career development exploration, personal interest inventory.
• e.g., Inclusive Communities module, low-risk and ungraded learning activities, classroom discussion, small group work that encourage leadership skills, interpersonal skills, cross-cultural awareness.
• e.g., academic success habits, academic integrity, purpose of general education, Land/Sun/Sea/Space grant designations, Tier I Research institution.
• e.g., mental health modules created by CAPS, and financial literacy.
• Require instructors to engage in training developed by experts, the Baccalaureate Core Director, and/or the Center for Teaching & Learning to ensure instructors are approaching the centralized curriculum in a similar manner.

Through the Transitions category Oregon State University commits to consciously and deliberately supporting students beginning their OSU educational journey. Students will formulate goals and strategies for their personal, academic, and professional growth; identify ways to engage in their communities; familiarize themselves with tools and resources for student success; and understand the common values that guide OSU’s undergraduate education.

Beyond OSU Career Integration

Beyond OSU I: Prepare Learning Outcomes

Students in Beyond OSU I will:

• Illustrate how their OSU and related experiences connect to career readiness and career advancement skills.
• Apply life-long career development concepts through the creation of career relevant artifacts.

Beyond OSU I: Prepare Criteria

Courses in Beyond OSU I will:

• Be at a minimum a non-credit requirement that students take to complement for-credit courses. Transcript visible non-credit requirements help to round out a student’s education to demonstrate career readiness and career advancement skills. Colleges and programs with for-credit courses that meet the criteria and learning outcomes are eligible to have their specific course fulfill this category. Those credits count toward the 180 credits needed to graduate.
• Demonstrate, as a non-credit course, that students have spent 7-10 hours to complete this requirement, whereas a for-credit requirement institutionally must meet 30 contact hours per credit.
• Beyond courses are meant to be taken in the order of Transitions, Beyond OSU I, and Beyond OSU II, to create multiple career touchpoints for students. Beyond OSU courses are not to be taken out of order. In some cases, it may be pedagogically appropriate to take adjacent courses, such as Transitions and Beyond I, or Beyond I and Beyond II, at the same time as co-requisites, but never all three at the same time.
• The learning outcomes for Beyond OSU I and Beyond OSU II may be combined in a single for-credit course. A combined Beyond OSU I and II course must be taken after Transitions has been completed (Transitions must be a pre-requisite).
• Require students to create artifacts related to the students’ career goals and interests. These can include resume/CV, cover letter, LinkedIn profiles, personal statements, portfolios, or teaching philosophy.
• Emphasize the NACE Career Competencies and how students are building these through coursework, research, clubs, student employment, experiential learning, and other life experiences.
• Emphasize educating students on career development concepts related to students’ career goals.

Beyond OSU II: Engage Learning Outcomes

Students in Beyond OSU II will:

• Apply career development concepts to relevant artifacts from engagement in a career related experience or activity.

Beyond OSU II: Engage Criteria

Courses in Beyond OSU II will:

• Be at a minimum a non-credit requirement that students take to complement for-credit courses. Transcript visible non-credit requirements help to round out a student’s education to demonstrate career readiness or advancement skills. Colleges and programs with for-credit courses that meet the criteria and learning outcomes are eligible to have their specific course fulfill this category. Those credits count toward the 180 credits needed to graduate.
• Require students to gain insights through participating in experiences that can include but are not limited to: site visits, career fairs, job shadowing, informational interviews, internships, undergraduate research, alternative spring break, or other experiential learning opportunities, capstone experiences.
• Provide students the opportunity to reflect on career focused experiences either by connecting their experiences inside and outside the classroom to the NACE competencies and their future goals or by updating their career artifacts based on their experiences in Beyond OSU.

Student surveys suggest that nearly all students list career-related goals as a primary reason they come to college. The Beyond OSU requirement is intended to incorporate career development into the curriculum, thereby ensuring that every student has the skills and knowledge needed to find meaningful work in their field or advance in their current career after completing their academic journey at OSU. The focus of Beyond OSU will be on career preparation activities that prepare students for their post-graduation goals. Beyond OSU will also help students connect their experiences to the career readiness and career advancement skills both employers and universities have deemed necessary to succeed in the working world: the NACE competencies.

Beyond OSU is a minimum non-credit requirement, meaning students are not paying additional money to enroll in a course or to take credits to receive education and support the university deems critical to student success. Non-credit requirements are not meant to be a check box or add a burden to students, rather they are ensuring all students get to plan for their future and economic advancement. Beyond OSU I emphasizes educating students on career development concepts related to students’ career goals. Beyond OSU II requires students to gain insights through participating in experiences and apply those concepts to their future goals.

Seeking Solutions Learning Outcomes

Students in Seeking Solutions will:

• Analyze a complex, multi-faceted issue that is resistant to a simple solution, including the scope of the problem, identifying and defining its causes, and impacts on a diverse variety of stakeholders.
• Evaluate the consequences of different approaches or solutions to a complex, multi-faceted issue.
• Develop a communication plan or product to explain the problem or its potential solutions to one or more identified stakeholder group or other “real world” audience.
• Demonstrate skills that enable effective collaboration through interdisciplinary teamwork in one or more of these learning outcomes.*

*requires that this outcome is assessed

Seeking Solutions Criteria

Courses in Seeking Solutions will:

• Have no prerequisites.
• Be restricted to students with Junior or Senior standing.
• Not double count for major requirements.
• Require recertification for a course to remain in the Seeking Solutions category by requiring enrollment of <=50% majors, averaged over the previous 2 years.
• Be current societal/planetary issues of global relevance
• Biophysical (aka Natural) Sciences or Engineering.
• Social Science and Human Behavior or Arts and Humanities.
• Require interdisciplinary student teamwork and must be supervised by a trained Instructor (see Training, below).
• Set group size at 4-7 students.
• Have class size, credit hours, and recitations (optional) that can accommodate at least 30 minutes of supervision and mentoring per week per group.
• Alternatively, students can explore an issue through different (perhaps assigned) disciplinary lenses.
• Course Developers and Instructors, including Graduate Teaching Assistants, will be required to complete training prior to teaching a Seeking Solutions course. The curriculum for the training will be developed by the Center for Teaching and Learning along with experts in group learning facilitation and transdisciplinary education in consultation with a committee of faculty from the Colleges. The training will cover the purpose of the Seeking Solutions category, transdisciplinary teaching approaches22 for non-majors, and group learning facilitation and assessment23. Group learning facilitation training will need to include specific guidance for online learning environments. Training could also include skills for communication with diverse, non-academic audiences.
• Course Developers, Instructors, and Graduate Teaching Assistants are encouraged to organize and attend professional development events in order to share approaches and best practices for delivering Seeking Solutions courses.
• We recommend a designated Seeking Solutions Program Coordinator to organize trainings, serve as a resource for course developers and instructors, and serve as a nexus for faculty who seek knowledge partners and co-instructors for their courses. The Coordinator will work with Colleges to identify incentives for faculty to lead smaller and field-based courses, as well as support needs for Seeking Solutions training, course development, and course offerings.

A central goal of this category is to have students wrestle with complex, multifaceted problems, and work to solve them and/or evaluate potential solutions from multiple points of view. Overall, this is a course that is designed to deepen how students think about problem-solving in ways that transcend disciplinary-specific approaches. Specifically, we want to help students achieve transdisciplinary thinking - a method of studying complex problems that integrates ideas from diverse scholarly fields in order to deal with the inherent complexity of some urgent problems of the present human situation (Oxford).

In response to longstanding campus interest in implementing a teamwork component into general education requirements, Seeking Solutions courses will include interdisciplinary student teamwork as a core component. Teamwork is a prominent component of best practices in general education. In addition, stakeholder groups, notably our industry partners, consistently emphasize that working in groups with disparate others (people with different backgrounds, goals, and priorities) is an area in which students need experience and practice.

The issues and problems that are the focus of this category should consider the global dimension of the problem, in accord with our goals for learning and general education at OSU.

The complexity of requirements for this category, including training for course developers and Instructors, Indicates the need for a Coordinator position comparable to the WIC and DPO Directors. In addition to coordinating training and support, the Seeking Solutions Coordinator could be a resource for faculty interested in team-teaching, review of course content, or other collaborations for activities in this gen ed category.

Writing Elevation

Writing Elevation Learning Outcomes   Students in Writing Elevation will:  

Construct rhetorically-informed texts that adapt to new writing situations, audiences, and relevant knowledge domains.  

Synthesize diverse perspectives in complex conversations using critical analysis and genre-appropriate writing styles and conventions.  

Integrate critically-evaluated sources in knowledge-domain-specific documents and arguments.

Writing Elevation Criteria  

Courses in Writing Elevation will:  

Be 3 credits, as ratified by the Faculty senate.  

Include quality writing instruction, practice, and feedback  

Be at the upper division level.  

Upper-division rationale: as dictated by the AAOT/CTM and also because this category was intended to strengthen the connection between intermediate writing and a student’s major. Offering courses at the upper division allows students more time to solidify their major and reduces the circumstances in which a student would be required to take an additional Writing Elevation course if they change majors.  

Map directly to a knowledge domain that links to appropriate WIC course(s). A course may apply to more than one knowledge domain.  

WE courses must be WR-designated and taught by faculty with expertise in teaching general education, knowledge-domain-level writing courses that transfer into multiple disciplines.  

Not create unreasonable barriers for students seeking to fulfill these categories, including prerequisites, class-level restrictions, and college and major restrictions.  

Can have a pre-req of WR 121Z only, no other pre-reqs are permitted.  

Provide concepts and guidelines for determining effective communication within a specific area or knowledge domain, including conventions of that field.  

Require frequent student practice in informal writing exercises and formal writing assignments that receive direct evaluation from the instructor.  

Focus on the writing process, invention strategies, drafting, peer review, and revision techniques in a specific knowledge domain.

Include instruction on knowledge-domain-specific citation tools and information sources.

Writing Elevation provides students with quality intermediate-level writing instruction, practice, and feedback between the Writing Foundations and Writing Intensive Curriculum (WIC) categories. The courses in this category will also strengthen the connections between writing and students’ chosen field of study. The goal of this requirement is to elevate students’ ability to write within a range of contexts, while also preparing them for their chosen academic discipline and WIC courses.

Writing Intensive Curriculum (WIC)

WIC Learning Outcomes

Students in WIC will:

Develop and articulate content knowledge and critical thinking in the discipline through frequent practice of informal and formal writing. 

Demonstrate knowledge/understanding of audience expectations, genres, and conventions appropriate to communicating in the discipline.

Demonstrate the ability to compose a document of at least 2000 words through multiple aspects of writing, including brainstorming, drafting, using sources appropriately, and revising comprehensively after receiving feedback on a draft.

WIC Criteria

Courses in WIC will:

• Writing intensive courses shall use student writing as a significant approach to learning.
• Give students regular and frequent opportunities to write, including both graded and ungraded writing.
• Include at least one paper that addresses a controversial question and that asks students to integrate information from more than one source.
• Require at least 5,000 words (including drafts, in-class writing, informal papers, and polished papers); 2,000 words of this total should be in polished papers which students have revised after receiving feedback and criticism.
• Restrict enrollments to manageable size (ideally no more than 20 students).
• Ungraded writing could include course journals; in-class writing focusing on a particular problem, concept, or reading; short (one page or less) summaries of readings; short lists of questions or answers to questions, and the like. Whatever their form, such short (and usually) unrevised assignments ask students to write about what they read and about what they hear in class. This writing could be simply recorded as turned in (or not), or it could be graded quickly on some sort of + (top quality), or 0 (acceptable), - (incomplete) scale.
• Graded writing could include academic essays, position papers, microthemes, responses to cases, and the like. Students should expect to revise graded writing based on feedback and criticism.
• Writing intensive courses shall base a significant part of the grade on evaluation of writing.
• Grades for papers should form at least 30% of the overall grade, with at least 25% of the overall course grade based on evaluation of individually written papers.
• Collaborative writing projects are appropriate in WIC courses, but individually written papers which have been revised after feedback must also be a significant part of the grade. Writing intensive courses may also use various tests or quizzes which do not involve writing.
• Writing-intensive courses shall focus on content related to the major disciplines and be taught by faculty knowledgeable about that discipline.
• A writing intensive course should be a course, or sequence of courses, in the discipline and integral to the degree program. The course should have a structured syllabus with disciplinary content and an enrollment of students who interact with each other and with their professor on a regular term schedule. Part of the learning in a WIC course occurs when students share, discuss, and respond to each others' written work in the context of the common course content over a period of time.
• Writing intensive courses are not English courses or grammar and punctuation courses; they are discipline courses which use writing tasks to help students learn.
• Writing intensive courses shall discuss writing issues pertinent to that discipline, as such issues apply both academically and professionally.
• In determining the course content for a writing intensive course, instructors should also include some discussion of how writing is used by graduate/professionals in that particular discipline. Thus a writing intensive course in engineering should include discussion of the writing done by working engineers, and discussion of what makes that writing effective or convincing. In some fields, this discussion might apply to the kinds of writing done in graduate school.
• Writing intensive courses shall be upper division.
• The WIC requirement must total 3 or more credit hours. In the case of a department whose WIC requirement is satisfied by a series of courses, WIC credit will be awarded upon satisfactory completion of the entire sequence.
• Ideally, WIC courses are restricted to 20 students. If anticipated enrollment is greater than the ideal maximum number of students, please explain how faculty will manage the work load.

Beyond the writing skills and practice gained in WR I and WR II courses, students need to learn to write as members of the discipline or disciplines in which they have chosen to major.  Writing Intensive courses, which are taken in the major, typically in the junior or senior year, introduce students to the genres, purposes, audiences, content, and conventions of writing in the major.  Student writers gain experience with the resources used in their field and the formats and documentation style used to communicate knowledge.   Through inquiry-based writing in the discipline, students gain understanding and knowledge of disciplinary goals and concepts.  Students are encouraged to complete Writing I and Writing II requirements before enrolling in their WIC course. 

• Tools & Services
• Chemical, Biological, and Environmental Engineering
• Civil and Construction Engineering
• Electrical Engineering and Computer Science
• Mechanical, Industrial, and Manufacturing Engineering
• Nuclear Science and Engineering
• Biological & Ecological Engineering
• Alumni & Partners

Nuclear Engineering Graduate Program

The School of Nuclear Science and Engineering offers three graduate degrees in nuclear engineering: master of science, master of engineering, and doctor of philosophy. Graduate students work with world renowned faculty and have access to a breadth of unique research facilities and laboratories.

You can put your innovative stamp on real world research projects such as advanced reactor design and medical isotope production with partners like Idaho National Laboratory, NuScale Power, and the Department of Energy. Please refer to our  research areas . 

The program is accredited by the Northwest Commission on Colleges and Universities ( view our accreditation information ).

Academics and Admission

Prospective graduate students apply through the  Oregon State University Graduate School  and will be required to submit the following. 

• Statement of purpose.
• University-level academic references are preferred.
• An official transcript from every institution attended. 

Applicants must meet the  minimum academic requirements . International applicants must meet the  minimum requirements for international applicants . GRE scores are currently being waived for Fall 2023 admission cycle.

Admission decisions are based on many factors, such as the quality of the applicant’s prior academic degree and record of accomplishment, statement of purpose, letters of recommendation from professors or others familiar with the applicant’s academic work, performance in aptitude and achievement tests, relevant work experience, preparation in the proposed field of study, and the suitability of the applicant’s academic goals with the faculty’s research interests.

Particularly at the graduate level, a critical consideration in the decision is whether your academic objectives can be satisfactorily fulfilled by the graduate programs at Oregon State. Admission to Oregon State is competitive and meeting the minimum admission requirements does not guarantee admission. Following approval of the School, the Office of Admissions will determine whether the general university admission requirements have been met.

The  four-year undergraduate program example plans  provide an indication of the level of math and science required of our undergrads in preparation for our graduate programs. 

Each applicant is judged on their entire application and a decision is made on the strength of each application in relation to the pool of applicants in any given year.  Meeting the minimum application requirements does not guarantee admission. 

Questions regarding applications and the program should be directed to  Heidi Braly , NSE graduate student liaison. 

Application Dates

Admissions Fall 2023

• Applications open Sept. 17, 2022
• Final Deadline: May 1, 2023
• Full priority funding consideration (GTA/GRA positions) Dec. 31, 2022

Degree Requirements

• Nuclear Engineering Graduate Majors
• Nuclear Engineering Graduate Minor

Graduate Learning Outcomes

M.Eng. 

• Conduct research or produce some other form of creative work.    
• Demonstrate mastery of subject material.    
• Conduct scholarly or professional activities in an ethical manner.
• Conduct scholarly or professional activities in an ethical manner.   

Ph.D. 

• Produce and defend an original significant contribution to knowledge. 
• Demonstrate mastery of subject material.   
• Conduct scholarly or professional activities in an ethical manner.  

Assistantships and Fellowships

NSE offers a limited number of graduate teaching assistantships (GTA) and graduate research assistantships (GRA). There is no separate application process. Students whose applications are complete by the priority funding deadline are automatically considered for available GTA/GRA positions.

Graduate teaching assistants and research assistants are appointed on a term-by-term basis. They receive tuition remission, a monthly stipend starting at $1,700*, and a $430* per term lump sum for fees. 

Fellowships are also available to incoming graduate students. Stipends range from $1,160* to $2,200* per month for the nine-month academic year. There are typically four to six fellowships awarded per academic year. There is no separate application process for fellowships, qualified graduate applicants to the department are automatically considered for available fellowships.

*Award offers and amounts are subject to change at the discretion of department administrators.

• Quick Links

Tools & Resources

• Events Calendar
• Strauss Health Sciences Library
• Department A-Z Directory
• Campus Directory
• Faculty & Staff Resources
• Supporter & Alumni Resources
• Student Resources
• Mental Health Resources
• University Policies

CU Campuses

Cu anschutz medical campus.

• CU Colorado Springs
• School of Dental Medicine
• Graduate School
• School of Medicine

College of Nursing

• Skaggs School of Pharmacy and Pharmaceutical Sciences
• Colorado School of Public Health

Traditional Pathway Program Admission Requirements

Admission to the University of Colorado College of Nursing's Traditional bachelor of science program (TRAD) is competitive. To keep the selection process fair, admission requirements are definitive and applied to each application in the same manner. Please keep in mind that applications are not reviewed until they are received by the application deadline and coded as ‘verified’ in NursingCAS.

Students requiring an F-1 visa are encouraged to contact the Office of International Admission prior to starting the TRAD application

Minimum TRAD Admissions Requirements

How to Apply

• Earned grades in the prerequisite courses, as detailed below. These courses must be earned from a regionally accredited institution with a grade of C or higher. A minimum 3.0 prerequisite GPA is required. This prerequisite GPA only includes the highest grade attempts for courses listed on transcripts at the time of application. If your outstanding course(s) drops your prerequisite GPA to below a 3.0, your offer of admission will be withdrawn. Prerequisite courses must be completed within 10 years of the application deadline . We strongly suggest a minimum overall GPA of 3.0. Note that the overall GPA calculation includes all previous course attempts from regionally accredited institutions, regardless of the year courses were completed. Grade forgiveness and repeat/delete policies are not honored for the overall cumulative GPA.

Applicants without a bachelor's degree are required to complete a total of 60 semester credits (or 90 quarter credits) from a regionally accredited institution. You may take a maximum of 18 semester credits (12 quarter credits), the semester before you start the program. Of these 18 semester credits (12 quarter credits), only one course can be from Anatomy, Chemistry, Physiology, or Microbiology.

The required courses include: (view BS prerequisite descriptions and track your prerequisite progress )

Watch our video guide on prerequisite information.

• Human Anatomy (or A&P I)
• Human Physiology (A&P II)
• Microbiology
• General Chemistry*
• College Algebra
• General Sociology
• General Psychology
• Developmental Psychology
• Cultural Anthropology or Multicultural Studies
• English Composition II
• Creative Arts
• Two from Foreign Language, History, Microeconomics, Philosophy, or Political Science (courses must be from two different content areas)

*One of these science lectures must have an accompanying lab.

Note: Prerequisites alone often do not total 60 semester (or 90 quarter) credit hours. Some electives may be necessary. Elective credit hours may be selected from most major academic disciplines. Examples of exceptions are commercial or vocational courses, doctrinal courses in religion, and physical education activity courses.

Applicants with a bachelor's degree are only required to complete five prerequisite courses listed below. Only two of the following prerequisites may be taken the semester before you begin the program: 1) statistics and 2) one course from anatomy, chemistry, physiology, or microbiology.

• General Chemistry

Note: Degrees have no expiration date, but need to be posted on your transcripts the semester before you start the program.

• International credential evaluation for degrees earned outside of the United States. To request an evaluation of a foreign degree, a prospective student should submit copies of their diploma and transcripts to [email protected] .
• English language proficiency (see Additional Requirements below)
• Letter of good academic standing if you have previously attended or are transferring from another nursing program.
• Meet the minimum requirements outlined in the Technical Standards for admission, progression, and graduation.

How to Apply/Application Materials

• Complete the application and pay the required application fee. Note that there are two fees associated with the application (NursingCAS and CU Nursing). Both must be paid for an application to be considered complete.
• Submit official transcripts from all institutions attended directly to NursingCAS. Official transcripts from all institutions must be sent regardless of years attended, the number of credits enrolled, or grades earned. This includes any concurrent/dual enrollment courses you took in high school; you must submit official transcripts for any post-secondary school(s) from which you earned college credit while in high school. Submitting transcripts is a two-step process:
• Order your official transcripts in NursingCAS and submit them directly to NursingCAS.
• Enter all courses from each transcript into NursingCAS; this includes the school name, course name, course code, grade, credit number, and term completed. Applicants have the option to pay for this service offered by NursingCAS and is available on the transcript entry page in the application. Failing to accurately report can result in an application being withdrawn from admissions consideration.
• Three professional or academic references (at least one academic reference is recommended). The NursingCAS application will ask for the contact information for your three references. References will be contacted by NursingCAS to complete an online Likert-scale reference form, which is then submitted directly back to NursingCAS. Letters of reference are not accepted.
• Personal statement responding to the following: “Given your personal background, describe your interest in nursing and what makes you special or unique.” Statements must be no more than 500 words, 12 point font, Times New Roman, double spaced, with one-inch margins.
• Official TOEFL scores reports (international applicants only - see Additional Requirements below).

When to Apply

• The application process often takes several weeks (including entering courses into NursingCAS, receiving recommenders' ratings, and ordering all official transcripts [domestic and foreign]), therefore applicants should allow themselves ample time to complete each section. We recommend applicants submit their applications 4 to 6 weeks prior to the application deadline. For details on deadlines, refer to undergraduate application deadlines .
• Applications must be submitted (i.e., in a Received status) by the application deadline. After the application deadline, there is a consecutive 10-day grace period which allows for: all references to reach a Completed status, all official transcripts to be received by NursingCAS, and the application to reach Verified Status. After this grace period, applications not in a Verified status and/or without these required supporting documents will not move forward in the application process. Learn more about your application status .

What to do After Applying

• Once any additional course(s) currently being taken are completed, a final official transcript must be received in NursingCAS, and course information manually entered, using the Academic Update feature. See more information on the Academic Update process and timeframe in NursingCAS.
• Make sure your application is listed in Verified status. Verified status means the application has been received and transcripts have been delivered and determined to be accurate and complete. Learn more about your application status .
• You must be available for the interview and orientation dates listed in the NursingCAS application. The interview dates are not negotiable.
• If any academic history (grades, courses, student standing, etc.) has changed after your application has reached Verified status, you may do an Academic Update in NursingCAS. See more information on the Academic Update process and timeframe in NursingCAS.

Interview Selection

A select number of students will be invited to interview for a position in the TRAD cohort. The admission interview consists of program presentations, individual and group interview activities.

Admissions Notifications

All admission notifications are delivered by email to the address listed in NursingCAS. Admission decisions are generally admitted, waitlist, or deny. All admits are given 10 consecutive days to respond to the offer of admission. Failure to respond to the offer will result in administrative withdrawal. An enrollment deposit is not required.

Students placed on the waitlist are notified by phone if space becomes available. The waitlist ranks are not provided.

Pre-enrollment Requirements

All students at CU Nursing are admitted conditionally pending successful completion/passing of the pre-enrollment requirements including, but not limited to background checks, drug screens (including marijuana), immunizations, etc. Prospective students who have criminal convictions (or pending criminal activity) are encouraged to contact an admissions representative prior to applying. If criminal history or a pending criminal charge prohibits the possibility of clinical placements, admission will be rescinded/denied.

Admitted students should not start any of the pre-enrollment requirements until properly informed and instructed to do so. Many of the pre-enrollment requirements are timed and starting items prematurely can result in a financial loss to the student.

Admitted students are considered CU Nursing students and are held to all policy and procedures that govern the university and college.

Additional Requirements

Transfer credit requirements, transfer credit.

All of your prerequisite classes will be considered transfer credit. This college level credit may be accepted by the University of Colorado if:

• It has been earned at a regionally accredited college or university.
• A grade of C (not C-) or better has been attained.
• The credit is for courses appropriate to the degree sought at this institution.
• It is not vocational-technical course work.
• It is not remedial course work

Advanced Placement (AP) Credit

• Only specific prerequisites and electives can be met using AP credit; view the AP Credit Transfer Guide .
• The minimum score shown is required to transfer the AP credit to meet prerequisites and electives.
• The official transcript (score report) from the College Board is required to show the score(s) earned. This document needs to be sent directly to the University of Colorado College of Nursing.
• To ensure that your official score report is received by the College of Nursing, please request that the College Board mail the document to:

University of Colorado College of Nursing Office of Admissions 13120 E. 19th Avenue, Mailstop C288-6 Aurora, CO 80045

International Baccalaureate (IB) Credit

• Only specific prerequisites and electives can be met using IB credit. View the IB Credit Transfer Guide .
• The minimum score shown is required to transfer the IB credit to meet prerequisites and electives.
• Instructions for ordering your IB diploma are available through on the IB Requesting transcripts and certificates page .
• To ensure that your official score report is received by the College of Nursing, please request that the International Baccalaureate program mail the document to:

College Level Examination Program (CLEP) Credit

• Only specific prerequisites and electives can be met using CLEP credit; view the CLEP Credit Transfer Guide .
• The minimum score shown is required to transfer the CLEP credit to meet prerequisites and electives.
• The official transcript (score report) from the College Board is required to show the score(s) earned.
• To ensure that your official score report is received by the College of Nursing, please use the following school code when ordering the report from College Board: 5281.

Pass/Fail Credit

• COVID-19 Exception for Prerequisite Courses - The CU College of Nursing's strong recommendation is that students choose to have standard grades listed on their transcript and not the Pass/Fail grade option. However, for courses completed in Spring 2020 only, Passing (P) or Satisfactory (S) grades may be accepted to fulfill prerequisite courses, provided the P or S indicates that the student has earned a C grade or higher. For GPA calculation purposes, an approved P or S course grade will be converted to the lowest score associated with the P or S by the sending institution (e.g. a C grade will be calculated as a 2.0). For spring 2020 grades only, the student, via the sending institution, will have the option of submitting the underlying/actual grade earned, e.g. A, B, etc., which will be used in the GPA calculation for review purposes. There will not be a cap to the total number of prerequisite credits that may be taken on a P/F or S/U basis for spring 2020 coursework, provided that the aforementioned criteria are satisfied.

Foreign Transcripts and Study Abroad Credits

Transcripts for all foreign (non-study abroad) coursework must be submitted directly to the University of Colorado College of Nursing for evaluation through the Office of International Affairs. Transcripts for study abroad coursework from a non-U.S. institution may be required depending on how foreign coursework is posted on the domestic (receiving institution) transcript. If all course information (course title, credits hours and grades) is posted to the domestic transcript, applicants do not need to submit a separate transcript from the study abroad institution. If any course information is incomplete, or the grades are posed as Pass/Fail, a transcript for the study abroad coursework will need to be submitted directly to the University of Colorado College of Nursing Office of Admissions & Student Affairs .

English Language Proficiency

Due to the clinical nature of the nursing profession, all students must meet the following communication standards, as outlined in the Technical Standards of our Student Handbook :

• A student must be able to communicate clearly and effectively in English with clients, teachers and all members of the health care team. Written and oral communication must use standard, professional medical terminology.
• He/she must communicate with clients clearly and effectively in English to elicit information regarding history, emotional status and activity, and to perceive nonverbal communications.
• Communication includes speech, hearing, reading, writing and computer literacy.
• A student must be able to clearly and effectively report in English to members of the health care team. Additionally, students must be able to relay appropriate information to clients, as well as teach, explain, direct and counsel a wide variety of individuals.
• In some instances the student will be required to provide clear, direct communication in English during highly stressful, crisis situations. These skills necessitate a strong command of the English language and prompt, timely interpretation of pertinent patient data.
• Students must be able to communicate online in a timely, professional manner, e.g., enter an electronic medical record immediately after the patient visit.

If your primary language is not English, or if you are an International Student, you will need to demonstrate required English language proficiency by meeting one of the following criteria:

• You are a citizen of a country whose official language is English including Australia, Belize, Botswana, Canada (except Quebec), Commonwealth Caribbean, Ghana, United Kingdom, Ireland, Kenya, New Zealand, Singapore, South Africa, and Zimbabwe.
• You have obtained a total score of at least 560 on the paper-based TOEFL and 50 or above on the Test of Spoken English (TSE); a score of 83 on the Internet-based TOEFL with 26 or above on the spoken English section. For other minimum subscores see internationaladmissions.ucdenver.edu . The College of Nursing TOEFL Exam Code is 3377. Be sure to use this code when registering for the exam to ensure that we will receive the results.
• You have obtained a total score of 6.5 on IELTS with a minimum speaking subscore of 8. Official IELTS scores must be sent directly to the College of Nursing.
• You have graduated from the University of Colorado Denver’s ESL Academy.
• You have graduated from a US/UK accredited school abroad with English as the medium of instruction.
• You have earned a Bachelor’s degree in the U.S. or you have successfully completed a minimum of 2 semesters of full-time study in a master’s program at an accredited institution in the U.S.

Previous Enrollment in a Nursing Program

Applicants who were previously enrolled in another nursing program (prerequisite courses excluded) are required to submit a letter of good standing from the previous school indicating that the student left in good academic standing. Documentation can be sent to [email protected] and will also need to be included in the NursingCAS application profile.

Technical Standards

All College of Nursing students must meet the minimum requirements outlined in the Technical Standards for admission, progression and graduation.

Healthcare Experience Recommended

Healthcare experience is not an admissions requirement for the Traditional Pathway. However, it is strongly recommended that applicants have exposure to the nursing field so that they better understand the expectations for this career path. Applicants are encouraged to include information about healthcare experience in their resume and the Experiences section in NursingCAS.

CU Anschutz

Education II North

13120 East 19th Avenue

3rd Floor - Room 3255

Aurora, CO 80045

303-724-1812

• Information Sessions
• Course Schedules
• Academic Calendar
• University Writing Center
• Financial Aid
• Scholarships
• UCD-Access Portal
• Career Opportunities
• Payroll & Benefits
• Intranet (Faculty/Staff)
• Transcripts
• Update Your Info
• Giving to the College
• Nursing Continuing Professional Development
• Become a Preceptor
• Visitor Info
• Health Science Library
• AMC Bookstore
• Office Information Technology

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the University of Oregon Essays 2023-2024

The University of Oregon offers all applicants two optional prompts—one with two options to choose from, and one that’s more open-ended than a usual prompt. There’s also a required prompt for Honors College applicants and two required prompts for prospective Architecture majors.

Since UO receives thousands of applications from academically strong students, your essays are your chance to stand out. In this post, we’ll discuss how to craft an engaging response to each of these prompts and their options.

Read these University of Oregon essay examples to inspire your writing.

The University of Oregon Supplemental Essays

All applicants.

Prompt 1 (optional): Choose one of the topics below and respond in 250-500 words:

• Option A: Describe an experience with discrimination, whether it was fighting against discrimination or recognizing your contribution to discriminating against a person or group. What did you learn from the experience? In what ways will you bring those lessons to the University of Oregon? (250-500 words)
• Option B: The University of Oregon values difference, and we take pride in our diverse community. Please explain how you will share your experiences, values and interests with our community. In what ways can you imagine offering your support to others? (250-500 words)

Prompt 2 (optional): This section can be used for various purposes, and gives you an optional opportunity for discussing any of the following.

Your academic record might have included periods of low performance such as grades of D or F, inconsistent or downward trends in grades, deficiencies in particular subject areas, or discrepancies between your test scores and GPA. This might be because of special personal circumstances such as death or illness of a parent, caring for a family member, homelessness, frequent moves, or due to learning disabilities/differences or study habits. If relevant, be sure to let us know what actions you have taken in order to be successful, and what you have learned from the experience.

You want to help us better understand how your involvement in activities was limited by work or family obligations, or by the unique setting of your school or community., you need to share any other information with us about yourself that is not provided elsewhere, or uo admissions staff told you to provide certain information in this space., honors college applicants.

Essay Instructions:

Curiosity and breadth of interests are defining characteristics of Clark Honors College students. We value originality and want to learn more about your unique journey and the nature and breadth of your intellectual curiosity.

Note: applicants are required to submit the UO’s application essay and the CHC application essay. The UO’s essay cannot be used to fulfill the Clark Honors College admission essay requirement.

Essay Prompt:

Please tell us about a specific enthusiasm that showcases your curiosity and intellectual engagement with the world. Your chosen enthusiasm or passion can be from any domain—academic, artistic, scientific, cultural, or any other area that has captivated your interest. Be thoughtful and provide concrete examples to support your response. (500 words)

Architecture and Interior Architecture Major Applicants

Prompt 1: Describe your engagement with an experience, activity, or creative project (as in art, construction, or craft, etc.) that has influenced your interest in design. What did you learn from this experience? (350 words)

Prompt 2: Why have you decided to study this design program? Please expand on relevant experiences and motivations that have shaped your desire to apply to the major. (350 words)

How to Write the University of Oregon General Supplemental Essays

All applicants prompt 1, option a (optional), describe an experience with discrimination, whether it was fighting against discrimination or recognizing your contribution to discriminating against a person or group. what did you learn from the experience in what ways will you bring those lessons to the university of oregon (250-500 words).

Discrimination is a very personal topic. After reading the prompt, you’ll probably have an idea whether or not you have enough experience to select it as your essay. Your essay doesn’t necessarily have to be about an experience where you were the one being discriminated against, and it also doesn’t have to be about a time when you did the right thing and actively stood up to discrimination.

In fact, the prompt suggests discussing an experience where you contributed to discrimination or failed to prevent it. If you decide to answer this prompt, you need to be prepared to share personal experiences and stories that might be uncomfortable for you to address. If you don’t feel comfortable writing a detailed, personal essay on this topic, it’s probably wiser for you to choose the other prompt option.

If you decide to write this prompt, you’re going to first need to find an experience to write about. You might have something off the top of your head, or it might take a little longer to figure out what you want to write about. Some possible experiences you could consider include:

• Being a racial minority in a predominantly homogenous school
• Being told you can’t do something because of your gender
• Bullying someone or not preventing bullying
• Participating in racial justice or gender equality marches
• Being treated differently because of your sexuality
• Witnessing discrimination and not standing up

A note about race/ethnicity: In June 2023, the United States Supreme Court struck down the use of affirmative action in college admissions. The ruling, however, still allows colleges to consider race on an individual basis. If you wish to discuss a time during which you were discriminated against because of your racial/ethnic background, this is the place to discuss that.

Whichever experience you decide to write about as your experience with discrimination, positive or negative, you should start the essay with an anecdote to help the admissions officers understand what your experience was.

Let’s say your example is a time when you were walking down the hall on your way to your calculus class and you heard your friends calling a girl racist names. Did you keep your head down and ignore the situation because you didn’t want a late pass to class? Or did you join your friends and make fun of the girl in some way? Or, did you go over to your friends to call them out for their actions and to ask the girl if there was anything you could do to help her?

By setting up your experience in a very personal, anecdotal fashion, you can quickly establish what your experience was and ground your essay so it feels individual and unique.

The most important part of this essay is not your story about discrimination—though that is still the subject of the essay—but rather how you overcame the discrimination and grew from the experience. Or maybe you weren’t able to overcome it, but you still learned about yourself and society from that experience. That’s a perfectly valid thing to write about as well.

After you’ve established what your experience was, you should focus the remainder of your essay on how that experience changed you as a person or opened your eyes to something that had a deep impact on you. If you carefully choose an experience with personal significance, you’ll be able to figure out why it was important to you fairly easily. You want to show the admissions officers that this experience taught you something you still carry with you every day and will continue to carry with you on campus.

Maybe you learned to never judge anyone for a physical trait or disability again after you were belittled and profiled yourself. Perhaps you saw the need for more social justice lawyers in the country after you read stories about innocent people on death row who never got the fair representation they deserved. Or, maybe you decided to stop letting society define what is “appropriate” and started encouraging other students to embrace their own personalities rather than societal conventions.

The final part of your essay should describe how you’ll bring those lessons to the University of Oregon. You could choose to talk about how you vow to be accepting of everyone you meet with your new perspective on life, how you want to speak with students who’ve confronted discrimination in similar ways, or your plan to study a field related to some level of societal inequity to continue learning about how to combat injustice.

If you end up choosing this essay option, the key is to be as introspective and personal as possible. The admissions committee does want to hear if you have suffered any hardships or even if there are moments you yourself aren’t proud of in life, but they are most interested in your personal growth from these events. As long as you’re willing to open up about your experiences and reflect on what you have learned, this is a great option to choose!

Some helpful tips for this essay:

• Avoid using a privileged tone. This type of prompt may lead you to accidentally frame yourself as a champion for the marginalized, and that is something you need to make sure to avoid.
• Use “I” statements. It’s very difficult and complicated to speak on behalf of an entire subset of people, but you can speak for yourself and speak from your own experience.
• Show what you learned. If you choose to write about an event where you did not speak up, it would behoove you to show some personal growth and/or a time that you did. If you are writing about a time when you were discriminated against, do not forget to include what you learned and how you will rely on that experience at The University of Oregon.

All Applicants Prompt 1, Option B (optional)

The university of oregon values difference, and we take pride in our diverse community. please explain how you will share your experiences, values and interests with our community. in what ways can you imagine offering your support to others (250-500 words).

While the previous option focuses on a student’s experiences with discrimination, this essay focuses on a student’s background. Every student on campus contributes to making a diverse community, so in this prompt, you’ll want to share with the admissions committee ways in which you will add to the University of Oregon’s vibrant community.

We recommend writing this essay if you come from a background or identity that has given you a unique experience and perspective. Even if you feel like the community you come from is “boring” or “generic,” there’s probably still a lot you could find to write about! Take a look at our guide to writing the diversity essay for some tips that will help you tackle this prompt.

Brainstorming your topic:

No matter where you come from, the person you are now has been influenced by your background and many converging factors. That said, there is a wide variety of experiences, values, or interests that you might pick from for this essay. Here are a few ideas:

• Family traditions
• Religious holidays
• Music tastes
• Unique hobbies
• Cultural values
• Moral values you live by

As opposed to the previous option, where you’re asked to describe an experience, this prompt is more focused on how you plan to share your unique background with your fellow students on campus, thus contributing to and expanding the diverse community. Don’t spend too much time describing your background without discussing how you plan on sharing it at the University.

This also means you don’t just have to pick one thing to discuss for the entire essay. A Chinese-American student could talk about his tradition of making dumplings with his dad’s side of the family and the filial piety that is a core aspect of their culture, while also mentioning his deep-rooted love for the Yankees that he got from his mother.

Tips for writing your essay:

The admissions officers reading this essay are really looking to hear about how you plan to share your unique personal culture with other students on campus. As you write, make sure you both describe what is important to you and why you want to share it with others. Including stories or anecdotes is a great way to establish the personal connection to these experiences that you value. They provide the admissions committee with a deeper understanding of your personality.

This prompt also asks how you plan to offer support to others on campus, and a great way to answer this question would be to tie it back to whatever you plan to share with the campus community. This support can take many forms. Consider the following examples:

• A student might write about how he will pack extra curry powder so he can cook chicken curry for his friends when they’re upset, because his mom makes that at home to cheer him up.
• A student could write about some memories from Hanukkahs spent with her family, and how she’ll share these experiences with new friends who don’t know anything about Judaism.
• A student who lost a parent at a young age knows how hard it is to struggle with loss, so they will be there to comfort and console peers who might experience similar loss.

Mistakes to avoid:

If you choose this option as the topic of your essay, you want to make sure your voice and personality come across. Be careful that you don’t write things that are too generic or clichéd in your essay—you don’t want to write about a life lesson that could be on a Hallmark card. If you are writing about your heritage or cultural ethnicity, you don’t want to accidentally stereotype yourself or make monolithic statements about an entire group of people.

The best way to avoid the above mistakes is to write about things from your personal experience. This essay should be about something so unique and specific to you: only you could have written it!

All Applicants, Prompt 2 (optional)

This section can be used for various purposes, and gives you an optional opportunity for discussing any of the following..

After reading this prompt, perhaps you experienced a great sigh of relief. There may have been a time where you feel as though your academic performance didn’t match your ability, or, more simply, that an academic record is not indicative of you as an entire person.

This prompt gives you the opportunity to explain a blemish on your academic record. It’s important, however, to keep in mind when choosing to write something in the additional information section that you should not simply be making excuses for a bad GPA or trying to downplay getting suspended for cheating—whatever you choose to include should substantially improve upon and develop your application, as well as offer a perspective on your record and on yourself as a person that is not otherwise reflected in your essays.

See CollegeVine’s guide to writing the “exceptional personal circumstances” essay to gain a deeper understanding of what you should and shouldn’t include.

Essentially, this essay should provide explanations, not excuses.

When writing this essay, you should highlight personal responsibility and growth, in place of justifications or apologies.

For example, if you were caught in an academic integrity scandal, it is much more compelling and refreshing to hear you explain how you are a different student and grew from that experience than it would be to read a laundry list of excuses about the pressure you were under.

This is also the place to discuss any personal hardships you experienced during your high school experience. It’s important to remember the gravity of this question—the school cites “death or illness of a parent, caring for a family member, homelessness, frequent moves, or due to learning disabilities/differences or study habits” as possible reasons.

Also note that while the year 2020 may have been difficult for you, it affected most students in similar ways, at least with regard to the disruption to normal studies. It would probably be best to avoid writing about this time, but if you do choose to write about this disruption to learning in 2020, make sure to make it as personal as possible.

For example, perhaps you didn’t have a reliable computer or internet at home, or maybe you were splitting your time taking care of your siblings while trying to study. The more specific you are, the more the admissions panel is able to see you as a holistic candidate.

Finally, remember that this prompt is optional . If you truly don’t have any substantial reason to respond to this prompt, that’s completely fine. Don’t try to make up an academic struggle or place undue importance on a trivial matter just to write this essay.

Prompt: Please tell us about a specific enthusiasm that showcases your curiosity and intellectual engagement with the world. Your chosen enthusiasm or passion can be from any domain—academic, artistic, scientific, cultural, or any other area that has captivated your interest. Be thoughtful and provide concrete examples to support your response. (500 words)

This prompt is meant to gauge who you are as a person, beyond just your abilities as a student. That said, an open-ended prompt like this one is both a blessing and a challenge. On the one hand, the endless number of interests to share about yourself can serve as a strength, as there aren’t really any limitations to the essay you can write. On the other hand, because it’s so open-ended, it can be daunting to figure out which is the perfect passion to choose.

The passion you write about doesn’t necessarily have to be a traditional extracurricular activity, but you might still want to take a peek at our guide to writing the extracurricular activities essay for some tips!

First and foremost, it’s important to follow the prompt—i.e., to select only one passion. Perhaps one passion is so essential to your identity that you already know what you’re going to share. More likely than not, though, you might be struggling to identify a singular topic that encapsulates your essence.

Before you begin writing, it’s important that you select a strong topic. When choosing a passion, you need to be sincere. Don’t write about a topic you aren’t really passionate about just because you think the admissions committee wants to read about it. An authentic topic will always make for a better essay than some random extravagant one.

To begin, you might draft a list of formative interests, things that have come to define who you are. This could be anything from chemistry to horseback riding. The passion you choose should ideally reveal a greater truth about yourself—something that the reader wouldn’t know about you from the rest of your application. If you’re still struggling, you might think about what passion or interests your friends or family might share to describe what you’re about.

You might also draft a list of experiences that fall into certain emotional categories (i.e. pride, fear, excitement, jealousy). By breaking down these experiences into subcategories, it might be an easier way to access your best memories with certain activities or subjects.

Good essays often begin in the middle of a story—this technique is called beginning in medias res. Starting right in the midst of the action makes for an engaging hook. Try using an anecdote and beginning with a feeling or a setting. The word count is large enough to put this technique to good use, and you’ll want to capture your reader’s attention as quickly as possible.

For example, a student who loves playing classical guitar might begin her essay like this:

“My fingers pluck each string deliberately but delicately. My foot taps quietly along, keeping rhythm like a metronome. I am at peace, once again practicing classical guitar like I have every day for the past ten years. That seems long already, but there is still so much to learn.

As each mellifluous note wafts through the air, I am filled with the joy of knowing there is another technique to master, another piece to play, another obstacle to conquer. Playing classical pieces is more than a hobby; it is a challenge, an opportunity to honor something that transcends time.”

This is a strong start to a response for a number of reasons:

• First, it uses very evocative language to great effect, painting a vivid picture of the passion.
• Second, it describes in detail the emotions the passion evokes and the reason it elicits joy in the student.
• Finally, it showcases the student’s perspective in a way that cannot be misconstrued. This student is clearly intellectually stimulated by this passion, dedicated to it, and industrious when it comes to practicing—all excellent qualities to bring to the University of Oregon.

Best of all, all of those reasons have been established in under 100 words! As you can see, there is an immense amount of freedom to exercise your creative writing skills.

There are techniques besides in medias res anecdotes. For example, you might begin with a bold claim:

“My mother begged me not to do it.”

“To be completely honest, I’ve never been much of an athlete.”

Or, you might start with a question, a statistic, or an interesting fact:

“When a dive is being adjudicated, there are four essential criteria: your approach and starting position; your take-off from the platform or springboard; your flight through the air; and your entry into the water.”

The main idea is to have a strong hook that will make your reader want to keep reading. Once you accomplish that, you can move on to the body of the essay. This is where you should detail the passion, when and how it developed, what it means to you, how you feel when you partake in it, etc.

It’s also important that you write positively about yourself. While that doesn’t mean the essay has to be an uplifting piece about how amazing and fantastic you are, you should make sure not to tell a story that might be misinterpreted or misunderstood by the admissions panel. If the passion you write about involves directly ignoring a reasonable rule set by your high school’s administration—or worse, the law—for example, that will signal to the admissions community that you are constantly “defying authority.”

Besides illegal activities, you’ll want to avoid writing about the following things, some of which we’ve discussed already:

• Something you aren’t actually involved/interested in.
• Something you already wrote about elsewhere (or intend to include elsewhere later).
• Something you think sounds impressive that you aren’t too invested in.
• And just because it bears repeating, don’t write about defying authority/breaking the law!

The end of your essay should have some reflection. What did you learn from this experience? In what ways are you different from how you were when you first discovered the passion? How do you plan to apply any lessons the passion taught you in the future?

Whatever passion you choose, both you and the admissions officers reading your essay should be able to answer this question—Why share this passion? If you feel like you can answer this question with a response like “it showcases your grit,” “it demonstrates that you’re an intellectually curious person,” “it exemplifies your love for your family,” etc., then you’re off to a great start.

Architecture and Interior Architecture Major Applicants, Prompt 1

Describe your engagement with an experience, activity, or creative project (as in art, construction, or craft, etc.) that has influenced your interest in design. what did you learn from this experience (350 words).

This extracurricular essay prompt is asking you to write about a specific experience, activity, or project that has inspired your interest in Oregon’s architecture program. When thinking about what experience you might write about, make a list of some top contenders then ask yourself these questions about each of them:

1) Is this the activity/project in which you have shown the most commitment to the field? Has it been the most influential experience in your development?

2) What is the strongest emotion you feel about this experience?

• Why do you feel that emotion?
• How has that emotion evolved over time?
• What is/was your emotional state during the experience?

3) What goes through your mind at the moment that you participate in this activity/project?

4) Have you developed or strengthened any personality traits as a result of participating in this activity/project? If so, what are they and how have they changed over time?

5) Are there any specific skills that you have developed as a result of participating in this activity?

6) How does this activity affect the rest of your life? This can include other activities, your social life, academics, etc.

Your approach to answering this prompt will be different based on whether you choose to discuss an activity or a creative project.

If you choose to discuss an activity you’ve partaken in, then you’ll want to select an one that has truly and profoundly influenced your interest in design. Outline specifically what this experience was and what your role in it was.

For example, say a hypothetical student was an Instructional Design Intern at a plastic manufacturing company. They would want to focus on explaining what their role in the organization was and how they made an impact. They could write the following:

“As a design intern, I conducted material science research and provided administrative support to a team to develop a new type of packaging—one that is made from more sustainable materials than plastic and paper. My work helped create more environmentally friendly packaging that is biodegradable, and it will reduce the microplastic waste that ends up in the world’s soils and oceans.”

If you chose to discuss a specific project, you will want to outline the creative process. For example, a hypothetical applicant could talk about how they always start a creative project by taking a walk through a local park listening to calming music. Here is an example of a paragraph they might write:

“Before every creative project, I always go on a calming walk through the trails of my local park. This helps clear my mind of everything that isn’t related to the project and gives me creative ideas while I am immersed in the nature around me. Once I finish my walk, I go back to my house and begin jotting down the different ideas for 15 minutes straight. I write down anything and everything that comes to mind without worrying about whether or not it will make for a good project—I just want the creative ideas to flow.”

This could serve as a plausible way to explain how your creativity serves your projects, and it shows how these projects influence your curiosity in the domain of design.

After choosing either an activity or a project, make sure to discuss what you learned from that experience. Do not just simply state that you learned how to draw an elephant, for example. Instead, if you created a colorful painting of a forest or garden, write that you learned how to blend certain colors to achieve a desired effect and form a complete picture.

Architecture and Interior Architecture Major Applicants, Prompt 2

Why have you decided to study this design program please expand on relevant experiences and motivations that have shaped your desire to apply to the major. (350 words).

This prompt is sort of a cross between the common “Why This College” prompt and “Why This Major” prompt . Be sure to look at both articles to get a good idea of how to tackle this prompt. It’s different from either one in that it asks about a specific program as opposed to the University as a whole or one particular major. The first step when writing your essay is to do your research .

Go through the University web pages about the program and the department as a whole , noting the specific features and offerings that pique your interest. You’ll want to demonstrate that you are truly committed to this program and uniquely suited for it by mentioning specific appealing resources by name.

Here are strategies to consider for this prompt:

1. Zero in on your academics.

Discuss in depth how Oregon’s program matches your goals. While you discuss this idea broadly, be sure to also mention specifics about the program that serve your goals better than any other school or program could.

For example, a hypothetical student might be interested in obtaining a Bachelor of Interior Architecture. The student could write an essay about how the major program interests them because it would uniquely allow them to explore their passion for connecting virtual reality to the architecture of the real world.

They could then mention specific resources that the program offers to help them achieve their learning goal, including: a class called “Introduction to Architectural Computer Graphics,” Professor Siobhan Rockcastle’s virtual reality research into building skylights, and virtual reality architectural design exhibitions on campus.

Highlighting these specific resources and reasons for choosing the major program will make the student stand out, and will show that they are passionate enough about UO’s offerings to do research into its offerings that set it apart from other schools.

2. Link opportunities to your skills and experiences.

Be sure to connect your extracurriculars, high school classes, and general life stories to your academic interests. Show that you’re a good fit for the program by highlighting relevant prior experiences with topics that are central to the program.

For example, if a hypothetical student worked in construction in the past, they might talk about how they gained a deeper understanding of how houses are built. They could then explain how gaining this knowledge inspired them to pursue an architecture major with a focus on townhome design.

Maybe they also visited a lot of museums, churches, and other buildings with rich histories, and they were fascinated by the methods each architect took in the design and construction processes. This would explain their interest in studying architecture and their desire to one day recreate historical styles for a new era.

3. Discuss unique features of the program.

For instance, one key aspect that a hypothetical student could highlight in their essay is that Oregon’s design program heavily emphasizes a hands-on approach throughout their curriculum. Their essay would talk about their appreciation for the fact that students are given their own work area in studios and are granted a high degree of independence.

Another specific detail that their essay might include is that Oregon’s faculty members focus on having discussions about students’ work rather than giving letter grades, so that students can gain constructive feedback and learn from their mistakes.

No matter which approach you take, mentioning specifics about the program will help the admissions officers envision you as a student in it. Just be sure that you do good enough research to discuss these resources, people, and opportunities with some depth. If your research was lackluster and you just name-drop things without elaboration, your essay will seem insincere and unfocused.

Where to Get Your University of Oregon Essays Edited

Do you want feedback on your Oregon essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Related CollegeVine Blog Posts

University of Oregon 2024-25 Supplemental Essay Prompt Guide

Early Action: Nov 1

Regular Decision Deadline: Feb 1

University of Oregon 2024-25 Application Essay Question Explanations 

The Requirements: 1 essay of 250-500 words

Supplemental Essay Type(s): Community

As you’ve looked into what it will be like to attend Oregon, you’ve hopefully learned about what makes Ducks unique. No two are alike, though, so tell us what makes you who you are, and how that connects to our campus community. We are interested in your thoughts and experiences recognizing difference and supporting equity and inclusion, and choosing one of the two following options will guide you in sharing those thoughts.

Describe an experience with discrimination, whether it was fighting against discrimination or recognizing your contribution to discriminating against a person or group. what did you learn from the experience in what ways will you bring those lessons to the university of oregon.

Discrimination can take many forms and be based on a number of things — race, socioeconomic background, disability, gender (to name a few) — and we have all witnessed it in some way, whether we were the targets or not. When approaching this essay, remember that admissions is looking for awareness, not perfection. Admissions doesn’t expect you to have solved a worldwide problem, but they do want to know that your eyes are open to who is being left out or treated unfairly, and whether or not you have taken it upon yourself to do something about it. Have you worked toward inclusion in a club or organization? Do you support girls who break into male-dominated sports? How? The second way to answer this is to recount a time when you were on the wrong side of discrimination. Be vulnerable here, but be sure to analyze why you acted, be it youthful ignorance, implicit bias, or wrong-headed cultural “norms” — this will show admissions that you are self-aware and reflective. It’s important to show that you have learned from your mistakes and are evolving. Lastly, how will you bring those lessons to U-O? Will your actions speak louder than words? Do you want to volunteer in local Special Olympics events? Will you get involved in an LGBTQ+ rights group? Let admissions know that you care and are working for a more inclusive future in your way, however that may be.

The University of Oregon values difference, and we take pride in our diverse community. Please explain how you will share your experiences, values and interests with our community. In what ways can you imagine offering your support to others ?

Diversity applies to many facets of who we are, including but not limited to: cultural heritage, ethnic background, gender, socioeconomic upbringing, or an inter-sectional combination of all of the above. No matter who you are, you bring something to the table. How will your differences help to enrich your future community at U-O? Maybe reflect on how you influence those around you now, and then mentally place yourself on campus as a college student doing the same. Maybe you’ll share your love of Korean BBQ or your knowledge of Flamenco dancing. Maybe you’ll get on stage with the college improv team and make your peers laugh with your satirical social commentary. No matter what you have to offer, admissions wants to know how you’ll share it and how you’ll contribute positively to U-O’s diverse community.

About Amanda Amah

View all posts by Amanda Amah »

We have school-specific prompt guides for almost 100 schools.

Contact us for information on rates and more!

• I am a * Student Parent Potential Partner School Counselor Private College Counselor
• Name * First Last
• Phone Type Mobile Landline
• Street Address
• Address City State / Province / Region Afghanistan Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bonaire, Sint Eustatius and Saba Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory Brunei Darussalam Bulgaria Burkina Faso Burundi Cabo Verde Cambodia Cameroon Canada Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos Islands Colombia Comoros Congo Congo, Democratic Republic of the Cook Islands Costa Rica Croatia Cuba Curaçao Cyprus Czechia Côte d'Ivoire Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Eswatini Ethiopia Falkland Islands Faroe Islands Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Gambia Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and McDonald Islands Holy See Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Isle of Man Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Korea, Democratic People's Republic of Korea, Republic of Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Micronesia Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestine, State of Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Romania Russian Federation Rwanda Réunion Saint Barthélemy Saint Helena, Ascension and Tristan da Cunha Saint Kitts and Nevis Saint Lucia Saint Martin Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Sint Maarten Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Islands South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Sweden Switzerland Syria Arab Republic Taiwan Tajikistan Tanzania, the United Republic of Thailand Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkmenistan Turks and Caicos Islands Tuvalu Türkiye US Minor Outlying Islands Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Vanuatu Venezuela Viet Nam Virgin Islands, British Virgin Islands, U.S. Wallis and Futuna Western Sahara Yemen Zambia Zimbabwe Åland Islands Country
• Which best describes you (or your child)? High school senior High school junior College student College grad Other
• How did you find CEA? Internet Search New York Times Guidance counselor/school Social Media YouTube Friend Special Event Delehey College Consulting Other
• Common App and Coalition Essays
• Supplemental Essays
• University of California Essays
• University of Texas Essays
• Resume Review
• Post-Grad Essays
• Specialized Services
• Waitlist Letters
• Private School Essays
• General College Counseling
• School list with priorities noted:
• Anything else we should know?
• Name This field is for validation purposes and should be left unchanged.

School Stats:

• Agnes Scott College
• Alvernia University
• American University
• Amherst College
• Babson College
• Bard College
• Barnard College
• Baylor University
• Bennington College
• Bentley University
• Berry College
• Bethany College
• Boston College
• Boston University (BU)
• Bowdoin College
• Brandeis University
• Brown University
• Bryn Mawr College
• Bucknell University
• Butler University
• California Institute of Technology (Caltech)
• California Lutheran University
• Capitol Technology University
• Carleton College
• Carnegie Mellon University
• Catawba College
• Centre College
• Chapman University
• Claremont McKenna College
• Clark University
• Clemson University
• Coastal Carolina University
• College of Charleston
• College of William and Mary
• College of Wooster
• Colorado College
• Colorado School of Mines
• Columbia University
• Cornell University
• Culver-Stockton College
• D'Youville University
• Dartmouth College
• Davidson College
• Dickinson College
• Drexel University
• Duke University
• Earlham College
• Elon University
• Emerson College
• Emory University
• Flagler College
• Fordham University
• George Mason University
• Georgetown University
• Georgia State University
• Georgia Tech
• Gonzaga University
• Hamilton College
• Hampshire College
• Harvard University
• Harvey Mudd College
• Haverford College
• Hillsdale College
• Hofstra University
• Illinois Institute of Technology
• Illinois Wesleyan University
• Ithaca College
• Johns Hopkins University
• Kalamazoo College
• Lafayette College
• Lehigh University
• Lewis and Clark College
• Linfield University
• Loyola Marymount University (LMU)
• Lynn University
• Macalester College
• Manchester University
• Marist College
• Mary Baldwin University
• Massachusetts Institute of Technology (MIT)
• Meredith College
• Monmouth College
• Moravian University
• Morehouse College
• Mount Holyoke College
• New York University (NYU)
• North Carolina State
• North Park University
• Northwestern University
• Occidental College
• Oklahoma City University
• Olin College of Engineering
• Pepperdine University
• Pitzer College
• Pomona College
• Princeton University
• Providence College
• Purdue University
• Rensselaer Polytechnic Institute
• Rice University
• Roger Williams University
• Saint Anselm College
• Saint Elizabeth University
• Santa Clara University
• Sarah Lawrence College
• Scripps College
• Seattle Pacific University
• Seattle University
• Smith College
• Soka University of America
• Southern Methodist University
• St. John’s College
• Stanford University
• Stevens Institute of Technology
• Stonehill College
• Swarthmore College
• Syracuse University
• Texas A&M University
• Texas Christian University (TCU)
• The College of Idaho
• The George Washington University
• The New School
• Trinity College
• Tufts University
• Tulane University
• UNC Wilmington
• University of California
• University of Central Florida (UCF)
• University of Chicago
• University of Cincinnati
• University of Colorado Boulder
• University of Florida
• University of Georgia (UGA)
• University of Illinois Chicago (UIC)
• University of Illinois Urbana-Champaign
• University of Maryland
• University of Massachusetts Amherst
• University of Massachusetts Lowell
• University of Miami
• University of Michigan
• University of Minnesota
• College of Mount Saint Vincent
• University of North Carolina at Chapel Hill (UNC)
• University of North Carolina at Charlotte
• University of North Carolina at Greensboro
• University of Notre Dame
• University of Oklahoma
• University of Oregon
• University of Pennsylvania
• University of Pittsburgh
• University of Richmond
• University of San Diego
• University of San Francisco
• University of Southern California (USC)
• University of Texas at Austin
• University of Tulsa
• University of Vermont
• University of Virginia (UVA)
• University of Washington
• University of Wisconsin-Madison
• Vanderbilt University
• Vassar College
• Villanova University
• Virginia Tech
• Wake Forest University
• Washington and Lee University
• Washington University in St. Louis
• Wellesley College
• Worcester Polytechnic Institute (WPI)
• Yale University

Want free stuff?

We thought so. Sign up for free instructional videos, guides, worksheets and more!

One-On-One Advising

Common App Essay Prompt Guide

Supplemental Essay Prompt Guide

• YouTube Tutorials
• Our Approach & Team
• Undergraduate Testimonials
• Postgraduate Testimonials
• Where Our Students Get In
• CEA Gives Back
• Undergraduate Admissions
• Graduate Admissions
• Private School Admissions
• International Student Admissions
• Common App Essay Guide
• Supplemental Essay Guide
• Coalition App Guide
• The CEA Podcast
• Admissions Stats
• Notification Trackers
• Deadline Databases
• College Essay Examples
• Academy and Worksheets
• Waitlist Guides
• Get Started

University of Oregon

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at University of Oregon?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

University of Oregon’s 2023-24 Essay Prompts

Additional info essay.

This section can be used for various purposes, and gives you an optional opportunity for discussing any of the following.

•Your academic record might have included periods of low performance such as grades of D or F, inconsistent or downward trends in grades, deficiencies in particular subject areas, or discrepancies between your test scores and GPA. This might be because of special personal circumstances such as death or illness of a parent, caring for a family member, homelessness, frequent moves, or due to learning disabilities/differences or study habits. If relevant, be sure to let us know what actions you have taken in order to be successful, and what you have learned from the experience.

•You want to help us better understand how your involvement in activities was limited by work or family obligations, or by the unique setting of your school or community

•You need to share any other information with us about yourself that is not provided elsewhere, or UO admissions staff told you to provide certain information in this space

(When responding, keep in mind that University of Oregon employees are required by law to report reasonable suspicion of child abuse to law enforcement or the Oregon Department of Human Services per ORS 419B.005. Other knowledge of illegal activity may also be reported by UO, pursuant to other reporting requirements.)

Honors College Essay

Essay Instructions: Curiosity and breadth of interests are defining characteristics of Clark Honors College students. We value originality and want to learn more about your unique journey and the nature and breadth of your intellectual curiosity.

Note: applicants are required to submit the UO‘s application essay and the CHC application essay. The UO’s essay cannot be used to fulfill the Clark Honors College admission essay requirement.

Essay Prompt: Please tell us about a specific enthusiasm that showcases your curiosity and intellectual engagement with the world. Your chosen enthusiasm or passion can be from any domain—academic, artistic, scientific, cultural, or any other area that has captivated your interest. Be thoughtful and provide concrete examples to support your response.

Please limit your response to a maximum of 500 words.

Architecture and Interior Architecture Prompt 1

Why have you decided to study this design program? Please expand on relevant experiences and motivations that have shaped your desire to apply to the major.

Architecture and Interior Architecture Prompt 2

Describe your engagement with an experience, activity, or creative project (as in art, construction, or craft, etc.) that has influenced your interest in design. What did you learn from this experience?

Select-A-Prompt Essay

Essay Topic: (250-500 words - choose one of the topics below)

Describe an experience with discrimination, whether it was fighting against discrimination or recognizing your contribution to discriminating against a person or group. What did you learn from the experience? In what ways will you bring those lessons to the University of Oregon?

The University of Oregon values difference, and we take pride in our diverse community. Please explain how you will share your experiences, values and interests with our community. In what ways can you imagine offering your support to others?

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

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

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

What will first-time readers think of your college essay?

• Skip to Content
• Catalog Home
• University of Oregon Home

Site Navigation

• Undergraduate Programs
• Graduate Programs
• Core-Education Courses
• Apply to the UO

• From Admission to Graduation >
• Registration and Academic Policies
• Bachelor's Degree Requirements
• Academic Honors
• Tuition and Fees
• Student Financial Aid and Scholarships
• Academic and Career Planning

http://admissions.uoregon.edu

Erin Hays, Director, Office of Admissions 541-346-3201 541-346-5815 fax 201 Oregon Hall

Admission requirements apply to all students seeking to enroll at the University of Oregon.

Application Deadlines for Fall Term

Departmental Application Deadlines

The following majors require a separate consideration. Students applying to these majors will receive a separate decision about their acceptance into the major: architecture, art, interior architecture, product design, or music. Be aware of the special admission requirements and application deadlines, and contact that department directly for more information.

Music majors audition for placement and take a musicianship examination scheduled on several dates throughout the spring. Art majors need to declare their major by completing the declaration form available both online and at the art office located at 254 Lawrence Hall.

Application Deadlines for Winter–Summer Terms

Freshman Admission

For applicants who are in high school and will graduate prior to enrolling at the University of Oregon or students who have already graduated from high school and will not attempt and college-level coursework after graduation.

Standard Admission Process

Through the standard admission process, applications are evaluated based on the following criteria:

• Strength of academic course work
• Grades earned
• Grade trends, especially in junior and senior year of high school
• Senior-year course load
• Writing skill, personal characteristics, and special circumstances as shared in the various written and narrative sections of the application
• Extracurricular activities, including community service and employment
• Ability to enhance the diversity of the university community
• Special talents
• Standardized test scores from the ACT or SAT are optional for admission. However, these scores can be used as one option for meeting requirements such as English proficiency, or alternatives requirements for applicants from nonaccredited schools.

Application Procedure

Freshman applicants must submit the following to the Office of Admissions:

• Completed application for admission, including essays and activities and a nonrefundable application fee, by the standard application deadline. Students can use either the UO’s own application, the Common Application, or the Coalition Application, and need to submit only one version of an application. Details are available  online .
• An official high school transcript is not required at the time of applicant in most cases. Instead, students self-report their complete high school record, and official transcripts will be required at the end of the process unless requested sooner by Admissions.
• Test scores from the SAT or ACT are optional for admission. However, official test scores can be considered if submitted officially through the testing agency, or appearing on an official high school transcript. These scores play no specific role in the admission decision, but are sometimes one of a multiple alternatives applicants might use to address a particular situation.

Standard Admission Requirements

Graduation from a regionally accredited high school.

Applicants who graduate from a nonaccredited high school, were homeschooled, or earned a general equivalency diploma (GED) must meet the alternative admission requirements explained in more detail  online .

Completion of Required Course Work

Applicants must satisfactorily complete the following high school course work. To meet minimum admission requirements, applicants must complete 15 units in the core areas listed below with a grade of C– or better in each course. Until further notice, during the pandemic, passing or credit-only results will be acceptable if the applicant's school has not provided grades for these courses. These requirements may be in progress at the time of application, provided they are complete by the time the student enrolls at Oregon.

• English—four years.  All four years should be in preparatory composition and literature, with emphasis on and frequent practice in writing expository prose
• Mathematics—three years.  Must include first-year algebra and two additional years of college-preparatory mathematics. An advanced mathematics course is highly recommended in the senior year. Algebra and geometry taken prior to ninth grade are acceptable. Regardless of the pattern of mathematics courses or the number of years of mathematics taken, the mathematics course work must include Algebra II (or equivalent) or higher
• Science—three years.  Must include a year each in two fields of college-preparatory science such as biology, chemistry, physics, or earth and physical science. One year of laboratory science is recommended
• Social studies—three years.  May include areas such as global studies, history, or social studies electives
• Two years of the same second language in high school
• Two college terms of the same second language
• Proficiency test (e.g., SAT Subject Test or BYU Foreign Language Assessment)
• Other options for meeting the second-language requirement, including American Sign Language

Exceptions to this requirement are only considered for students graduating from high schools that do not offer two years of any second language.

College work may be used to complete courses missed in high school. A one-term transferable college course of at least 3 credits (quarter system) is equal to one year of high school work. Applicants are strongly encouraged to contact the UO Office of Admissions to verify that the courses completed will satisfy course pattern deficiencies.

An examination in a second language is strongly recommended to qualify a student for admission by meeting the second-language proficiency requirements. Students who do not take an SAT Subject Test have several other options to prove language proficiency through another approved process.

The UO offers tentative admission based on self-reported record and planned senior schedule. Final admission is granted only after the Office of Admissions has received official transcripts verifying successful completion of all admission requirements and graduation. If an applicant’s final record shows a substantial change, or if the applicant does not complete a course that was in progress at the time of application or admission or completes it with a low grade, the offer of admission may be withdrawn by the university.

Submission of Scores from Standardized Tests

The University of Oregon accepts scores for the SAT or ACT when reported on official high school transcripts or submitted to the Office of Admissions directly from the testing service. Test scores for applicants planning to participate in intercollegiate athletics must be received directly from the testing service.

When taking the test, applicants should list the University of Oregon as a score recipient. The school code number to use for the SAT is 4846; the code for the ACT is 3498.

Consideration of Narratives and Essays

Freshman applicants are required to submit an essay that serves as a personal statement to show not only writing ability but insights into the applicant’s personal characteristics. Students are also offered a chance to write optional essays for various purposes.

Consideration of Activities, Work, and Accomplishments

Most applicants are required to share a set number of examples of their activities outside the classroom. Students choose a variety of ways to be involved in activities—lead, volunteer, intern, hold jobs, and achieve special recognition. No type of activity will be valued more highly than another, so students should consider anything they have done as a possibility to share and discuss. However, applicants are limited to a finite number of items, because the selection process does not reward sheer volume of activity. Instead, the university seeks to use this information to better understand who the applicants are, and to learn more about their most meaningful interests and accomplishments.

Explanation of Special Circumstances (optional)

Applicants whose high school or college performance was affected by any serious illness, diagnosed disability, personal difficulties, or family circumstances should provide a statement to summarize their situation. Dates should be included when applicable. Applicants with D or F grades, especially those grades that make them fall short of course requirements, are strongly encouraged to address the reasons for these grades in this section.

Alternative Admission

The requirements for standard admission confer no guarantees of admission, and applicants who meet them may or may not be admitted due to the selective, holistic process that takes many academic and personal factors into consideration. Also, students who do not meet these requirements will still be considered for admission. Students who fall short of the standard requirements in any way should never let that deter them from applying; they are strongly encouraged to contact the UO Office of Admissions for further guidance and additional requirements. Students from homeschool settings and those who attend nonaccredited schools may be required to submit additional information and materials. Students who fall short of core subject requirements or those with low grades (especially those who fall below a 3.00 GPA) are encouraged to explain the reasons for their situation in the application.

Premajor Status

Departments or programs with premajor admission requirements include the Lundquist College of Business, certain majors in the College of Design, the College of Education, the School of Journalism and Communication, and the Department of International Studies. These units typically only permit newly admitted students to be considered premajors for their majors. A premajor student is eligible to take advantage of the department’s advising services and, in most cases, complete lower-division course work required for the major. Each department screens enrolled premajor students who have completed some university study and decides if they may advance to major status. 

Transfer Admission

For applicants who will have attempted any college-level coursework after graduating from high school and will have completed 35 or fewer quarter credits (or 23 or fewer semester credits) by the time of expected enrollment at Oregon, admission will be based on both freshman and transfer admission requirements.

For applicants who have completed 36 or more quarter credits (or 24 or more semester credits) by the time of expected enrollment at Oregon, admission will be based only on the transfer admission requirements.

Course Requirements

A grade of C– or better is required in the following:

• College-level composition and writing
• College-level mathematics
• Second language: two years in high school or two terms in college

Applicants who will not have completed these courses should still consider applying, and they are encouraged to submit a letter of explanation or include an explanation in the special circumstances statement.

Required GPA

In college-transferable courses, the following cumulative GPAs are required for admission consideration:

• 2.25 for Oregon residents
• 2.50 for applicants without Oregon residency
• 2.00 for applicants, regardless of residency, who earn an associate of arts Oregon transfer (AAOT) degree from an Oregon community college, an associate of science Oregon transfer (ASOT) degree in business, or an Oregon Transfer Module (OTM) from any public two-year or four-year institution in Oregon

The University of Oregon may recalculate grades for purposes of establishing an admissions GPA. This means that an applicant’s admission GPA is not identical to the one presented by the previous institution. These recalculations will be made in regard to transferability of credit, repeat policies, or limits on certain types of credit.

Second-Language Proficiency

Applicants who graduated from high school or earned a general equivalency diploma (GED) in spring 1997 or later must document second-language proficiency by submitting an official transcript or score report verifying one of the following:

• Two years of the same language at an accredited high school
• Two terms of the same language at a regionally accredited college
• Proficiency test (e.g., SAT Subject Test or Brigham Young University Foreign Language Achievement Test)

Options for meeting the second language requirement, including American Sign Language, are available on the  Office of Admissions  website. Applicants admitted with an exception to this requirement are required to complete two college terms of the same language before graduating from the University of Oregon, regardless of the major or degree pursued.

Additional Considerations

Even if an applicant meets the minimum requirements stated above, factors of concern, especially a drop in GPA from recent course work, may still be considered before a decision on admission is made. In addition, when considering applicants who do not meet minimum admission requirements, the Office of Admissions considers additional factors such as whether the applicant holds an  associate of arts Oregon transfer  degree from an Oregon community college or associate of arts degree from select community colleges in other states; which of the applicant’s completed courses fulfill university graduation requirements; the applicant’s grade point average (GPA); and the applicant’s grade trend throughout his or her academic history. Academic potential and special talents are also considered.

Transfer applicants must submit the following to the Office of Admissions:

• A completed application for admission and a nonrefundable application fee
• An official transcript from each college and university attended. It is a firm requirement that applicants submit transcripts from any previous institution where credit was attempted, regardless of the grades or amount of credit earned, and regardless of how or whether the applicant intends to apply these credits toward UO requirements. Applicants who omit record of previous work attempted will be denied admission, and admitted students for whom this omission is discovered can have their offer of admission revoked, even if it is after they have begun enrollment at Oregon
• A high school transcript is not always required, but is often needed—not only for admission but for federal aid eligibility. Students should provide the high school transcript at the time of application whenever possible

Transfer students may submit their applications up to six months before they plan to enroll at the university, but may be asked to provide updated transcripts before final decisions are reached. Applications and official transcripts should be received by the university by the deadlines listed above to allow time for a complete evaluation of the transferred credits.

Transfer of Credit

The amount of credit transferred depends on the nature of the applicant’s college work, which is evaluated according to the academic requirements of the University of Oregon. Only college-level academic course work from regionally accredited two- and four-year colleges or universities will be considered for transfer. Up to 124 credits from regionally accredited community or junior colleges, of which only 90 credits may be transferred from an international junior college, may be applied to the bachelor’s degree.

See  Bachelor’s Degree Requirements  for requirements that apply to new undergraduates.

Departments or programs with premajor admission requirements are the Lundquist College of Business, certain majors in the College of Design, the College of Education, the School of Journalism and Communication, and the Department of International Studies. These units only permit newly admitted students to be considered premajors for their majors. A premajor student is eligible to take advantage of the department’s advising services and, in most cases, complete lower-division course work required for the major. Each department screens enrolled premajor students who have completed some university study and decides if they may advance to major status. 

Dual Enrollment Program

The University of Oregon has dual-enrollment agreements with Lane Community College and Southwestern Oregon Community College. These programs provide students with the academic and administrative advantages of simultaneous enrollment in two institutions. More information and applications for admission are available from the UO Office of Admissions and at either community college. No student can be in the dual enrollment program without first being successfully admitted to the University of Oregon.

International Admission

Applicants who are not United States citizens or permanent residents are considered for admission to the university as international students.

International applicants, whether freshman or transfer, may apply for admission fall, winter, and spring terms and summer session. All deadlines are the same as for US students in these categories. Applications received after the deadlines are considered on a space-available basis. See the admission  requirements for individual countries .

A GPA of 2.50 is required for undergraduates who want to transfer from another university or college.

English Proficiency.  Students whose native language is not English must supply results of a standardized language-proficiency test. The University of Oregon currently accepts the TOEFL, IELTS, or Duolingo English Test (DET) examinations for establishing proficiency, as well as the SAT or ACT. To be considered for full admission without an English placement test upon arriving, applicants must score an 88 on the TOEFL iBT, 6.5 in the IELTS, or a 100 on the DET. An applicant with at least a 61 TOEFL or 6.0 IELTS can be considered for full admission and will take an English language placement test after arriving at the university. Placement test results determine whether students are required to take language support courses in the Academic English for International Students (AEIS) program. Students placed in AEIS courses also concurrently enroll in regular university credit courses.

Conditional admission.  International applicants who do not meet the proficiency requirements above may be offered conditional admission if their academic record is otherwise strong for admission. Through the conditional admission program, the student can take courses through the Intensive English Program (IEP), then proceed to regular university credit courses once IEP requirements are satisfied.

More information about the American English Institute and AEIS and IEP courses may be found on the  institute’s website .

International applicants for freshman or transfer admission must submit the following to the Office of Admissions:

• A completed international application for admission and a nonrefundable application fee
• Official transcripts of all schoolwork taken beyond the eighth year of school (i.e., the equivalent of the American secondary school grades 9–12 and for any college or university work). An official transcript is an original or a certified copy in a sealed envelope. (In most cases, international freshman applicants will instead self-report their high school transcript at the time of application' they will still be required to provide an official final transcript at the end of the process.)
• An official test score report from one of the English proficiency tests described above
• Proof of sufficient funds to pay one year’s tuition and living expenses while at the University of Oregon, consisting of a bank statement or certificate of balance prepared within the last six months, or a scholarship letter. This proof is a requirement of the US government

Postbaccalaureate Admission

Students who have earned a bachelor’s degree and want to earn a second undergraduate degree or to take additional work without entering a formal degree or certification program may be admitted with postbaccalaureate undergraduate status. These students pay appropriate undergraduate fees. Applications and information are available from the Office of Admissions.

Graduate Admission

Students planning to pursue graduate study at the university must be admitted to the Division of Graduate Studies and the departments in which they plan to study. General admission requirements for the Division of Graduate Studies are described in that section of this catalog. Each school and department in the university determines its specific requirements and application deadlines for graduate admission. For this reason, inquiries concerning graduate admission should be sent directly to the department or school of interest.

Notice to Nonresidents of the State of Oregon

Definitions.

The following words and phrases mean:

(1) "Domicile" is a person’s true, fixed, and permanent home and place of habitation. It is the place where a person intends to remain and to which the person expects to return when the person leaves without intending to establish a new domicile elsewhere. In order to establish a domicile in Oregon, a person must maintain a predominant physical presence in Oregon for 12 consecutive months after moving to the state.

(2) A "financially independent person" is a person who, at the time of application for residency status:

(a) declares himself or herself to be financially independent;

(b) has not been claimed as a dependent during the immediately preceding tax year, and will not be claimed as a dependent during the current tax year, on the federal or state income tax returns of any other person; and

(c) has not received in the immediately preceding calendar year, and will not receive during the current calendar year, one-half or more of his or her support, in cash or in kind, from another person or persons, except for support received from his or her spouse.

A "financially dependent person" is a person who, at the time of application for residency status:

(a) has been claimed as a dependent on the federal and state income tax returns of another person during the immediately preceding tax year; or

(b) is eligible to be claimed as a dependent for tax purposes and can provide evidence that one-half or more of the individual’s financial support was provided by another person or persons.

Determination of Residence

(1) For purposes of admission and instruction fee assessment, the University of Oregon shall classify a student as an Oregon resident or nonresident. In determining resident or nonresident classification, the primary issue is a person’s intent in coming to Oregon. Intent is inferred from a person’s conduct and history as they relate to the requirements of these residency rules. If a person is in Oregon primarily for the purpose of obtaining an education, that person will be considered a nonresident. It is possible for an individual to qualify as a resident of Oregon for purposes of voting or obtaining an Oregon driver’s license and not meet the residency requirements established by these rules.

(2) An Oregon resident is a financially independent person who, prior to the term for which Oregon resident classification is requested, has both:

(a) established and maintained a domicile in Oregon for 12 consecutive months; and

(b) during that period, has been primarily engaged in activities other than those of being a college student.

(3) A student may be considered primarily engaged in educational activities regardless of the number of hours for which the student is enrolled. However, a student who is enrolled for more than 8 hours in any semester or quarter during the 12-month period referred to in section (2) of this rule shall be presumed to be in Oregon for primarily educational purposes. Such period of enrollment shall not be counted toward the establishment of a bona fide domicile of 12 consecutive months in this state unless the student proves, in fact, establishment of a bona fide domicile in this state primarily for purposes other than educational.

(4) An Oregon resident is also a financially dependent person who is claimed as a dependent by another person who has both:

(a) established and maintained an Oregon domicile for 12 consecutive months; and

(5) A financially dependent person who is claimed as a dependent by another person who has not established and maintained an Oregon domicile shall be presumed to be a non-resident. This presumption may be overcome by evidence of the student’s long-standing presence in Oregon and demonstration of other factors.

(6) The criteria for determining Oregon resident classification shall also be used to determine whether a person who has moved from Oregon has established a non-Oregon residence.

(7) If institution records show that the residence of a student or the person upon whom the student is dependent is outside of Oregon, the student shall continue to be classified as a nonresident until entitlement to resident classification is shown. The burden of showing that the residence classification should be changed is on the student requesting the change.

(8) Notwithstanding section (4) of this rule, a student who is financially dependent on a non-Oregon resident may nonetheless be considered an Oregon resident if the student resides in Oregon for at least 12 consecutive months with a parent or legal guardian who has both:

Residency Consideration Factors

(1) The following factors, although not necessarily conclusive or exclusive, have probative value in support of a claim for Oregon resident classification:

(a) Reside in Oregon for 12 consecutive months prior to the beginning of the term for which resident classification is sought and during that period be primarily engaged in activities other than those of a college student;

(b) Reliance upon Oregon resources for financial support;

(c) Domicile in Oregon of persons legally responsible for the student;

(d) Acceptance of an offer of permanent employment in Oregon; and

(e) Ownership by the person of his or her living quarters in Oregon.

(2) The following factors, standing alone, do not constitute sufficient evidence to effect classification as an Oregon resident:

(a) Voting or registration to vote;

(b) Employment in any position normally filled by a student;

(c) The lease of living quarters;

(d) Admission to a licensed practicing profession in Oregon;

(e) Automobile registration;

(f) Public records, for example, birth and marriage records, Oregon driver’s license;

(g) Continuous presence in Oregon during periods when not enrolled in school;

(h) Ownership of property in Oregon or the payment of Oregon income or other Oregon taxes; or

(i) Domicile in Oregon of the student’s spouse.

(3) Reliance upon non-Oregon resources for financial support is an inference of residency in another state.

Evidence of Financial Dependency

(1) In determining whether a student is financially dependent, a student must provide:

(a) Evidence of established domicile of the person claiming the student as a dependent; and

(b) The identification of the student as a dependent on the federal and state income tax returns of the person claiming the student as a dependent. Additional documentation to substantiate dependency during the current calendar year may be required at a later time if deemed necessary by the institution.

(2) A student who provides evidence that he or she is a financially dependent person under these rules shall not be required to establish a 12-month domicile prior to classification of resident status, provided such a student may not be classified as a resident while receiving financial assistance from another state or state agency for educational purposes.

Residence Classification of Armed Forces Personnel

(1) For purposes of this rule, members of the armed forces means officers and enlisted personnel of:

(a) The Army, Navy, Air Force, Marine Corps, and Coast Guard of the United States;

(b) Reserve components of the Army, Navy, Air Force, Marine Corps, and Coast Guard of the United States;

(c) The National Guard of the United States and the Oregon National Guard.

(2) Active members of the armed forces and their spouses and dependent children shall be considered residents for purposes of the instructional fee if the members:

(a) Reside in this state while assigned to duty at any base, station, shore establishment, or other facility in this state;

(b) Reside in this state while serving as members of the crew of a ship that has an Oregon port of shore establishment as its home port or permanent station; or

(c) Reside in another state or a foreign country and file Oregon state income taxes no later than 12 months before leaving active duty.

(3) An Oregon resident entering the armed forces retains Oregon residence classification until it is voluntarily relinquished.

(4) An Oregon resident who has been in the armed forces and assigned on duty outside of Oregon, including a person who establishes residency under section (2)(c) of this rule, must, within a reasonable time, demonstrate an intent to retain classification as an Oregon resident. Such intent may be shown by returning to Oregon within six months after completing service in the armed forces.

(5) A person who continues to reside in Oregon after separation from the armed forces may count the time spent in the state while in the armed forces to support a claim for classification as an Oregon resident.

(6) The dependent child and spouse of a person who is a resident under section (2) of this rule shall be considered an Oregon resident. "Dependent child" includes any child of a member of the armed forces who:

(a) Is under 18 years of age and not married, otherwise emancipated or self-supporting; or

(b) Is under 23 years of age, unmarried, enrolled in a full-time course of study in an institution of higher learning, and dependent on the member for over one-half of his/her support.

Residence Classification of Members of Oregon Tribes

(1) Students who are enrolled members of federally recognized tribes of Oregon or who are enrolled members of a Native American tribe which had traditional and customary tribal boundaries that included parts of the state of Oregon or which had ceded or reserved lands within the state of Oregon shall be assessed resident tuition regardless of their state of residence.

(2) For purposes of this rule, the federally recognized tribes of Oregon are:

(a) Burns Paiute Tribe;

(b) Confederated Tribes of Coos, Lower Umpqua and Siuslaw;

(c) Confederated Tribes of Grand Ronde Community of Oregon;

(d) Confederated Tribes of Siletz Indians of Oregon;

(e) Confederated Tribes of the Umatilla Indian Reservation;

(f) Confederated Tribes of the Warm Springs Indian Reservation;

(g) Coquille Indian Tribe;

(h) Cow Creek Band of Umpqua Indians;

(i) Klamath Tribes.

(3) For purposes of this rule, the Native American tribes which had traditional and customary tribal boundaries that included parts of the state of Oregon or which had ceded or reserved lands within the state of Oregon are:

(a) CALIFORNIA:

(A) Benton Paiute Tribe;

(B) Big Bend Rancheria;

(C) Big Lagoon Rancheria;

(D) Blue Lake Rancheria;

(E) Bridgeport Indian Colony;

(F) Cedarville Rancheria;

(G) Fort Bidwell Indian Tribe;

(H) Hoopa Valley Tribe;

(I) Karuk Tribe of California;

(J) Likely Rancheria;

(K) Lookout Rancheria;

(L) Lytton Rancheria;

(M) Melochundum Band of Tolowa Indians;

(N) Montgomery Creek Rancheria;

(O) Pit River Tribe;

(P) Quartz Valley Indian Community;

(Q) Redding Rancheria;

(R) Roaring Creek Rancheria;

(S) Smith River Rancheria;

(T) Susanville Rancheria;

(U) Tolowa-Tututni Tribe;

(V) Winnemucca Colony;

(W) XL Ranch;

(X) Yurok Tribe.

(A) Nez Perce Tribe of Idaho;

(B) Shoshone-Bannock Tribes.

(c) NEVADA:

(A) Duck Valley Shoshone-Paiute Tribes;

(B) Fallon Paiute-Shoshone Tribe;

(C) Fort McDermitt Paiute-Shoshone Tribe;

(D) Lovelock Paiute Tribe;

(E) Pyramid Lake Paiute Tribe;

(F) Reno-Sparks Indian Colony;

(G) Summit Lake Paiute Tribe;

(H) Walker River Paiute Tribe;

(I) Winnemucca Indian Colony;

(J) Yerington Paiute Tribe.

(d) OKLAHOMA: Modoc Tribe of Oklahoma.

(e) WASHINGTON:

(A) Chehalis Community Council;

(B) Colville Confederated Tribes;

(C) Quinault Indian Nation;

(D) Shoalwater Bay Tribe;

(E) Yakama Indian Nation.

(4) A student seeking to be assessed resident tuition under the provisions of this rule shall submit, following procedures prescribed by the OUS institution where the student seeks to enroll, a photocopy of tribal enrollment that documents tribal membership.

Residence Classification of Non-Citizens

A person who is not a citizen of the United States may be considered an Oregon resident if the person qualifies as a resident and is one of the following:

(1) A lawful permanent resident. The date of  receipt of an application for  lawful permanent residency shall be the earliest date upon which the 12-month residency requirements may begin to accrue.

(2)  An immigrant granted refugee or political asylum in the United States, or entering through a special parole program (such as the Haitian Family Reunification Parole Program, the Cuban Family Reunification Parole Program, the Central American Minor Refugee/Parole Program, the Filipino World War II Veterans Parole Program). The date of receipt of an application for political asylum, refugee status, or qualifying special parole program shall be the earliest date upon which the 12-month residency requirements under Section B may begin to accrue.

(3) A person holding one of the following non-immigrant visa classifications: A, E, G, H-1B, H-1C, the spouse or child of a person holding an H-1B or H-1C visa, I, K, L, NATO, O, R, S, T, TN, U, or V. The date of the issuance of a visa for one of these classifications shall be the earliest date upon which the 12-month residency requirements may begin to accrue. A person possessing a non-immigrant or temporary visa that is not identified under this rule shall not be considered an Oregon resident.

(4) A person who is a citizen of an American territory or a sovereign nation that does not require a nonimmigrant visa to travel to the US.

(5) An immigrant granted a federal status leading to the establishment of permanent residency or citizenship in the United States. Documentation of a status that is not explicitly included in this compact will be at the discretion of the Interinstitutional Residency Committee.

Changes in Residence Classification

(1) If an Oregon resident student  enrolls in an institution outside of Oregon and later seeks to re-enroll in  a University that applies these residency standards ,  the residence classification of that student shall be re-examined and determined on the same basis as for any other person.

(2)  A student who becomes eligible for resident tuition during a term of enrollment at a University will not qualify for resident tuition until the beginning of the next term.

(3) Once established, classification as a resident continues so long as the student remains in continuous academic year enrollment in the classifying institution.

(4) A person who seeks classification as a resident under these rules shall complete and submit a notarized Residence Information Affidavit. The affidavit and all required supportive documents and materials must be submitted by the last day to register for the term in which resident status is sought.

(5) No other institution is bound by any determination of residency except by duly authorized officials under procedures prescribed by these rules including timely submittal of the notarized affidavit.

Review of Residence Classification Decisions

An interinstitutional residency committee (IRC) is established consisting of the officers who determine student residence classification at each university that applies this residency procedure. The chair of the committee shall rotate among the universities with no chair serving more than two consecutive years. A majority of the members of the committee shall constitute a quorum. A majority of a quorum may make recommendations.

Residence cases of unusual complexity, especially where there may be conflict of rules, may be referred to by the originating classification officer to the IRC for its recommendation.

Any person who is aggrieved by the originating classification officer's classification decision may, within 10 days of the date of mailing or other service of the classification decision, request that the IRC review the classification and make recommendations to the registrar or designee of the originating university. The appeal must be in writing and shall be filed with the originating university. An aggrieved person may supply written statements to the IRC for consideration in reviewing the case and may also make oral presentation to the IRC on a date to be scheduled by the IRC. The IRC shall make a recommendation to the registrar or designee of the originating university. That registrar or designee shall then issue a decision. The decision of the registrar or designee shall be final unless appealed.

A person dissatisfied with the decision of the registrar or designee may, within 10 days of the date of the mailing or other service of the decision, appeal the decision to the president or designee of the originating university. An appeal shall be in writing only. The decision of the president or designee shall be final.

A person granted a meritorious hardship exception to residency under the Oregon Administrative Rules regarding residency prior to July 1, 1990, shall not lose the exception solely because of the repeal of the exception authorization.

Office of Admissions 1217 University of Oregon, Eugene, OR 97403-1217

• Report a Concern
• Nondiscrimination and Title IX
• Accessibility
• Privacy Policy
• Find People

Print this page.

The PDF will include all information unique to this page.

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

University of Oregon Requirements for Admission

What are University of Oregon'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 University of Oregon and build a strong application.

School location: Eugene, OR

This school is also known as: UO

Admissions Rate: 86.3%

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 University of Oregon is 86.3% . For every 100 applicants, 86 are admitted.

This means the school is lightly selective . The school will have their expected requirements for GPA and SAT/ACT scores. If you meet their requirements, you're almost certain to get an offer of admission. But if you don't meet University of Oregon's requirements, you'll be one of the unlucky few people who gets rejected.

We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies . We've overseen thousands of students get into their top choice schools , from state colleges to the Ivy League.

We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools.

Learn more about PrepScholar Admissions to maximize your chance of getting in.

University of Oregon 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: 3.76

The average GPA at University of Oregon is 3.76 .

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

With a GPA of 3.76, University of Oregon 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.

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.

University of Oregon 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 University of Oregon 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.

University of Oregon 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: 1253

The average SAT score composite at University of Oregon is a 1253 on the 1600 SAT scale.

This score makes University of Oregon Competitive for SAT test scores.

University of Oregon SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1140, and the 75th percentile SAT score is 1370. In other words, a 1140 on the SAT places you below average, while a 1370 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.

University of Oregon 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, University of Oregon 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 University of Oregon 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 1140, 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.

University of Oregon ACT Requirements

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

Average ACT: 27

The average ACT score at University of Oregon is 27. This score makes University of Oregon Moderately Competitive for ACT scores.

The 25th percentile ACT score is 24, and the 75th percentile ACT score is 30.

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 24 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 University of Oregon, so you should prep until you reach our recommended target ACT score of 24.

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.

University of Oregon 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 lightly selective, you have a great shot at getting in, as long as you don't fall well below average . Aim for a 1140 SAT or a 24 ACT or higher, and you'll almost certainly get an offer of admission. As long as you meet the rest of the application requirements below, you'll be a shoo-in.

But if you score below our recommended target score, you may be one of the very few unlucky people to get 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:

• PrepScholar customizes your prep to your strengths and weaknesses . You don't waste time working on areas you already know, so you get more results in less time.
• 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.
• We've gotten tremendous results with thousands of students across the country. Read about our score results and reviews from our happy customers .

There's a lot more to PrepScholar that makes it the best SAT/ACT prep program. Click to learn more about our program , or sign up for our 5-day free trial to check out PrepScholar for yourself:

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 University of Oregon here.

Application Requirements Overview

• Common Application Not accepted
• Electronic Application Available
• Essay or Personal Statement Required for all freshmen
• Letters of Recommendation 2
• Interview Not required
• Application Fee $65
• Fee Waiver Available? Available
• Other Notes C+ or better in 15 college preparatory units required for freshmen

Testing Requirements

• SAT or ACT Considered if submitted
• SAT Essay or ACT Writing Optional
• SAT Subject Tests Optional
• Scores Due in Office February 15

Coursework Requirements

• Subject Required Years
• Foreign Language 2
• Social Studies 3

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes January 15 April 1
• Yes November 1 December 15

Admissions Office Information

• Address: 1585 Eugene, OR 97403
• Phone: (541) 346-1000 x1000
• Fax: (541) 346-5815
• Email: [email protected]

Our Expert's Notes

We did more detailed research into this school's admissions process and found the following information:

If you're interested in the Honors College, there is a different application which covers both your regular UO admission and Honors College admission. The deadline is November 1st for early decision and January 15th for regular decision. More info available here. There are merit scholarships available as well, many with early deadlines and separate applications. View a full list here.

Other Schools For You

If you're interested in University of Oregon, 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 University of Oregon.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than University of Oregon. 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 University of Oregon, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for University of Oregon, you should have no problem getting into these schools. If University of Oregon 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.

If You Liked Our Advice...

Our experts have written hundreds of useful articles on improving your SAT score and getting into college. You'll definitely find something useful here.

Subscribe to our newsletter to get FREE strategies and guides sent to your email. Learn how to ace the SAT with exclusive tips and insights that we share with our private newsletter subscribers.

You should definitely follow us on social media . You'll get updates on our latest articles right on your feed. Follow us on all of our social networks:

Search this site

School of law menu, school of law.

How to Apply to the JD Program

General Requirements  | Specific Requirements |  Deadlines  |  Check Your Status

When you apply to the University of Oregon School of Law, you are applying to join the ranks of advocates, entrepreneurs, negotiators, visionaries, and leaders who have been driving change in their communities for more than 130 years.

General requirements.

In evaluating applications, the Admissions Committee at Oregon Law seeks future students who demonstrate potential for success in law school and the legal profession. To be considered for admission to the law school, you must:

• Have earned, or will have earned at the time of enrollment, a bachelor’s degree from a regionally-accredited U.S. or Canadian college or university or the foreign equivalent whose program has been deemed comparable to that of a 4-year baccalaureate degree.
• Possess an LSAT score from an exam taken within 5 years of the application term. 
• Submit a complete application for admission, as defined below .
• Review the Technical Standards for all JD and LLM students .

Like most law schools, Oregon Law utilizes the services of the Law School Admission Council (LSAC) and their Credential Assembly Service (CAS) to process application materials. Applicant documents, including transcripts and letters of recommendation, are submitted directly to LSAC and then forwarded to Oregon Law at the time of application.

Advanced planning is important to the application process. In addition to a bar examination, there are character, fitness, and other qualifications for admission to the bar in every US jurisdiction. Applicants are encouraged to determine the requirements for any jurisdiction in which they intend to seek admission by contacting the jurisdiction. Addresses for all relevant agencies are available through the  National Conference of Bar Examiners .

    First Year Students  | Double Ducks  | Transfer Students | International Students

First year (1l) application requirements.

• Application for Admission – You must submit your application through the Law School Admission Council. There is no application fee.
• Résumé – You must submit a résumé detailing your background, skills, and accomplishments.
• “Why Oregon?” Essay – You must submit a short essay explaining why, specifically, you would like to pursue your legal education at the University of Oregon.
• Personal Statement - You must submit a sample of your writing in the form of a personal statement which shares something about yourself and your goals for pursuing a law degree. You could describe an event, achievement, adversity you have overcome, personal circumstance, experience, or any part of your story that offers insight into your aspirations for the future.
• LSAT score(s). All applicants must complete the LSAT. Oregon Law accepts your best score from exams taken within 5 years of the application term.
• Writing sample(s)
• Academic transcripts
• Letters of recommendation. We require at least two (2) letters of recommendation. Letters should be from those who have personal knowledge of your academic ability, work ethic, or overall potential for success in law school and the legal profession.
• Equity and Inclusion Essay (Optional)  - You may choose to submit a statement describing how you can contribute to a learning community that works towards addressing systemic inequities thoughtfully, works with differing perspectives, and holds firm to a shared belief that we can learn from each other.

Double Duck Scholars Program

The Double Duck Scholars Program allows applicants from the University of Oregon, who meet certain criteria, to apply to the JD Program without taking the LSAT. If you are interested in applying to the Double Duck Scholars Program, please contact the Law School Office of Admissions prior to applying or registering with LSAC.

In order to be eligible for consideration, the applicant must satisfy all of the requirements below:

• Your bachelor’s degree from the University of Oregon must be awarded no more than 12 months prior to entering the Law School;
• You must have maintained a minimum cumulative grade point average of 3.50; and
• You must have scored at or above the 85th percentile on the SAT or ACT prior to entering the University of Oregon as an undergraduate student.

Any Double Duck Scholars Program applicants with a valid LSAT score on file with the LSAC will be ineligible for admission through this program and may have their application and/or offer of admission withdrawn.

Transfer and Visitor Application Requirements

Oregon Law accepts transfer and visitor applications from students who have completed their first year at another American Bar Association accredited school. Transfer applicants are evaluated primarily on the basis of their law school record. To be considered for transfer admission, the following documents must be submitted through LSAC:

• Transfer/Visitor Application for Admission – You must submit your appplication through the Law School Admssion Council. There is no application fee.
• “Why Oregon?” Essay – You must submit a short essay explaining why, specifically, you would like to complete your legal education at the University of Oregon.
• Credential Assembly Service Report (CAS) – You must register with the Law School Admission Council’s Credential Assembly Service. 

Additionally, the following required documents may be submitted directly to Oregon Law or through the LSAC CAS service:

• Letter of Good Standing – You must obtain a letter from the registrar at your current law school indicating you are in good academic standing.
• Official Law School Transcript – You must submit official transcripts from your current law school documenting your academic performance. 
• Notation of Class Rank – You must submit, in some form, notation of your class rank following the first year at your current law school. This is often found in the letter of good standing or official academic transcript.
• Letter of Recommendation – One (1) letter of recommendation from a professor at your current law school is required.

International Student Application Requirements

An applicant who is not a U.S. citizen or U.S. resident alien must apply as an international student. In addition to the general JD application requirements , all international students, except those with a bachelor’s degree from a college or university in the U.S. and English-speaking students from Canada, Australia, New Zealand, and the United Kingdom, must take the Test of English as a Foreign Language (TOEFL).

A TOEFL score of at least 600 on the paper test or 100 on the internet-based test is ordinarily required. The test must have been taken within two years (24 months) of the application term. If you are admitted to the law school, a financial institution must certify that you possess the necessary resources to cover educational and living expenses while in the United States.

Application Deadlines

We accept applications throughout the year, and offer admission on a rolling basis, so long as space remains in the incoming class. However, applications received in late spring or summer may be at a disadvantage in the admissions process.

Admission decisions are historically made between January and May, and applicants are notified of the decision by email. If you are offered admission, you are required to make a nonrefundable seat deposit of $600, payable in two installments, to reserve your place in the class. Deposit deadlines are included in the letter of admission, and failure to meet a seat deposit deadline could result in the loss of your seat.

Already Applied?

Click on the button below to check your application status, or call the Office of Admissions at 541-346-3846.

Check Your Application Status

More Questions?

Search this site

Clark honors college menu, clark honors college, essay tips & prompt, the clark honors college essay requirements for admission .

Applying to the Clark Honors College requires two different essays:

• One using the Honors College prompt
• One from either the Oregon Application Personal Statement or the Common Application*

The UO general essay topic cannot be used to fulfill the Clark Honors College essay. You must complete both of them. 

(*Note: On the Common Application, the Honors College essay prompt will appear immediately below the honors question on your screen when you answer “yes” to apply.) 

Clark Honors College essay instructions: 

The Honors College strives to be a diverse, welcoming, and inclusive place. When faculty and staff review the applications, they are looking to see how you think and how your mind works. The best essays: 

• demonstrate effective storytelling 
• include thoughtful analysis 
• synthesize themes in a meaningful way 
• give a sense of your personality and unique perspective 

The CHC essay prompt:

Curiosity and breadth of interests are defining characteristics of Clark Honors College students. We value originality and want to learn more about your unique journey and the nature and breadth of your intellectual curiosity.

Please tell us about a specific enthusiasm that showcases your curiosity and intellectual engagement with the world. Your chosen enthusiasm or passion can be from any domain—academic, artistic, scientific, cultural, or any other area that has captivated your interest. Be thoughtful and provide concrete examples to support your response.

Please limit your response to a maximum of 500 words.

Search this site

Admissions menu, submit your application, review requirements, experience it for yourself, request information, apply for financial aid, confirm your decision.

Major research. Small classes. A welcoming, curious, and energized community. All nestled in one of the most beautiful places in the country. Discover why the University of Oregon is right for you.

Find Your Reason

At the UO, we live at the intersection of theory and practice. You won’t just listen to lectures—you’ll be out using what you learn in the classroom through internships, research opportunities, and work experience. Whether you want to start your own business, create a greener alternative to plastic, or perform at Carnegie Hall, our top-ranked academic programs will give you the foundation to launch your future.

Explore Our Programs

Affordability

A degree from the University of Oregon is an investment in your future, and we want to help you fund your path. More than 60 percent of our undergraduates receive scholarships or financial aid. Our Office of Student Financial Aid and Scholarships can help you navigate all your options, from merit awards to budgeting advice.

Fund Your Path

There’s something special about this place. We’re at the heart of rivers and mountains and wild coastline, in a vibrant town that’s not too big, not too small. Our campus is a literal arboretum, lush and green, and it buzzes with excitement and energy. We like to think it’s pretty perfect. So come for a visit and let us show you why.

Experience UO

24/7 writing help on your phone

To install StudyMoose App tap and then “Add to Home Screen”

University Of Oregon Admission Essay Writing Guide

Application Guide

Essay examples, how to write your university of oregon’s supplement essays.

While gaining entry into the University of Oregon is not as difficult as some other schools, it is not everyone who applies gets in. Every year, thousands of students still get turned away. This means you need to present a top-notch application.

A critical aspect of your application is your essay. You need to turn in a well-written statement letter to aid your chances. You can get numerous samples of the University of Oregon statement letters from our platform. You can use the following principles as a guideline to write yours:

Express your Intent to Join

A critical aspect of your cover letter is expressing your desire to be a student of this institution. In providing your answer to any essay prompts, you need to clarify that you already see yourself as part of the school. Use affirmative terms, do not use pessimistic or vague terms. Express your interests in the major you have chosen.

Use Simple Words

Unless otherwise stated, make use of simple words. We understand that you are a high school graduate and you have a good command of the English language. This is not where to display your wide range of vocabulary.

The admission officials are not your English teachers and, as such, are not seeking to see you display excessive use of complex words. Keep it as simple as possible. The goal is easy comprehension.

Answer the Question

This is a trap a lot of students fall into. They write everything except the answers. The easiest way to not make this mistake is to outline your response before you start answering. Do not get carried away and miss the point of the question.

Get an understanding of what exactly is required of you to provide intelligible answers. Often, the word count is fixed at a minimum, and you may not have the privilege to beat around the bush. Go straight to the point with your answers.

Perform your due diligence and get to know all you need to know about the University of Oregon. Read up on your majors, the professors, the student community, and any specific entry requirements. Let your answers reflect a deep understanding of the school and the degree program you are applying for. Use as many terms that are related to U of O as possible.

You can find examples of the University of Oregon’s supplemental essays on our platform, which would give you all the right ideas. If you find writing academic texts worrisome, we have skilled writers that can do the job. You can buy your papers at a cheap rate, guaranteed superb content.

University Of Oregon Admission Essay Prompts

Now that you have an insight into how to answer your essay questions, let us look at the supplemental essay prompts for the University of Oregon. The prompts below are for the 2021/2022 academic sessions. The aim of these prompts is for you to demonstrate why you believe you are a suitable fit for the school. The admissions officials want to know more about you, especially the part of you that is not available on the rest of your application. You can choose any of the two prompts.

Describe an experience with discrimination, whether it was fighting against discrimination or recognizing your contribution to discriminating against a person or group. What did you learn from the experience? In what ways will you bring those lessons to the University of Oregon?

The chances are high that you must have witnessed discrimination in one form or another. You may have witnessed it happen to others, perpetuated it, or been on the receiving end. This essay simply asks that you share your experience and the lessons you learned. Discrimination can occur anywhere and to anyone. It can take on the form of race, gender, age, religion, sexual orientation, country of origin, or disabilities.

The admissions office wants to know your take on discrimination and what you did when you witnessed it. They are not expecting you to provide a global solution to the problem; they just want to know what you did to resolve an incidence(s). You can wrap it up by stating measures you would take to help tackle the challenges of discrimination and work towards an inclusive community at U of O.

Alternatively, If you have been on the wrong side and discriminated against other people, they want to know how you handle situations when you are in the wrong. Feel free to narrate what happened with an understanding of how wrong it was. Explain what made you behave in such manners.

Was it youthful exuberance, wrong cultural norms, or compulsive behaviors? This goal is to reflect your levels of self-awareness and course correction where necessary. It is important you show how you have learned from the mistakes and, most importantly, how you are committed to eradicating such discrimination. Talk about how you would affect the lessons you have learned at the University of Oregon.

The University of Oregon values difference, and we take pride in our diverse community. Please explain how you will share your experiences, values, and interests with our community. In what ways can you imagine offering your support to others?

This is similar to the first prompt. Again, you will demonstrate your willingness and commitment to a liberal community. Diversity is an important aspect of a functional community. Diversity covers different ethnic backgrounds, ages, religions, disabilities, races, and genders.

The University of Oregon has a vast range of diversity, and the admission officials need to know how you would interact with this community. There are different people from different backgrounds, and each individual is unique. The right interaction of the unique differences makes for an inclusive system.

You can simply talk about your background, preferences, experiences, and how it has rightly positioned you to be a student at the University of Oregon. It does not matter where you come from. It does not matter whether you are white, dark, blue, or green. There are no wrong answers to this question, only honest ones. You can describe any family heritage that aid inclusion regardless of gender, age or race.

Perhaps you have a unique food recipe or an interest in dancing; relate how you would use any interests you have to foster the unity in U-O’s community.

Admission requirements

To gain admission into the University of Oregon, you would need the following:

For Undergraduate programs:

• Proof of graduation from high school
• Minimum academic requirement of C- in 15 college preparatory courses
• Self-reported academic record
• SAT/ACT scores (optional)
• Application essay

For Master’s degree:

• A completed application form
• Official transcripts sent from the school where you received your first degree.
• Any other document or materials as required by your department.

For college applicants outside the US

• A minimum GPA of 3.0 on a scale of 4.0 (for graduate school requirements of academic performance may vary by program)
• Proof of English proficiency
• Proof of sufficient financial resources
• Letters of recommendation.

About the University

Popularly known as UO or U of O, the University of Oregon is a frontrunner in various research fields across the United States. With 19 research centres and institutes, It is classified among R1: Doctoral Universities — Very high research activity. But it wasn’t always this successful. The Oregon State Legislature established the university on October 12, 1872, but the state quickly ran into funding problems.

The good people of Eugene held numerous fundraising events to help finance the new school. Through produce sales, strawberry festivals, and church socials, they raised $27,500, which was used to buy 18 acres of land. This public university finally opened its doors in 1876 and enrolled 155 students in its first year. In 1878, it graduated its first set of students (5 students).

There was a proposal in 1913 and another — the Zorn-MacPherson Bill in 1932, to merge the university with what is now Oregon State University. Both Bills failed. The campus is along the Willamette River and covers 295 acres of land in Eugene, Oregon. The grounds contain 80 buildings and a nursery consisting of over 3,000 trees from 500 different species.

Colleges and Schools at the University of Oregon

The U of O offers over 300 undergraduate and graduate degree programs across five colleges and seven schools.

The colleges are

• Arts and Sciences

The schools are

• Architecture and Environment
• Arts and Design
• Journalism and Communication
• Music and Dance
• Planning, Public Policy, and Management.

The University of Oregon has students from the 50 states in the US and 89 countries around the globe. The school has a diverse and healthy community. People of all colors and creeds are well represented. There is a lengthy list of successful alumni, including the co-founder of Nike Inc, Philip Knight, who is worth over $50 billion.

Knight has donated over $1 billion to the school, with the largest chunk to the sports projects, which comes as no surprise. The University of Oregon has many prestigious alumni, including the co-founder of Nike Inc, Philip Knight, who has donated over $1billion to the school.

The U of R is truly a school worth its salt and has distinguished itself globally. If you need help writing your application letter, you can buy one on our platform. Hire any of our experienced writers to give you a perfectly crafted supplemental essay, and our services are cheap.

Save to my list

Remove from my list

, , .

Search this site

College of education menu, college of education, apply for a ms in communication disorders and sciences.

Admissions Requirements   |  Application Instructions   |  Supporting Documents   |  Transcripts   |  Financial Supports  |   GRE or rGRE Scores

Application Deadline

Deadline to apply is 11:59 p.m., (EST) January 15, 2025.

Acceptance Rates

Our master’s degree program is based on a cohort model that emphasizes a strong learning community with diverse representation, strong academics, and high community engagement.

On average, we receive between 200 and 300 applications each year. We accept about 90 of those applicants. See our Program Data page for additional information.

Admissions Requirements

Students interested in joining the UO Communication Disorders and Sciences Master’s Program are expected to:

• Complete both the CSDCAS application and the University of Oregon Division of Graduate Studies application
• provide letters of recommendation
• submit all transcripts
• have extracurricular experience acquired through employment, research, or volunteer activities relevant to a CDS degree
• meet the prerequisite course requirements according to the prerequisite checklist prior to the term for which they are applying (please note, these are ASHA requirements for licensure and the links on the checklist will provide additional clarification and information on course work guidelines).

Students for whom English is not their native language must meet University requirements as noted on the Division of Graduate Studies’ Eligibility How to Apply page.

In addition to the University language requirement, the following is required as per  ASHA policy :

“The applicant must have demonstrated communication skills sufficient to achieve effective clinical and professional interaction with persons receiving services and relevant others. For oral communication, the applicant must have demonstrated speech and language skills in English, which, at a minimum, are consistent with ASHA's current position statement on  students and professionals who speak English with accents and nonstandard dialects . In addition, the applicant must have demonstrated the ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence in English.”

Back to Top

Application Instructions and Deadlines

Applying to the Communication Disorders and Sciences MS program requires two separate applications . All aspects of both applications must be submitted by 11:59pm Eastern Time on January 15 th .

ONE: University of Oregon Division of Graduate Studies Application

Apply to the  University of Oregon's Division of Graduate Studies . Applications open each year on  September 15th .

Access the Application

Transcripts:  You will need to submit one set of  unofficial  transcripts to the University of Oregon Division of Graduate Studies with your application. Unofficial transcripts are to be submitted as part of your application. If you are offered admission to the program, you will need to submit official transcripts to the University of Oregon before fall term the year of admittance.

See the Division of Graduate Studies  Official Transcript Requirement  for details.

Nonrefundable Application Fee:  $70 (Domestic Students)/$90 (International Students), paid by credit card or eCheck. You will need to pay the application fee before you are able to submit the application.  Fee waivers and discounts  are available to students that qualify.

International Applicants  seeking program nomination for an  international application fee waiver  must have a completed UO Division of Graduate Studies Online Graduate Application and then submit a request to the program via email no later than one month before the initial application deadline. At that time, the applicant must have all components of the application completed, uploaded, and ready to submit for the request to be considered. There are limited opportunities for this waiver. Applicants will be notified if their request is approved within 1 week of the deadline to request.

TWO: Communication Sciences and Disorders Centralized Application Service (CSDCAS) Application

Application to our master’s program in speech-language pathology should be made through the  communication sciences and disorders centralized application service  (CSDCAS). Our CSDCAS application generally opens each year on August 15th . To begin your application on the CSDCAS website, click on “Create an Account” to begin a new account. Please follow the instructions carefully and include all Supporting Documents listed below . Once you submit your application you will not be able to make changes other than to request an academic update for fall grades.

The CSDCAS application fee is $150 for the first graduate program applied to and $60 for each additional graduate program.

It is strongly recommended that you visit the  CSDCAS Frequently Asked Questions  before starting your application. The “Quick Start Guide” linked on the FAQ page includes information on the application process, timelines, fees, and  fee waivers  – we encourage you to read through this information thoroughly.

If you experience problems, or have questions, please contact:

CSDCAS Customer Service Monday through Friday from 9:00 a.m. to 5:00 p.m. EST 617-612-2030 [email protected]

Supporting Documents

The following information must be submitted directly to CSDCAS to complete your application:

University of Oregon Communications Disorders and Sciences Master's Program Admission Essay Questions 

Please complete the following tasks and upload your answers with your CSDCAS application. Answers to all of the questions are required, unless otherwise noted. Our general objectives for the questions are to get to know you better and assess your written communication and analytic abilities, including critical thinking. Answer all questions in complete sentences and remember to check your writing to make sure it is free of typos and grammatical errors. 

Please use the document linked below for your answers. *Clicking on the link Admission Essay Questions button below will download the document to your computer for you to fill in and upload with your CSDCAS application.

Admission Essay Questions

Prerequisite Checklist

All applicants must meet the prerequisite course requirements according to the prerequisite checklist prior to the term for which they are applying (please note, these are ASHA requirements for licensure and the links on the checklist will provide additional clarification and information on course work guidelines). All transcripts for coursework listed should be uploaded to your applications. Courses which are in progress at the time of application and/or courses planned for terms before the start of the term for which you are applying should be noted on the form. 

Please note, if you are admitted to the program you may be asked to provide unofficial transcripts directly to the program for all courses listed on your Prerequisite Checklist. *Clicking the linked document below will download a document to your computer for you to fill in and upload with your CSDCAS application. Do not change the format of the document.

*Clicking on the prerequisite Info FAQs and the prerequisite form example buttons below will download the documents to your computer. 

Prerequisite Info FAQs

Prerequisite Form UO Example

Prerequisite Form PSU Example

Three Letters of Recommendation

You should provide email contact information for at least three people who are willing to write letters that support your application to graduate school. At least two of these letters should be from academic faculty who can speak to your academic performance in the classroom. It is preferred that at least one of these academic letters be from an academic faculty in Communication Disorders and Sciences or closely professionally-related topic. No personal letters from family or friends will be considered. Letters of recommendation are accepted electronically ONLY. It is your responsibility to make sure that these letters have been submitted.

Applications not meeting these requirements may not be considered for admission.

Official Transcripts 

You will be required to submit one official set of transcripts directly to CSDCAS several weeks prior to the application deadline to ensure your transcripts arrive on time.

When submitting transcripts to CSDCAS, please bear in mind that you must send ALL transcripts for every college credit you have earned. This includes:

• any AP courses
• dual-enrollment courses
• course work which shows on another transcript as transfer credit (must submit original transcript)

Even if you only took one class at a particular institution, CSDCAS still requires that you submit an official transcript. Transcripts must come from the original institution where courses were taken, even if they show up as transfer credits on another transcript.

Verification of Transcripts

After your transcripts are submitted, it will take several weeks for the CSDCAS team to verify your transcripts. It is critical that transcripts are submitted as soon as possible.

Your application will NOT be reviewed until CSDCAS has changed your Application Status to VERIFIED. You may check your application status on the CSDCAS website.

If your degree is in progress, or you are completing post-baccalaureate coursework, you must submit a transcript to CSDCAS with your fall grades (i.e. if you are enrolled or completing any coursework during the fall term prior to the application deadline you must submit official transcripts to CSDCAS once grades have posted for the term). This includes any undergrad or post-baccalaureate work completed.

Confirm Receipt of Transcripts

After submitting your application, be sure to check the application’s status to ensure that all transcripts have been received and verified. It is very important that your transcripts are verified in a timely manner, and it is your responsibility to confirm that ALL transcripts have been received and verified by CSDCAS.

Send Official Transcripts to CSDCAS at:  

CSDCAS Verification Department P.O. Box 9113 Watertown, MA 02471

Financial Supports

Apply for Scholarships and Financial Aid:

• UO College of Education  
• UO Scholarships
• Financial Aid  

Other Financial Supports:

• Division of Graduate Studies fee waiver and discount information
• CSDCAS Fee assistance program

Graduate Record Exam (GRE) or Revised Graduate Record Examination (rGRE) Scores

GRE scores are not required and are not considered for admissions.

Double-check that your applications are complete

It is your responsibility to confirm that all admission materials are received by the deadline. We will not notify applicants of incomplete files.

You can check the status of your application before the deadline by logging into the CSDCAS and University of Oregon application pages and confirming that the required application materials have been successfully uploaded, and all necessary letters of recommendation have been received on your behalf. We will not review any applications which are incomplete, and all CSDCAS applications must have the verified designation to be reviewed. 

Connect With Us!

Follow us on Facebook Follow us on Instagram