圣塔芭芭拉学院成立

UCSB 的历史可以追溯到 1891 年成立的安娜·布雷克学校，该学校提供家庭经济学和工艺美术的培训。安娜·布雷克学校在 1909 年被州政府接管，成为圣塔芭芭拉州立师范大学，然后在 1921 年成为圣塔芭芭拉州立学院。

1944 年，由托马斯·斯托克和珀尔·蔡斯领导的圣巴巴拉市一个利益集团的激烈游说，说服了州议会，州长厄尔·沃伦和加利福尼亚大学的董事，将州立学院移交给了更多研究面向加州大学系统。州立学院系统起诉停止收购，但州长不支持该诉讼。 1946 年通过了一项州宪法修正案，以阻止随后将州立学院转换为加利福尼亚大学校园。

从 1944 年到 1958 年，这所学校在改称现名之前被称为加利福尼亚大学的圣芭芭拉学院。当为迅速发展的大学购买了在 Goleta 中空置的海军陆战队训练站时，圣塔芭芭拉市立学院又搬进了空置的 State College 大楼。

加州大学圣塔芭芭拉分校成立

最初在圣塔芭芭拉设想了一所小型的，几千名学生的文科学院，即所谓的“西方威廉姆斯学院”。按时间顺序排列，UCSB 是继伯克利和 UCLA（唯一被 UC 系统收购的其他州立校园）之后，加利福尼亚大学的第三所普通教育校园。摄政人员在圣塔芭芭拉收购的原始校园仅位于海边台地上仅 100 英亩的基本无法使用的土地上。直到 1946 年，在 Goleta 的另一个海边台地上，有 400 英亩的土地被用作海军陆战队航空站圣塔芭芭拉，摄政王可以从联邦政府免费获得，该地点成为 1949 年在圣塔芭芭拉分校成立。

最初只预计会有 3000-3500 名学生，但是第二次世界大战后的婴儿潮导致 1958 年指定了总校区，并从“圣塔芭芭拉学院”更名为“加利福尼亚大学圣塔芭芭拉分校”，终止了州立大学闻名的工艺美术课程。 1959 年任命塞缪尔·B·古尔德为总理。

反越南战争活动

在 60 年代末和 70 年代初，UCSB 在全国范围内成为反越南战争活动的温床。 1969 年，学校教职工俱乐部发生炸弹袭击，看守者多佛·夏普丧生。 1970 年春天，发生了多次纵火事件，包括烧毁了 Isla Vista 学生社区的美国银行分行大楼，在此期间，一名男学生 Kevin Moran 被警察开枪打死。 UCSB 的反越南活动推动了当时的政府。里根实行宵禁，并命令国民警卫队执行宵禁。在这段时间里，武装警卫在校园和维斯塔岛很常见。

近代发展

1995 年，UCSB 入选了美国大学协会，这是一家领先的研究型大学组织，成员包括美国的 59 所大学（公立和私立）和加拿大的两所大学。

2014 年 5 月 23 日，加利福尼亚校园附近的社区 Isla Vista 发生了一次大屠杀。在横冲直撞期间遇难的所有 6 人都是 UCSB 的学生。凶手是住在圣维塔拉岛上的圣巴巴拉市立大学的一名前学生。

加州大学圣塔芭芭拉分校是一家领先的研究机构，也提供全面的文科学习经验。由于 UC Santa Barbara 的教学和研究是紧密相连的，因此我们的学生将充分参与探索性教育旅程，从而激发独立思考，批判性推理和创造力。我们的教职员工，学生和员工的学术社区具有跨学科协作的文化特征，这种文化可以响应我们的多元文化和全球社会的需求。我们对公共服务的承诺体现在知识的创造和分配上，从而促进了我们国家，民族和世界的福祉。所有这一切都是在一个无与伦比的生活和学习环境中进行的，因为我们从 UC Santa Barbara 位于太平洋边缘的非凡地理位置的美丽和资源中汲取了灵感，机遇和优势。

加州大学圣塔芭芭拉分校校徽

加州大学圣塔芭芭拉分校的校友在学术和其他领域的许多不同领域中都享有盛誉。卡罗尔·格雷德于2009年获得诺贝尔生理学或医学奖，他毕业于创意研究学院，并获得了文学学士学位。 1983年获得生物学博士学位。海洋学家罗伯特·巴拉德于1985年发现RMS泰坦尼克号，于1965年毕业于UCSB，获得化学和地质学学位。

在UCSB学习的演员包括获得奥斯卡金像奖的迈克尔·道格拉斯，他获得了文学学士学位。曾在1968年上演戏剧，是UCSB校友会的名誉会长，还有格温妮丝·帕特洛，他在辍学前研究了人类学。

在UCSB学习的电影人包括获得奥斯卡奖提名的唐·赫兹菲尔德，并获得了文学学士学位。 1998年电影研究专业； Gregg Araki，《神秘皮肤》和《毁灭战士》等电影的导演，获得文学学士学位。 布拉德·西伯林，1982年从加州大学圣克鲁斯分校毕业； 电影导演，《月光英里》和莱蒙·斯尼奇的《一系列不幸事件》；还有获得学士学位的加文·加里森 2007年获得全球研究奖，现在制作艾美奖提名的电视节目《鲸鱼战争》；和Forrest Galante，野生动物生物学家，《动物星球》网络上的《绝种或活着》的明星。

出席的音乐家包括Robby Krieger，The Doors的吉他手，歌手，词曲作者Jack Johnson，The Beach Boys的歌手和吉他手，Jeffrey Foskett和电子音乐人Steve Aoki。

Oracle公司董事长Jeffrey O.Henley毕业于文学学士学位。 1966年获得经济学博士学位，而挪威前外交大臣纳特·沃莱贝克则于1973年获得政治学学位。

在UCSB学习的运动员包括游泳运动员和四届奥运会金牌得主Jason Lezak，NBA球员兼总教练Brian Shaw和UCLA篮球教练Cori Close。 NBC和MSNBC的电视记者Katy Tur于2005年获得学位，《 Page 6 TV and Variety》的伊丽莎白·瓦格迈斯特获得了文学学士学位。在2012年的通讯领域。

Your personal insight questions should be exactly that – personal. This is your opportunity to tell us about yourself, what matters to you, your hopes, ambitions, life experiences, and inspirations. Key points about the personal insight questions include:

• Freshman applicants choose four out of eight questions to answer.
• Each response is limited to a maximum of 350 words.

1.Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.  

Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities? 

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?

 

2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

Things to consider:What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?  

Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?

4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you — just to name a few. 

If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who you are today?

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?

If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, “How has my life changed at home, at my school, with my friends or with my family?”

6.  Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. 

Things to consider:  Many students have a passion for one specific academic subject area, something that they just can’t get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom — such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs — and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

7. What have you done to make your school or your community a better place?  

Things to consider: Think of community as a term that can encompass a group, team or a place — like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?

8. Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

Things to consider:  If there’s anything you want us to know about you, but didn’t find a question or place in the application to tell us, now’s your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don’t be afraid to brag a little.

Your statement of purpose will be used in conjunction with your application for consideration for graduate admission and financial support. Specific requirements (500 word limit) and prompts are listed in the application and include

• What is your purpose in applying for graduate study in your specified degree program? Describe your area(s) of interest, including any subfield(s) or interdisciplinary interests.
• What experiences have prepared you for advanced study or research in this degree program? What relevant skills have you gained from these experiences? Have your experiences led to specific or tangible outcomes that would support your potential to contribute to this field?
• What additional information about your past experience may aid the selection committee in evaluating your preparation and aptitude for graduate study at UCLA?
• Why is the UCLA graduate program to which you are applying is the best place for you to pursue your academic goals? If you are applying for a research master’s or doctoral program, we encourage you to indicate specific research interests and potential faculty mentors.
• What are your plans for your career after earning this degree?

Instructions are provided in the application and include a 500 words limit (approximately 1-page, single spaced, using 1-inch margins and 12-point font)。

Prompts:

• Are there educational, personal, cultural, economic, or social experiences, not described in your Statement of Purpose, that have shaped your academic journey?
• Describe challenge(s) or barriers that you have faced in your pursuit of higher education. What motivated you to persist, and how did you overcome them?
• How have your life experiences and education informed your understanding of the groups that are underrepresented in higher education?
• How have you been actively engaged in programs or activities focused on groups that have been historically underrepresented in higher education?
• How do you intend to engage in scholarly discourse and engagement during your graduate program that has the potential to advance diversity and equal opportunity in higher education?
• How do you see yourself contributing to diversity in your profession after you earn your advanced degree at UCLA?