农业与赠地大学

1868 年，加利福尼亚大学成立为土地赠款大学，并根据《莫里尔土地赠款法案》和大学自身的《有机法案》的要求，立即成立了农业学院作为其第一所学院。埃斯拉·卡尔成为农业教授后，加州大学在伯克利校区经营着一个小型农场，但他设法将大学的农业实践培训与较大规模的课程直接结合起来，从而使大学教师和州农民脱颖而出。

大学农场成立

大约在 20 世纪之交，加利福尼亚农业协会秘书长彼得·希尔兹意识到，其他地方的农业学院都有大学农场，它们进行实验并提供实用的农业学科动手教育，而年轻人正在离开在此类农场学习的州。希尔兹开始捍卫大学农场的事业。 1962 年，他以戴维斯大学的 Shields Oak Grove 的名字被任命为加州大学戴维斯分校的“创建者”，1972 年以他的名字被命名为校园图书馆。但是，当地农民和政治家小乔治·华盛顿·皮尔斯也为建立大学农场而在加利福尼亚州议会中进行了努力，并影响了《大学农场法案》中场地标准的起草，以确保Yolo县成为被选址。

1905 年 3 月 18 日，颁布了《大学农业法案》，该法案要求为加利福尼亚大学建立一个农场。由董事会任命的委员会花了一年的时间为大学农场选址，大学农场是约洛县一个小镇附近的一个 779 英亩农场，当时被称为戴维斯维尔。摄政学院于 1906 年 9 月正式控制了该财产，并于 1907 年建造了四座建筑物。

短期课程最初于 1908 年 10 月和 11 月提供，然后大学农场于 1909 年正式开放为大学农场学校，提供为期三年的非学位职业课程。1923 年，职业计划从三年缩短为两年。

第七加州大学校园

1959 年，该校区被加州大学董事会指定为加州大学系统的第七个普通校区。

戴维斯的研究生院成立于 1961 年，随后于 1962 年成立了工程学院。法学院于1966 年秋季开课，而医学院则于 1968 年秋季开始授课。美国研究计划始于 1969 年，是一所主要大学中的第一个。后来发展成为大学内的一个完整的系。

价值观
在任何情况下都具有非凡的爱，同情，勇气和诚信！
使命
提供基于科学，技术精确，富有同情心的患者护理。
想象
通过护理实践的进步，可以提供最高质量的患者护理。

加州大学戴维斯分校校徽

艺术家

雪莉·伯曼，铁路摄影师
查尔斯·伯恩斯，漫画家和插画家
黛博拉·巴特菲尔德，雕塑家
凯西·巴特利，雕塑家
南希·卡曼，陶瓷艺术家
卡特，艺术家
维克多·西坎斯基，加拿大雕塑家
薇姬·克拉克，策展人
埃德·达拉克，作家，摄影师
莎拉·德雷默，艺术家
库尔特·爱德华·菲什贝克，摄影师
卡米尔·罗斯·加西亚，低调艺术家
史蒂夫·兰伯特，艺术家
肯尼·门彻，画家
布鲁斯·瑙曼，艺术家
理查德·诺丁，陶瓷艺术家
南希·鲁宾，雕塑家
伊桑·罗素，唯一为甲壳虫乐队，滚石乐队和《谁》拍摄专辑封面的摇滚摄影师
杜安·斯里克，画家和教授
伊丽莎白·斯蒂芬斯，艺术家，雕塑家，电影制片人，摄影师
冯·卡明斯·萨姆纳，画家

电影电视

克雷格·鲍德温，实验电影制作人
米歇尔·博伊德，女演员
黛比·李·卡林顿，女演员
贾斯汀·楚卡里（演员）
索尼娅·埃迪，女演员
拉里·弗格森，编剧
迈克尔·加斯顿演员
特丽莎·格林南，电影制片人，导演和女演员
娜塔莎·哈莱维，女演员
费雷斯塔·卡泽米，阿富汗裔美国电影女演员
Hiep Thi Le，越南裔美国女演员
古吉·洛伦扎纳，演员
克里斯托弗·马库斯，艾美奖获奖编剧，以《美国队长：第一次复仇者》，美国队长：《冬日战士》，《美国队长：内战》，《复仇者联盟：无限战争》和《复仇者联盟：残局》而闻名
史蒂芬·麦克菲利，艾美奖获奖编剧，以《美国队长：第一次复仇者》，《美国队长：冬日战士》，《美国队长：内战》，《复仇者联盟：无限战争》和《复仇者联盟：残局》而闻名
伊兰·米切尔·史密斯，演员
苏·墨菲，喜剧演员
柯南·诺兰，政治记者
格兰特·罗森伯格，电视作家兼制片人
演员兼歌手徐子珊
John Vickery，舞台和电影演员，以在巴比伦5和《星际迷航》中的工作而闻名
卑尔根·威廉姆斯，女演员
埃里克·沃马克，演员和制片人
马丁·严，厨师，电视节目《严灿·库克》的主持人
布鲁斯·鲍姆，喜剧演员
李，喜剧演员
哈桑·敏哈吉，喜剧演员

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?