California State University, Fullerton College Portrait
California State University, Fullerton800 N. State College Fullerton, CA 92834
657 278-2011
California State University, Fullerton
Learning is preeminent at California State University, Fullerton. We aspire to combine the best qualities of teaching and research universities where actively engaged students, faculty, and staff work in close collaboration to expand knowledge. We are a comprehensive, regional university with a global outlook, located in Orange County, a technologically rich and culturally vibrant area of metropolitan Los Angeles. Our expertise and diversity serve as a distinctive resource and catalyst for partnerships with public and private organizations. We strive to be a center of activity essential to the intellectual, cultural, and economic development of our region.
Living in the Cal State Fullerton Community
Our affordable undergraduate and graduate programs provide students the best of current practice, theory, and research and integrate professional studies with preparation in the arts and sciences. Through experiences in and out of the classroom, students develop the habit of intellectual inquiry, prepare for challenging professions, strengthen relationships to their communities and contribute productively to society. The ethnic diversity of our student body is impressive. Cal State Fullerton recently ranked 6th nationally in number of baccalaureate degrees awarded to minority students and 2nd in California and 6th nationally in baccalaureate degrees awarded to Hispanics. Currently, the campus has nearly equal proportions of Hispanics (29%), Asians (21%) and Caucasians (31%). In addition to ethnic diversity, the student body is characterized by young, traditional freshmen; a mix of traditional and nontraditional undergraduate transfers; and Masters', teacher credential, and Ed.D. students. Our campus has been the number one destination of California community college transfers for 11 consecutive years. We graduate more transfer students than any other CSU campus.
The Big Picture: How many students were on campus in Fall 2010?
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| Total Students | 35,590 | |
|---|---|---|
Undergraduate Snapshot
| Total Undergraduate Students | 29,962 | |
|---|---|---|
| Gender | ||
| Women | 17,023 | 57% |
| Men | 12,939 | 43% |
| Race/Ethnicity | ||
| American Indian / Alaskan Native | 113 | <1% |
| Asian | 6,371 | 21% |
| African American / Black | 817 | 3% |
| Hispanic | 9,755 | 33% |
| Native Hawaiian or Other Pacific Islander | 130 | <1% |
| White | 9,006 | 30% |
| Two or More Races | 721 | 2% |
| International | 1,074 | 4% |
| Race/Ethnicity Not Reported | 1,975 | 7% |
| Where do CSUF undergraduates call home? | |
|---|---|
| California | 98% |
| Other US States & Territories | <1% |
| Other Countries | 2% |
| Residency Unknown | <1% |
| How old are CSUF undergraduates? | |
| Average Age | 23 |
| Percent of Undergraduates Age 25 or Older | 21% |
New Student Applications (Fall 2010)
New Freshmen High School Background and Test Scores
Test(s) Required for Admission: SAT or ACT recommended
| Test Scores of Enrolled New Freshmen | ACT | SAT |
|---|---|---|
| Composite | 18 - 24 | |
| Math | 18 - 25 | 450 - 570 |
| English | 17 - 23 | |
| Critical Reading | 440 - 540 |
50% of admitted students have test scores within the ranges listed, 25% have scores above, and 25% have scores below.
| High School Background of Enrolled New Freshmen | ||
|---|---|---|
| Percent in top 25% of High School Graduating Class | 52% | |
| Percent in top 50% of High School Graduating Class | 89% | |
| Percent of New Freshmen who submitted HS GPA | 62% | |
| Average High School GPA (4-point scale) | 3.27 | |
| Percent who submitted High School GPA | 100% | |
Sticker Price: How much does it cost on average?
Typical Undergraduate Costs for 2009-10 without Financial Aid (Full-Time, In-State Students)
Total Typical Cost of Attendance: $20,123
Out-of-State & Other Costs
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The cost to attend California State University, Fullerton varies based on the individual circumstances of students and may be reduced through grants and scholarships.
How much would I pay?
Financial Aid: How much help is there to pay?
Scholarships & Grants
- 37% of 2009-10 full-time undergraduates received need-based grants or scholarships; the average award for the year was $8,836. Scholarships and grants are financial aid that does not need to be repaid and is sometimes referred to as gift aid.
Annual Need-Based Loans
- 22% of 2009-10 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $4,247. Loans need to be repaid. Typically, repayment starts once you are no longer enrolled full-time. Please refer to page 12 of the Funding Education Beyond High School guide on the US Department of Education's Federal Student Aid website for more information about Financial Need.
Percent of 2009-2010 Full-time Beginning Students Receiving Each Type of Financial Aid
NOTE: Students may receive aid from more than one source.
CSUF Classes & Instructors
| Classroom Environment | |
|---|---|
| Students per Faculty | 26 to 1 |
| Undergraduate classes with fewer than 30 students | 52% |
| Undergraduate classes with fewer than 50 students | 90% |
| Total Full-Time Instructional Faculty | 848 |
| % of Full-Time Instructional Faculty Who Are Female | 47% |
| % of Full-Time Instructional Faculty Who Are Persons of Color | 26% |
| % of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study | 82% |
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Campus-based Housing
7% of new freshmen live in campus-based housing or residence halls.
3% of all undergraduates live on campus
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Campus Safety
The University Police Department is a full-service sworn police department with all of the responsibilities and authority of municipal and county law enforcement agencies. The University Police Department is designed to act in concert with the other services available to students on the campus, to help maintain a safe and peaceful learning environment for the students, to protect and provide a safe and secure working environment for the staff and faculty of the campus, and to provide for a campus in which learning is indeed preeminent.
Campus Crime Statistics
Carnegie Classification of Institutional Characteristics
The Carnegie Classification's were created "to reference the great diversity of colleges and universities in the United States, and ... enable [people] to identify groups of roughly comparable institutions." For information on the Carnegie Classifications system, please visit their website: http://classifications.carnegiefoundation.org/
- Basic Type
- Master's Colleges and Universities (larger programs)
- Size and Setting
- Large four-year, primarily nonresidential
- Enrollment Profile
- High undergraduate
- Undergraduate Profile
- Medium full-time four-year, selective, higher transfer-in
- Undergraduate Instructional Program
- Balanced arts & sciences/professions, high graduate coexistence
- Graduate Instructional Program
- Postbaccalaureate comprehensive
NOTE: Institutional classifications based on the Carnegie 2005 edition.
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Student Activities and Involvement at CSUF
Students who are actively involved in their own learning and development are more likely to be successful in college. Colleges and universities offer students a wide variety of opportunities both inside and outside the classroom to become engaged with new ideas, people, and experiences. Institutions measure the effectiveness of these opportunities in a variety of ways to better understand what types of activities and programs students find the most helpful.
Institutions participating in the VSA program measure student involvement on campus using one of four national surveys. Results from the one survey are reported for a common set of questions selected as part of VSA. Following are the selected results from the National Survey of Student Engagement (NSSE). The questions have been grouped together in categories that are known to contribute to student learning and development. The results reported below are based on the responses of seniors who participated in the survey.
Group Learning Experiences
- 93% percent of seniors worked with classmates on assignments outside of class.
- 51% of seniors tutored or taught other students
- 17% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports
Active Learning Experiences
- 84% of seniors spent at least 6 hours per week preparing for class
- 11% of seniors worked on a research project with a faculty member
- 43% of seniors participated in an internship, practicum, or field experience
- 47% of seniors participated in community service or volunteer work
- 6% of seniors participated in study abroad
- 95% of seniors made at least one class presentation last year
Institutional Commitment to Student Learning and Success
- 97% of seniors believe this institution provides support for student success
- 72% of seniors rated the quality of academic advising at this institution as good or excellent
- 63% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
- 96% of seniors reported working harder than they thought they could to meet an instructor's standards or expectations
Student Interaction with Campus Faculty and Staff
- 50% of seniors believed that the campus staff were helpful, considerate, or flexible
- 75% of seniors believed that faculty are available, helpful, or sympathetic
- 93% of seniors reported that faculty members provided prompt feedback on their academic performance
- 64% of seniors discussed readings or ideas with faculty members outside of class
Experiences with Diverse Groups of People and Ideas
- 66% of seniors reported that they often tried to understand someone else's point of view
- 90% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
- 63% of seniors often had serious conversations with students of a different race or ethnicity
Student Satisfaction
- 85% of seniors would attend this institution if they started over again
- 87% of seniors rated their entire educational experience as good or excellent
- 79% of seniors reported that other students were friendly or supportive
Evaluation of Experiences
Survey Administration Process
Survey Information
Majors and Degrees
| Degrees awarded at California State University, Fullerton in 2009-10 | |
|---|---|
| Bachelor's | 6,481 |
| Master's | 1,394 |
| Doctoral | 7 |
| Total | 7,882 |
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| Areas of Study with the largest number of bachelor's degrees awarded in 2009-10 | |
|---|---|
| BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES | 25% |
| Communication and Media Studies | 12% |
| Teacher Education and Professional Development, Specific Levels and Methods | 6% |
| Psychology, General | 6% |
| Fine and Studio Arts | 4% |
| Links to degree programs at California State University, Fullerton |
|---|
Bachelor'sMaster'sDoctoral |
Future Plans of Spring 2011 Bachelor's Degree Recipients
Survey Administration Process
Student Success & Progress Rate
A 89% four-year success and progress rate means that 89% of students starting in Fall 2004 either graduated or are still enrolled at a higher education institution four years later.
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Counts for the Fall 2004 entering class shown in the graph above.
- 3,542 First-Time, Full-Time Students
- 2,446 Full-Time Transfer Students
Success & Progress Rate Table
Retention of Freshman Class
First-time students in Fall 2009 that returned for their second year: 84%
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Student Learning at California State University, Fullerton
All colleges and universities use multiple approaches to measure student learning. Many of these are specific to particular disciplines, many are coordinated with accrediting agencies, and many are based on outcomes after students have graduated.
Assessment of student learning at CSUF is defined as the measurement of how well students learn what we expect them to learn. The purpose of assessment of student learning is to document, explain and improve the university’s programs. All those who are responsible for student learning are encouraged to undertake assessment of that learning. Academic departments and programs devise student learning goals and measurable outcomes to document student academic achievement. Faculty members utilize data from assessment measures in a continuous effort to improve teaching, learning and academic program quality. By constantly striving to improve academic program quality, the university prepares its students for success in their careers and for future graduate and professional study.
Learning Assessment Examples
Pilot Project to Measure Core Learning Outcomes
Colleges and universities participating in the College Portrait measure the typical improvement in students' abilities to think, reason, and write using one of three tests. This is part of a pilot project to better understand and compare what students learn between their freshman and senior years at different colleges and universities.
2010-11 Results from the Collegiate Learning Assessment
The Collegiate Learning Assessment (CLA) measures critical thinking, analytic reasoning, problem solving, and written communication using a performance task and an analytic writing task. The scores from the tasks are reported separately below.
Test Administration Process
Test Information
Performance Task Results for First-time, Full-time Students
The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.
Freshman Score: 1072
Senior Score: 1176
CLA score range: 400 to no maximum score.
Average EEA scores for tested students
Freshman Score: 997
Senior Score: 1023
Analytic Writing Task Results for First-time, Full-time Students
The increase in learning on the analytic writing task is at or near what would be expected at an institution testing students of similar academic abilities.
Freshman Score: 1111
Senior Score: 1166
CLA score range: 400 to no maximum score.
Average EEA scores for tested students
Freshman Score: 997
Senior Score: 1023