圣地亚哥分校成立

加利福尼亚大学董事会于1956年最初授权圣地亚哥校区时，它计划成为一名研究生和研究机构，提供科学，数学和工程学方面的指导。UC总统克拉克·克尔通过将提议的名称从加利福尼亚大学拉荷亚更改为圣地亚哥大学，使圣地亚哥市的捐赠者感到满意。该市于1958年投票赞成，而UC于1960年批准了新校区的建设。

圣地亚哥分校课程

就研究重点而言，圣地亚哥加州大学圣地亚哥分校是加利福尼亚大学第一个从上到下设计的普通校园。对于新学校应该是技术研究机构还是包括本科生在内的更广泛的学校，当地领导人不同意。通用动力公司的约翰·杰伊·霍普金斯承诺为前者提供100万美元，而市议会为后者提供免费土地。加州大学摄政学院于1956年授予圣地亚哥校园的原始授权批准了“科学技术研究生课程”，其中包括大学本科课程，这一折衷方案赢得了通用动力公司的支持和城市选民的认可。

早期的研究活动和教师素质（尤其是科学领域的）对于塑造大学的重点和文化至关重要。甚至在加州大学圣地亚哥分校还没有自己的校园之前，教职员工就已经取得了重大的研究突破，例如“基林曲线”，该图绘制了大气中迅速增加的二氧化碳含量，并且是全球气候变化的第一个重要证据。 Kohn-Sham方程，用于研究量子化学中的特定原子和分子；以及米勒-尤里实验诞生了益生元化学领域。

1970 – 1990s

随着它的成熟，工程学，特别是计算机科学，已成为大学学术的重要组成部分。大学研究人员帮助开发了UCSD Pascal，这是一种早期的与机器无关的编程语言，后来严重影响了Java；国家科学基金会网络，Internet的前身；以及1970年代末至1980年代的网络新闻传输协议。在经济学中，开发了分析具有时变波动率（ARCH）和共同趋势（协整）的经济时间序列的方法。加州大学圣地亚哥分校成立以来一直保持其研究的强烈性格，在50年的历史中累积了25位诺贝尔奖获得者。每十年五个的比率。

在1980年至1995年由理查德·阿特金森担任校长期间，该大学通过鼓励与发展中公司的技术转让来巩固与圣地亚哥市的联系，从而使圣地亚哥成为基于技术的行业的世界领导者。他负责工程学院的快速扩张，后来以高通创始人Irwin M. Jacobs的名字更名，并建设了圣地亚哥超级计算机中心，并建立了计算机科学，电气工程和生物工程部门。私人捐款从每年1,500万美元增加到每年近5,000万美元，师资队伍增长了近50％，在他执政期间，在校生增加了一倍，达到约18,000名学生。在他担任总理之前，加州大学圣地亚哥分校研究生课程的质量在美国国家研究委员会的评选中名列全国第十。

2000s

在新千年的第一个十年中，该大学继续进行进一步的扩展，建立并建造了两个新的专业学校，即斯卡格斯药房学院和拉迪管理学院，以及加州电信和信息技术学院与加州大学尔湾分校联合运营。加州大学圣地亚哥分校在此期间也达到了两个财务里程碑，成为西部地区第一所在 2007 年开展的八年筹款活动中筹集超过 10 亿美元资金的大学，并且还通过研究合同和赠款获得了额外的 10 亿美元资金。在 2010 年首次是一个会计年度。尽管如此，由于加利福尼亚州预算危机，该大学在 2009 年从其自有资产中借出了 4000 万美元，以抵消州教育拨款的大幅减少。

我们将通过教育来改变加利福尼亚和多元化的全球社会；产生和传播
知识，创意作品和治疗方法；和从事公共服务。我们将通过以下方式实现我们以学生为中心和研究型公立大学的使命并利用我们的比较优势。定义加州大学圣地亚哥分校的值会创建一个环境和文化，其中：

• 卓越的教学，研究，患者护理以及以人为本和服务至上的文化来支持学习和
  学术工作是常态
• 跨学科的合作活动，带来发现，技术，疗法，奖学金和创意作品
  促进和丰富社会
• 多样性，公平和包容性使学者，学生和员工能够脱颖而出并为所有人提供机会
  成功
• 勇于进取，勇于冒险并创造解决问题的创新方法的企业家精神
  被鼓励
• 公众参与，可持续发展，诚信和道德是指导我们活动的核心原则

加州大学圣地亚哥分校校徽

曾获诺贝尔奖者

哈罗德·尤里：1934 年诺贝尔化学奖得主。
莱纳斯·鲍林：1954 年诺贝尔化学奖得主，1962 年诺贝尔和平奖得主。
马里奥·莫利纳：1995 年诺贝尔化学奖得主之一。
保罗·克鲁岑：1995 年诺贝尔化学奖得主。
沃尔特·科恩：1998 年诺贝尔化学奖得主之一。
钱永健：2008 年诺贝尔化学奖得主之一。
威廉·莫尔纳尔：2014 年诺贝尔化学奖得主之一。
弗朗西斯·克里克：1962 年诺贝尔生理学或医学奖得主之一。
罗纳托·杜尔贝科：1975 年诺贝尔生理学或医学奖得主之一。
乔治·埃米尔·帕拉德：1974 年诺贝尔生理学或医学奖得主之一。
利根川进：1987 年诺贝尔生理学或医学奖得主。
布鲁斯·比尤特勒：2011 年诺贝尔生理学或医学奖得主之一。
玛丽亚·格佩特-梅耶：1963 年诺贝尔物理奖得主之一。
汉尼斯·阿尔文：1970 年诺贝尔物理奖得主之一。
哈利·马可维兹：1990 年诺贝尔经济学奖得主之一。
克莱夫·格兰杰：2003 年诺贝尔经济学奖得主之一。
罗伯特·F·恩格尔：2003 年诺贝尔经济学奖得主之一。

其他著名校友

凯西·阿克：美国实验性作家、散文设计师、剧作家、论说文家、后现代主义家。
比利·比恩：美国职棒大联盟奥克兰运动家球队总经理。
安吉拉·戴维斯：美国政治活动家，学者和作家。
卡勒德·胡赛尼：美国医师与畅销书作家。
金·史丹利·罗宾逊：美国科幻小说作家。
克莱格·凡特：美国生物学家及企业家。
乔治·费海尔：美国生物物理学家。
唐·诺曼：美国认知科学，人因工程等设计领域的著名学者。
厄文·马克·雅各布：美国电机工程师，为高通公司的共同创办者以及前首席执行官。
杰佛瑞·伯比奇：英国天文学家。
玛格丽特·伯比奇：英国天文学家。
约翰·W·道尔：美国历史学家、作家、教授。
葛立恒：美国数学家。
菲利普·基彻：英国哲学教授，关注科学哲学领域。
赫伯特·马尔库塞：德裔美籍哲学家和社会理论家。
史丹利·米勒：美国化学家和生物学家。
K·C·尼古劳：塞浦路斯裔美国化学家。
维莱亚努尔·拉马钱德兰：美籍印度裔神经科学家。
L·S·斯塔夫里阿诺斯：希腊裔加拿大籍历史学家。
艾尔基·罗斯拉堤：芬兰裔美国医学家，美国国家科学院院士，圣巴巴拉加州大学教授。
安德鲁·维特比：意大利-美国电机工程师和企业家，高通公司的共同创建者之一。
凯利·穆利斯：美国生物化学家。
安东尼·R·亨特：英裔美国生物学家。
朱迪斯·霍伯斯坦：现为美国南加州大学女性主义研究中心主任，英语系教授。
谢淑丽：中美政治专家。
兰茜·艾灵臣：美国超级名模。

著名亚裔校友

管中闵：台湾经济学家、现任国立台湾大学校长、中央研究院院士。
有道出人：美裔日本人，现职大学讲师及作家。
石坂公成：日本科学家、医学家、免疫学家，美国国家科学院院士，现任拉霍亚过敏与免疫学研究所名誉所长，也是经团连原会长石坂泰三的外甥。
前野悦辉：日本科学家，京都大学教授
谢晓亮：美国化学家、生物物理学家。现任哈佛大学化学及化学生物学系教授。
钱煦：美籍华裔科学家，圣地亚哥加州大学惠特克生物医学工程研究院院长，美国生物医学协会主席。
金芳蓉：美籍华裔数学家。
冯元桢：美籍华人生物工程学家、生物力学家，生物力学的创始人，生物医学工程的奠基人。
也斯：本名梁秉钧，香港作家，香港岭南大学中文系比较文学讲座教授。
陈清侨：香港岭南大学文化研究系教授，文学院学术事务长兼群芳文化研究及发展部副主任，公民党副主席，中央政策组非全职顾问。
吴家玮：香港科技大学创校校长。
朱经武：美籍华人物理学家，台湾综合大学系统首任系统校长，曾担任香港科技大学校长。
徐遐生：美籍华人天文学家，曾任台湾国立清华大学校长。
李家维：台湾生物学家，现任教于国立清华大学生命科学系，并且是台湾中文版《科学人》杂志总编辑。
艾琳达：人权运动者，纽约州立大学社会系博士，现为台北医学大学医学人文研究所助理教授。
叶永烜：德籍华人天文学家，现在台湾国立中央大学任教。
沉吕九：国际知名的物理学家。
杨祥发：台湾科学家，沃尔夫奖得主。
陈铃津：台湾医学家，现任中央研究院基因体研究中心特聘研究员兼中心副主任/医学生物学组首席执行官。
文正仁：朝鲜问题的专家，现任延世大学政治外交系教授。
蔡诗东：等离子体物理学家，中国科学院院士。
胡流源：美籍华裔生物工程学家，美国国家科学院医学院、工程学院院士，中央研究院院士。

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.

Students who select Visual Arts as their major when applying to UC San Diego will receive a notice through the UC Application site with information regarding the portfolio and link for submission. Please note, you can prepare your optional art portfolio in advance but will not be able to submit it until your UC Application has been completed.

To prepare a portfolio if you are interested in Media, Studio, ICAM, or Speculative Design:

• Determine 1-4 images (up to 5MB each) or up to 5 minutes of video content (up to 250MB each) that represents your art practice
• Create an artist’s statement of no more than 500 words that briefly describes your art practice and how your selected Visual Arts program will help to cultivate this practice

To prepare a portfolio if you are interested in Art History:

• Provide a previously written research paper or paper excerpt (no more than three pages) that showcases your interest in art or cultural history and research (you can draw on the disciplines of art history, history, sociology, anthropology, communication, literature and other areas of cultural inquiry).
• Provide a personal statement of no more than 500 words that describes your interest in art history, your future professional goals, and your specific interest in the UCSD Visual Arts department.

All applicants must submit a portfolio of work consisting of a maximum of twenty still images and an artist statement of 1000 words max. Applicants whose work is time-based should submit stills and/or performance documentation, in addition to submitting time based work in an acceptable format as listed in the PORTFOLIO section of the applications. Applicants with time-based media must upload files with a combined total run-time not exceed 12 minutes. Optional: Applicants may include a link to their personal website, Vimeo, etc. in addition to the curated portfolio. Please understand that in most cases, only the images in the portfolio will be reviewed and no more than 12 minutes of time-based media will be reviewed via the online application.

Portfolio submission guidelines

A. Artist Statement (REQUIRED FOR ALL APPLICANTS)

1000 words maximum uploaded to the PORTFOLIO portion of the UC San Diego application

B. Still Images in Digital Format (REQUIRED FOR ALL APPLICANTS)

1. Still images (max 20) must be submitted in an acceptable format listed (jpg, jpeg, etc.)

2. File sizes may not exceed 5MB per file (larger files will take longer to upload)

3. Images must be correctly rotated for viewing.

4. After uploading an image, applicants should edit details to provide the title, date, dimensions and medium for each artwork. Applicants submitting images documenting installation, performance, and project-based work should also include brief descriptions.

C. Time- Based Work (IN ADDITION TO STILL IMAGES, AS APPROPRIATE)

1. Applicants with time based media must upload files (total length 12 minutes maximum).

2. For each submitted file, applicants should edit details to provide the title, date, duration of the work, medium and a brief description. In most cases, no more than twelve total minutes of time based work will be viewed.

3. Therefore, to best represent your practice, submit excerpts with running times of three minutes or less.