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How to Write the University of California Essays 2023-2024

The University of California (UC) school system is the most prestigious state university system in the United States and includes nine undergraduate universities: UC Berkeley, UC San Diego, UCLA, UC Santa Barbara, UC Santa Cruz, UC Davis, UC Riverside, UC Merced, and UC Irvine.

The University of California system has its own application portal, as well as its own deadline of November 30th—a full month before the Common Application is due. All nine universities use one application, so it is easy to apply to multiple UCs at the same time. 

The application requires you to answer four of eight personal insight questions, with a 350-word limit on each prompt. This may seem daunting at first, but we provide this guide to make the prompts more approachable and to help you effectively tackle them! 

University of California Application Essay Prompts

Note: There is only one application for all the UC schools, so your responses will be sent to every University of California school that you apply to. You should avoid making essays school-specific (unless you are applying to only one school).

You might want to start by deciding which four of the eight prompts you plan on answering. The eight prompts are:

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.

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., 3. what would you say is your greatest talent or skill how have you developed and demonstrated that talent over time, 4. describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced., 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, 6. think about an academic subject that inspires you. describe how you have furthered this interest inside and/or outside of the classroom., 7. what have you done to make your school or your community a better place, 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.

As you begin selecting prompts, keep the purpose of college essays at the forefront of your mind. College essays are the place to humanize yourself and transform your test scores, GPA, and extracurriculars into a living, breathing human with values, ambitions, and a backstory. If a specific prompt will allow you to show a part of who you are that is not showcased in the rest of your application, start there. 

If nothing immediately jumps out at you, try dividing the prompts into three categories: “definites,” “possibilities,” and “avoids at all costs.” “Definites” will be prompts that quickly spark up a specific idea in you. “Possibilities” might elicit a few loose concepts, anecdotes, or structures. And “avoids” are prompts where you honestly cannot see yourself writing a convincing essay. Next, take your “definites” and “possibilities” and jot down your initial thoughts about them. Finally, look at all of your ideas together and decide which combination would produce the most well-rounded essay profile that shows who you are as an individual.

Of course, this is just one way to approach choosing prompts if you are stuck. Some students might prefer writing out a list of their values, identifying the most important ones in their life, then figuring out how to showcase those through the prompts. Other students select prompts based on what they are excited by or through freewriting on every prompt first. Do not feel constrained by any one method. Just remember:

• Do not rush into prompts at first glance (though trial writing can be very valuable!).
• Make sure that you consider potential ideas for many prompts before making final decisions, and ultimately write about the one with the most substance.
• The prompts you select should allow you to highlight what is most important to you.

Check out our video to learn more about how to write the UC essays!

The 8 UC Personal Insight Questions

“Leadership Experience” is often a subheading on student resumes, but that is not what admissions officers are asking about here. They are asking for you to tell them a specific story of a time when your leadership truly mattered. This could include discussing the policies you enacted as president of a school club or the social ties you helped establish as captain of a sports team, but this prompt also gives you the freedom to go past that.

Leaders are individuals with strong values, who mentor, inspire, correct, and assist those around them. If you don’t feel like you’ve ever been a leader, consider the following questions:

• Have you ever mentored anyone? Is there anyone younger than you who would not be the person they are today without you?
• Have you ever taken the initiative? When and why did it matter?
• Have you ever been fundamental to positive change in the world—whether it be on the small scale of positively impacting a family member’s life or on the large scale of trying to change the status of specific communities/identities in this world?
• Have you ever stood up for what’s right or what you believe in?

Leadership is a concept that can be stretched, bent, and played with, but at the end of the day, the central theme of your essay must be leadership. Keeping this in mind, after your first draft, it can be helpful to identify the definition of leadership that you are working with, to keep your essay cohesive. This definition doesn’t need to appear within the essay (though, if you take on a more reflective structure, it might). Some examples of this include “being a positive role model as leadership,” “encouraging others to take risks as leadership,” and “embracing my identities as leadership.”

Here are some examples of how a leadership essay might look:

• You’ve always loved learning and challenging yourself, but when you got to high school it was clear that only a certain type of student was recommended to take AP classes and you didn’t fit into that type. You presented a strong case to the school counselors that you were just as prepared for AP classes as anyone else, enrolled in your desired classes, and excelled. Since then, AP classes have become more diversified at your school and there has even been a new inclusion training introduced for your district’s school counselors. 
• When you were working as a camp counselor, the art teacher brought you two of your campers who were refusing to get along. To mediate the conflict, you spent long hours before bed talking to them individually, learning about their personal lives and family situation. By understanding where each camper came from, you were better equipped to help them reach a compromise and became a role model for both campers.
• As a member of your school’s Chinese organization, you were driven by your ethnic heritage to devote your lunch breaks to ensuring the smooth presentation of the Chinese culture show. You coordinated the performers, prepared refreshments, and collected tickets. You got through a great performance, even though a performer didn’t show and some of the food was delivered late. You weren’t on the leadership board or anything, but exhibited serious leadership, as both nights of the culture show sold out and hundreds of both Chinese and non-Chinese people were able to come together and celebrate your culture.

Like the last prompt, this prompt asks about a specific topic—creativity—but gives you wiggle room to expand your definition of that topic. By defining creativity as problem-solving, novel thinking, and artistic expression, this prompt basically says “get creative in how you define creativity!” 

Additionally, this broad conception of creativity lets you choose if you want to write about your personal life or your academic life. A robotics student could write about their love of baking on the weekends or their quick thinking during a technical interview. A dance student could write about their love of adapting choreography from famous ballets or their innovative solution to their dance team’s lack of funds for their showcase. You have space to do what you want!

That said, because this prompt is so open, it is important to establish a focus early on. Try thinking about what is missing from your application. If you are worried that your application makes you seem hyper-academic, use this prompt to show how you have fun. If you are worried that you might be appearing like one of those students who just gets good grades because they have a good memory, use this prompt to show off your problem-solving skills.

Also, keep in mind that you don’t have to describe any skill in creative pursuits as you answer this prompt. The prompt asks you how you express your “creative side,” alluding to creative instinct, not creative talent. You could write about how you use painting to let out your emotions—but your paintings aren’t very good. You could write about dancing in the shower to get excited for your day—but one time you slipped and fell and hurt your elbow. Experiences like these could make for a great reflective essay, where you explore the human drive towards creative expression and your acceptance that you personally don’t have to be creatively inclined to let out creative energy.

Some examples:

• A math student writing about a time they devised a non-textbook method to proving theorems 
• A creative writer describing how they close-read the ups-and-downs of classical music as an attempt to combat writers’ block and think of emotional trajectories for new stories
• An engineering student writing about cooking as a creative release where numbers don’t matter and intuition supersedes reason
• A psychology student writing about the limitations of quantitative data and describing a future approach to psychology that merges humanism and empiricism.

This is the kind of prompt where an answer either pops into your head or it doesn’t. The good news is that you can write a convincing essay either way. We all have great talents and skills—you just might have to dig a bit to identify the name of the talent/skill and figure out how to best describe it.

Some students have more obvious talents and skills than others. For example, if you are intending to be a college athlete, it makes sense to see your skill at your sport as your greatest talent or skill. Similarly, if you are being accepted into a highly-selective fine arts program, painting might feel like your greatest talent. These are completely reasonable to write about because, while obvious, they are also authentic! 

The key to writing a convincing essay about an obvious skill is to use that skill to explore your personality, values, motivations, and ambitions. Start by considering what first drew you to your specialization. Was there a specific person? Something your life was missing that painting, hockey, or film satisfied? Were you brought up playing your sport or doing your craft because your parents wanted you to and you had to learn to love it? Or choose to love it? What was that process like? What do these experiences say about you? Next, consider how your relationship with your talent has evolved. Have you doubted your devotion at times? Have you wondered if you are good enough? Why do you keep going? On the other hand, is your talent your solace? The stable element in your life? Why do you need that?

The key is to elucidate why this activity is worth putting all your time into, and how your personality strengths are exhibited through your relationship to the activity. 

Do not be put off by this prompt if you have not won any big awards or shown immense talent in something specific. All the prompt asks for is what you think is your greatest talent or skill. Some avenues of consideration for other students include:

• Think about aspects of your personality that might be considered a talent or skill. This might include being a peacemaker, being able to make people laugh during hard times, or having organization skills.
• Think about unique skills that you have developed through unique situations. These would be things like being really good at reading out loud because you spend summers with your grandfather who can no longer read, knowing traffic patterns because you volunteer as a crossing guard at the elementary school across the street that starts 45 minutes before the high school, or making really good pierogi because your babysitter as a child was Polish.
• Think about lessons you have learned through life experiences. A military baby might have a great skill for making new friends at new schools, a child of divorce might reflect on their ability to establish boundaries in what they are willing to communicate about with different people, and a student who has had to have multiple jobs in high school might be talented at multitasking and scheduling. 

Make sure to also address how you have developed and demonstrated your selected talent. Do you put in small amounts of practice every day, or strenuous hours for a couple of short periods each year? Did a specific period of your life lead to the development of your talent or are you still developing it daily? 

The purpose of college essays is to show your values and personality to admissions officers, which often includes exploring your past and how it informs your present and future. With a bit of creativity in how you define a “talent or skill,” this prompt can provide a great avenue for that exploration. 

This prompt offers you two potential paths—discussing an educational opportunity or barrier. It is important that you limit yourself to one of these paths of exploration to keep your essay focused and cohesive. 

Starting with the first option, you should think of an educational opportunity as anything that has added value to your educational experience and better prepared you for life and your career. Some examples could include:

• participation in an honors program
• enrollment in an academy geared toward your future profession
• a particularly enlightening conversation with a professional or teacher
• joining a cultural- or interest-based student coalition
• plenty of other opportunities

The phrasing “taken advantage of” implies the admissions committee’s desire for students who take the initiative. Admissions officers are more interested in students who sought out opportunities and who fought to engage with opportunities than students who were handed things. For example, a student who joined a career-advancement afterschool program in middle school could write about why they were initially interested in the program—perhaps they were struggling in a specific subject and didn’t want to fall behind because they had their sights set on getting into National Junior Honor Society, or their friend mentioned that the program facilitated internship opportunities and they thought they wanted to explore therapy as a potential career path.

On the other hand, if an opportunity was handed to you through family connections or a fortuitous introduction, explore what you did with that opportunity. For example, if a family member introduced you to an important producer because they knew you were interested in film, you could write about the notes you took during that meeting and how you have revisited the producer’s advice and used it since the meeting to find cheap equipment rentals and practice your craft.

If you choose to write about educational barriers you have faced, consider the personal characteristics and skills you called upon to overcome the challenge. How did the process of overcoming your educational barrier shape you as a person? What did you learn about yourself or the world? An added plus would be talking about passing it forward and helping those in your purview obtain the knowledge you did from your experiences.

Some examples of educational barriers could include:

• limited access to resources, materials, technology, or classes
• lacking educational role models
• struggles with deciding on a passion or career path
• financial struggles

One example of an interesting essay about educational barriers:

As a student at a school that did not offer any honors classes, you enrolled in online lectures to learn the subject you were passionate about — Human Geography. Afterward, you spoke to your school administrators about high-achieving students needing higher-level courses, and they agreed to talk to the local community college to start a pipeline for students like you.

Either way that you take this prompt, it can be used to position yourself as motivated and driven—exactly the type of student admissions officers are looking for!

This prompt is three-pronged. You must 1) identify a challenge 2) describe the steps you have taken to overcome the challenge and 3) connect the challenge to your academic achievement.

When approaching this prompt, it is best to consider these first and third aspects together so that you identify a challenge that connects to your academic life. If you simply pick any challenge you have experienced, when you get to the third part of the prompt, you may have to stretch your essay in ways that are unconvincing or feel inauthentic.

That said, remember that “academic achievement” reaches far beyond grades and exams. It can include things like:

• Deciding your career goals
• Balancing homework, jobs, and social/familial relationships
• Having enough time to devote to self-care
• Figuring out how you study/learn best
• Feeling comfortable asking for help when you need it

You should begin brainstorming challenges and hardships that you have experienced and overcome. These could include financial hardships, familial circumstances, personal illness, or learning disabilities. Challenges could also be less structural—things like feeling like you are living in a sibling’s shadow, struggles with body image, or insecurity. While it is important that your challenge was significant, it matters much more that you discuss your challenge with thoughtful reflection and maturity.

Some ways to take this prompt include:

• Writing about how overcoming a challenge taught you a skill that led to academic success — for example, a high-achieving student who struggles with anxiety was forced to take time off from school after an anxiety attack and learned the importance of giving oneself a break
• Writing about a challenge that temporarily hindered your academic success and reflecting on it — for example, a student who experienced a death in the family could have had a semester where they almost failed English because reading led to negative thought spirals instead of plot retention
• Writing about how a challenge humbled you and gave you a new perspective on your academics — for example, a student with a part-time job who helps support her family missed a shift because she was studying for a test and realized that she needed to ask her teachers for help and explain her home situation

As you describe the steps you have taken to overcome your selected challenge, you will want to include both tangible and intangible steps. This means that you will need to discuss your emotions, growth, and development, as well as what you learned through overcoming the challenge. Was your challenge easy to overcome or did it take a few tries? Do you feel you have fully overcome your challenge or is it a work in progress? If you have fully overcome the challenge, what do you do differently now? Or do you just see things differently now? If you were to experience the same challenge again, what would you have learned from before?

Here are some detailed examples:

• Your parents underwent a bitter, drawn-out divorce that deeply scarred you and your siblings, especially your little brother who was attending elementary school at the time. He was constantly distraught and melancholy and seemed to be falling further and further behind in his schoolwork. You took care of him, but at the cost of your grades plummeting. However, through this trial, you committed yourself to protecting your family at all costs. You focused on computer science in high school, hoping to major in it and save up enough money for his college tuition by the time he applies. Through this mission, your resolve strengthened and reflected in your more efficient and excellent performance in class later on.
• Your race was the most significant challenge you faced growing up. In school, teachers did not value your opinion nor did they believe in you, as evidenced by their preferential treatment of students of other races. To fight back against this discrimination, you talked to other students of the same race and established an association, pooling together resources and providing a supportive network of people to others in need of counseling regarding this issue.

The first step for approaching this prompt is fun and easy—think about an academic subject that inspires you. This part of the essay is about emotional resonance, so go with your gut and don’t overthink it. What is your favorite subject? What subject do you engage with in the media in your free time? What subject seeps into your conversations with friends and family on the weekends?

Keep in mind that high school subjects are often rather limited. The span of “academic subjects” at the university level is much less limited. Some examples of academic subjects include eighteenth-century literature, political diplomacy, astronomy, Italian film and television, botany, Jewish culture and history, mobile robotics, musical theater, race and class in urban environments, gender and sexuality, and much more.

Once you’ve decided what subject you are most interested in and inspired by, think about a tangible example of how you have furthered your interest in the subject. Some common ways students further their interests include:

• Reading about your interest
• Engaging with media (television, film, social media) about your interest
• Volunteering with organizations related to your interest
• Founding organizations related to your interest
• Reaching out to professionals with your academic interest
• Using your interest in interdisciplinary ways
• Research in your field of interest
• Internships in your field of interest

While you should include these kinds of tangible examples, do not forget to explain how your love for the subject drives the work you do, because, with an essay like this, the why can easily get lost in describing the what . Admissions officers need both.

A few examples:

• You found your US government class fascinatingly complex, so you decided to campaign for a Congressional candidate who was challenging the incumbent in your district. You canvassed in your local community, worked at the campaign headquarters, and gathered voter data whilst performing various administrative duties. Though the work was difficult, you enjoyed a sense of fulfillment that came from being part of history.
• Last year you fell in love with the play Suddenly Last Summer and decided to see what career paths were available for dramatic writing. You reached out to the contact on your local theater’s website, were invited to start attending their guest lecturer series, and introduced yourself to a lecturer one week who ended up helping you score a spot in a Young Dramatic Writers group downtown.
• The regenerative power of cells amazed you, so you decided to take AP Biology to learn more. Eventually, you mustered up the courage to email a cohort of biology professors at your local university. One professor responded, and agreed to let you assist his research for the next few months on the microorganism C. Elegans.
• You continued to develop apps and games even after AP Computer Science concluded for the year. Eventually, you became good enough to land an internship at a local startup due to your self-taught knowledge of various programming languages.

With regards to structure, you might try thinking about this essay in a past/present/future manner where you consider your past engagement with your interest and how it will affect your future at a UC school or as an adult in society. This essay could also become an anecdotal/narrative essay that centers around the story of you discovering your academic interest, or a reflective essay that dives deep into the details of why you are drawn to your particular academic subject.

Whatever way you take it, try to make your essay unique—either through your subject matter, your structure, or your writing style!

College essay prompts often engage with the word “community.” As an essay writer, it is important to recognize that your community can be as large, small, formal, or informal as you want it to be. Your school is obviously a community you belong to, but your local grocery store, the nearby pet adoption center you volunteer at, your apartment building, or an internet group can also be communities. Even larger social groups that you are a part of, like your country or your ethnicity, can be a community. 

The important part of your response here is not the community you identify with but rather the way you describe your role in that community. What do you bring to your community that is special? What would be missing without you?

Some responses could include describing how you serve as a role model in your community, how you advocate for change in your community, how you are a support system for other community members, or how you correct the community when it is veering away from its values and principles.

Here are some fleshed-out examples of how this essay could take shape, using the earlier referenced communities:

• A student writes about the local grocery store in his neighborhood. Each Sunday, he picks up his family’s groceries and then goes to the pharmacy in the back to get his grandmother’s medication. The pharmacist was a close friend of his grandmother’s when she was young, so the student routinely gives the pharmacist a detailed update about his grandmother’s life. The student recognizes the value in his serving as a link to connect these two individuals who, due to aging, cannot be together physically.
• An animal-loving student volunteers one Saturday each month at the pet adoption center in their city’s downtown district. They have always been an extremely compassionate person and view the young kittens as a community that deserves to be cared for. This caring instinct also contributes to their interactions with their peers and their desire to make large-scale positive social change in the world.

Your response to this prompt will be convincing if you discuss your underlying motives for the service you have done, and in turn, demonstrate the positive influence you have made. That said, do not be afraid to talk about your actions even if they did not produce a sweeping change; as long as the effort was genuine, change is change, no matter the scale. This essay is more about values and reflection than it is about the effects of your efforts.

Lastly, if you are discussing a specific service you did for your community, you might want to touch on what you learned through your service action or initiative, and how you will continue to learn in the future. Here are a few examples:

• Passionate about classical music, you created a club that taught classical and instrumental music at local elementary schools. You knew that the kids did not have access to such resources, so you wanted to broaden their exposure as a high school senior had done for you when you were in middle school. You encouraged these elementary schoolers to fiddle with the instruments and lobbied for a music program to be implemented at the school. Whether the proposal gets approved or not, the kids have now known something they might never have known otherwise.
• Working at your local library was mundane at times, but in the long run, you realized that you were facilitating the exchange of knowledge and protecting the intellectual property of eminent scholars. Over time, you found ways to liven up the spirit of the library by leading arts and crafts time and booking puppet shows for little kids whose parents were still at work. The deep relationships you forged with the kids eventually blossomed into a bond of mentorship and mutual respect.

Be authentic and humble in your response to this essay! Make sure it feels like you made your community a better place because community is a value of yours, not just so that you could write about it in a college essay.

This is the most open-ended any question can get. You have the freedom to write about anything you want! That said, make sure that, no matter what you do with this prompt, your focus can be summarized into two sentences that describe the uniqueness of your candidacy.

The process we recommend for responding to open-ended prompts with clarity involves the following steps:

1. On a blank piece of paper, jot down any and every idea — feelings, phrases, and keywords — that pop into your head after reading this prompt. Why are you unique?

2. Narrow your ideas down to one topic. The two examples we will use are a student writing about how her habit of pausing at least five seconds before she responds to someone else’s opinion is emblematic of her thoughtfulness and a student whose interest in researching the history of colonialism in the Caribbean is emblematic of their commitment to justice.

3. Outline the structure of your essay, and plan out content for an introduction, body paragraphs, and a conclusion.

4. Before you start writing your essay, write one or two sentences that summarize how you would like the admissions officers to perceive you based on this essay. These sentences will not be in your final product, but will help you to maintain a focus. For our examples, this would be something like “Natalie’s habit of gathering her thoughts before responding to other people’s opinions allows her to avoid undesired complications and miscommunications in her social interactions. This has not only helped her maintain strong relationships with all the staff members of the clubs she leads, but will also help her navigate the social environments that she will face in the professional world.” A summary for the student writing about their interest in the history of colonialism could be “Jonathan has always been highly compassionate and sympathetic by nature. When they found out about the historical injustices of colonialism in the Caribbean through the book The Black Jacobins , they realized that compassion is what is missing from politics. Now, they are inspired to pursue a political science degree to ultimately have a political career guided by compassion.”

5. Finally, write an essay dedicated to constructing the image you devised in step 4. This can be achieved through a number of different structures! For example, Natalie could use an anecdote of a time when she spoke too soon and caused someone else pain, then could reflect on how she learned the lesson to take at least five seconds before responding and how that decision has affected her life. Jonathan could create an image of the future where they are enacting local policies based on compassion. It is important to keep in mind that you do not want to be repetitive, but you must stay on topic so that admissions officers do not get distracted and forget the image that you are attempting to convey.

As exemplified by the examples we provided, a good way to approach this prompt is to think of a quality, value, or personality trait of yours that is fundamental to who you are and appealing to admissions officers, then connect it to a specific activity, habit, pet peeve, anecdote, or another tangible example that you can use to ground your essay in reality. Use the tangible to describe the abstract, and convince admissions officers that you would be a valuable asset to their UC school!

Where to Get Your UC Essays Edited

With hundreds of thousands of applicants each year, many receiving top scores and grades, getting into top UC schools is no small feat. This is why excelling in the personal-insight questions is key to presenting yourself as a worthwhile candidate. Answering these prompts can be difficult, but ultimately very rewarding, and CollegeVine is committed to helping you along that journey. Check out these UC essay examples for more writing inspiration.

If you want to get your essays edited, we also have free peer essay review , where you can get feedback from another student. You can also improve your own writing skills by editing other students’ essays.

You can also receive expert essay review by advisors who have helped students get into their dream schools. You can book a review with an expert to receive notes on your topic, grammar, and essay structure to make your essay stand out to admissions officers. Haven’t started writing your essay yet? Advisors on CollegeVine also offer  expert college counseling packages . You can purchase a package to get one-on-one guidance on any aspect of the college application process, including brainstorming and writing essays.

Related CollegeVine Blog Posts

University of California 2023-24 Essay Prompt Guide

Regular Decision: 

Regular Decision Deadline: Nov 30

You Have: 

University of California  2023-24 Application Essay Question Explanations

The Requirements: 4 out of 8 essays, 350 words each.

Supplemental Essay Type(s): Oddball , Community , Activity

The UC application sounds like a riddle. Every student must write four essays, but choose from eight prompts. The rules may be unfamiliar, but the game is the same: tell admissions something they don’t know – and then do it three more times! The instructions counsel you to “select questions that are most relevant to your experience and that best reflect your individual circumstances,” and frankly, we couldn’t agree more. A strategic applicant will choose a constellation of prompts that highlight vastly different aspects of their lives and personalities, leaving an admissions officer with a deep and complete picture of who they are. Don’t get hung up on trying to divine the questions admissions wants you to answer. In the end, they just want to get to know the real you, plus the application swears that “there is no advantage or disadvantage to choosing certain questions over others.” So follow your heart (!) and don’t let the fatigue get to you. Avoid robotically starting every answer by restating the question and be as anecdotal as possible. With each essay, your goal isn’t just to answer the question, but to tell a very short story about yourself!

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.

When answering this question, avoid the siren song of your resume. This question isn’t asking you for a list! Remember: it’s your job, as an applicant, to use every essay as an opportunity to reveal something new about yourself. Think of a moment when you were in a position where you worked really hard to help a group of people. Maybe you are always the one helping your younger siblings with their homework, and you struggled to find ways to engage your dyslexic younger brother with math. Maybe, as a camp counselor or church volunteer, you were in charge of choreographing and instructing a number for a group of seven-year-old hip hop dancers to perform. Perhaps, on a Habitat for Humanity school trip, you became the head cook, whipping up everything from pancakes to chicken fajitas while galvanizing a team of sous chefs to pitch in.  

The point is, try to isolate a single leadership moment, and bring it to life with vivid details. Describe where you were, what was happening around you, and what you were feeling. Discuss what challenges you faced, and what you ultimately learned from the experience. Don’t shy away from challenges or even failures, since these are exactly the sorts of character-building experiences that can demonstrate resilience and quick thinking.

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.

You may think that this question was geared towards the artistically inclined, but take a closer look. The wording offers many potential definitions that veer away from traditional conceptions of creativity (and actually, it asks you for your personal definition!). Creativity lies in your outlook: seeing the opportunity to use one of your skills in a novel situation; looking at a problem from a new angle to find the solution that no one else could see. This question is, in reality, ideal for the more scientifically oriented to create a more well-rounded profile. Creative types, on the other hand, might want to proceed with caution since, really, every question is an opportunity to show off your talents and describe your artistic endeavors.

No matter who you are, though, remember this classic writing advice: show don’t tell. So, you claim that gardening, or Calculus, or painting is how you show your creative side. Okay. So, then immerse the reader in this activity with you . If you enjoy gardening, describe the plants, their qualities, and how you make your horticultural choices; are you drawn to the aesthetics or are you botanically inquisitive? Similarly, if your subject is Calculus, show the reader how you sat in your dad’s office for six hours straight trying to calculate Pi on a three dozen sheets of paper using red crayon.  If you love to paint, show the reader where you paint, what you paint, and why you paint, describing the colors, textures, materials—the essential process behind your art. Write descriptively so that the reader can feel as if he or she were experiencing your creative passion with you.

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.

If question 3 reminds you of question 2, you’re not alone. Often, when we talk about a talent or skill that we have honed over the course of a lifetime, we’re inclined to describe it as an art — a creative extension of who we are. So if you choose to respond to both of these questions, make sure to highlight distinct skills in each. 

The good news is: finding your subject should be easy! You just need to answer this question: what makes you proud? Think about the stories that your friends and family like to share about you. Think about moments when your hard work paid off. When you can zero in on an experience that makes your heart swell, you’ll be able to pinpoint your essential subject. If the memory of your first swim meet victory still makes you smile, draw us into your rigorous training schedule; describe the aspects of the sport that motivate you to wake up early and push yourself. What were your challenges? What has this experience taught you? This narrative should have a clear timeline that traces your growth from the past to the present and into the future. How do you plan to further develop your talent in college and/or after college? Show not only that you have grown, but that you will continue to grow as you take your first steps into adulthood.

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 are you today.

This question is tricky because it has two parts. So first break the question down: You can write about either A.) How you have taken advantage of a significant educational opportunity OR B.) How you have worked to overcome an educational barrier. The “or” is key. You are not being asked to write about both parts of this question. Just write about one.

If you have participated in an afterschool program, internship, honors program, or a special class that was meaningful or inspiring to you, you will want to think about choosing option A.  Maybe it was an afterschool program for young, aspiring lawyers, or an advanced history class that you took at your local community college. This is an opportunity for you to showcase your ambition and highlight the kinds of challenges that engage and excite you. Beyond underscoring an academic interest, reflect on the personal qualities required for you to succeed. And remember to show, not tell! It will save you from accidentally humble-bragging your way through this assignment. 

Now, for option B. If you have worked to overcome a disability, struggled in school because you have a different background than your peers, suffered financial hardship, or something along those lines, you can choose to write about option B. To nail this tricky task, you will need to highlight not only the ways you struggled, but also the qualities that helped you succeed. How would you define yourself? Resilient? Hardworking? Brave? Zero in on a quality that resonates with you, and write targeted descriptions that bring it to life. (No one is going to believe you if you just write, “I am resilient,” and leave it at that.) Lastly, reflect on how this barrier shaped who you are today, and what skills you gained through facing this educational barrier.

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”.

If you skipped question 4 or chose to write about option A, this question is a gift: a second chance to showcase your resilience in the face of obstacles. On the other hand, if you chose to write about option B in question 4, this might feel redundant. You are free to write about both, but again, proceed with caution and be sure to select a totally different challenge.

We’ve said it before and we’ll say it again: questions that ask you to describe a struggle or failure are really probing for stories about success. What pro-active steps did you take to address the problem at hand? Even if your solution didn’t work out perfectly, what did you learn? In facing this challenge, did you discover a courageous, creative, or hard-working side of yourself? Did you learn something valuable about yourself or others? Highlight the upside. How did this challenge shape who you are today? And how will the skills that you gained dealing with this challenge will help you in college and beyond?

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.

If you’ve ever referred to yourself as a “nerd” or “geek”, this question is probably for you. To nail down a topic for this bad boy, you can work in two directions: (1) think about how your favorite academic subject has impacted your extracurricular pursuits, or (2) trace one of your favorite hobbies back to its origins in the classroom. Maybe your love of languages led you to take a job at a coffee shop frequented by multilingual tourists. Or perhaps your now-extensive coin collection was resurrected when you did a research project on ancient Roman currency. Whichever way you go about it, building a bridge between the scholarly and the personal lies at the heart of answering this prompt.

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.

Some backwards advice: When writing about community service, you should always start with yourself. Community service essays are cliché minefields. To avoid drifting into platitudes, you need to ground your writing in the specificity of your life. Don’t start with the action and end with what you learned. Instead, dig into your motivations. If you spent weeks petitioning your school community to raise the hourly wage for custodial staff, what prompted you to act? What assumptions did you have about income inequality and what did you learn about your community in the process? Or, maybe you weren’t too enthused about your community service. Maybe you participated in a soccer-team-mandated day of coaching a pee-wee team. What caused your skepticism? How did you turn the experience around?

Also, don’t just choose a topic that sounds impressive. “This year I acted as the co-chair of the Honors Society, presiding over twenty different cases.” If you didn’t, in fact, really enjoy Honors Society, write about a topic that means something to you instead. Think of a moment where you felt like you made a change in your local community. It can be something small; it does not have to be monumental, but it should mean a great deal to you. Describe the moment, using detail to bring it to life, and then reflect on what that experience taught you, and how you hope to continue these activities in the future.

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 change. 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..

This question is really just what it says it is—an open-ended, choose-your-own-adventure question.  Is there something that you really, really want to tell the UC admissions team that you feel makes you a strong and unique candidate that is not showcased in the other three personal insight questions? As with the other questions, whatever topic you choose, please use detail and description to bring this topic to life for the reader, and include thoughtful reflection on why this topic matters to you. Also, be sure to explain why your chosen topic makes you stand out as a strong candidate for the UC schools, since the question specifically asks you to do that!

About Kat Stubing

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Want to see your chances of admission at University of California, Berkeley | UC Berkeley?

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

University of California, Berkeley | UC Berkeley’s 2023-24 Essay Prompts

Select-a-prompt short responses.

Please respond to any 4 of the 8 questions below.We realize that not all questions apply to all applicants, so be sure to select the 4 questions that you believe give us the best information about you.All 8 questions are given equal consideration in the application review process. Responses to each question should be between 250-350 words.

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

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.

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

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

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?

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

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

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?

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

Frequently Asked Questions (FAQs)

Q: What is the Management, Entrepreneurship, & Technology (M.E.T.) program?

A: Berkeley’s Management, Entrepreneurship, & Technology program aims to educate leaders with a seamless understanding of technology innovation, from idea to real-world impact. M.E.T. students earn two Bachelor of Science degrees in one program that combines the best of the top-ranked College of Engineering and Haas School of Business. Its integrated curriculum enables students to complete their two degrees within four years, while internships, career coaching, and other enrichment activities provide ample opportunity for hands-on practice with technology innovation. Each M.E.T. cohort is small, allowing for close mentoring and a tight-knit community.

Q: What makes M.E.T. unique?

A: Graduates of the M.E.T. program earn two full, unabridged undergraduate degrees: a B.S. in Business Administration and a B.S. in either Bioengineering (BioE), Civil Engineering (CE), Electrical Engineering & Computer Sciences (EECS), Industrial Engineering & Operations Research (IEOR), Materials Science & Engineering (MSE), or Mechanical Engineering (ME). M.E.T. students receive mentoring and coaching, robust internship opportunities, and a curriculum tailored for future technology leaders.

Q: I’m a current Berkeley student. Can I get into M.E.T.?

A: Current UC Berkeley students in the College of Engineering, majoring in one of the M.E.T. tracks , can apply to M.E.T. through the Continuing Student Admissions process.

Q: As an M.E.T. student, can I transfer to another major in engineering or elsewhere?

A: Students should apply to the major they are interested in and not count on changing their major after they are admitted. Should students find that the major they applied for is not a good fit, they will need to complete a full semester of study – and in some cases a full year – before applying for a change of major in the College of Engineering. If M.E.T. students change their major to one outside the M.E.T. program, like Nuclear Engineering, they would no longer be in the M.E.T. program.

Applicants can apply to Berkeley M.E.T.’s Engineering Undeclared + Business first-year track. Engineering Undeclared + Business students explore major options in their first year and then select one of the six engineering tracks offered through M.E.T.

Q: Do IB/AP scores count for credit?

A: Qualifying scores on IB/AP tests may count for credit. Please review the Exam Credit Guidelines for more information. Different guidelines apply for each cohort. Pay close attention to the guidelines corresponding to your enrollment year.

Q: Can M.E.T. students pursue a minor?

A: Yes, M.E.T. students can pursue a minor if they work with their M.E.T. academic advisor to plan how a minor can fit into their schedules.

Q: Is the M.E.T. curriculum different from regular engineering or business coursework?

A: M.E.T. students enroll in the same high-caliber Berkeley courses as students who are pursuing degrees in Bioengineering (BioE), Civil Engineering (CE), Electrical Engineering & Computer Sciences (EECS), Industrial Engineering & Operations Research (IEOR), Materials Science & Engineering (MSE), Mechanical Engineering (ME), or Business Administration. M.E.T.’s integrated curriculum plan is designed to allow students to complete two degrees in four years. In addition, M.E.T. students will complete two new courses customized for the program, drawing from entrepreneurship offerings developed by Berkeley Engineering’s Sutardja Center and Berkeley-Haas’s Lean Launch approach.

Q: How exactly are business and engineering integrated in this program?

A: The M.E.T. program team works exclusively with M.E.T. students to integrate the engineering and business curriculum plans and provide M.E.T. students with professional development, internship opportunities, company excursions, and other experiences that allow for real-world learning.

Q: What is the workload like? Will I take double the course load to complete the two degrees?

A: The M.E.T. coursework is designed for you to complete two full B.S. degrees in four years. A minimum of 120 units are required to graduate; you can complete degree requirements without taking double the course load. You can see a sample 4-year plan for each available M.E.T. academic track.

Q: How strict is the four-year graduation timeline?

A: There is very little wiggle room. Graduation dates are extended only for extenuating circumstances, or for the possibility of study abroad (after all degree requirements have been fulfilled). Haas and Engineering require that students graduate during the class year they’re admitted into.

Q: Would it be possible to change engineering tracks once in the M.E.T. program?

Freshman Admissions

Q: What are the prerequisites for applying?

A: M.E.T. applicants must meet UC Berkeley’s basic admission requirements . The M.E.T. program is small and selective, enrolling students with exceptional academic records and a demonstrated interest in combining engineering and business.

Q: How do I apply to M.E.T.?

A: Applications for freshmen admission to the M.E.T. program are available in October of the year prior to the year in which you’d enter UC Berkeley. The application filing period is Oct 1-Nov 30. Applicants must first submit a completed UC application by 11:59pm PST November 30 and submit an M.E.T. supplemental essay by 11:59pm PST on the stated deadline in your email .  To learn more, visit admissions.berkeley.edu . Freshmen applicants to M.E.T. may apply for two simultaneously-earned B.S. degrees in one of the following tracks:

• Engineering Undeclared + Business
• AE + Business (Aerospace Engineering and Business Administration)
• BioE + Business (Bioengineering and Business Administration)
• CE + Business (Civil Engineering and Business Administration)
• EECS + Business (Electrical Engineering & Computer Sciences and Business Administration)
• IEOR + Business (Industrial Engineering & Operations Research and Business Administration)
• MSE + Business (Materials Science & Engineering and Business Administration)
• ME + Business (Mechanical Engineering and Business Administration)

Q: Where is M.E.T. located on the UC Berkeley application?

A: The new UC application defaults to category view to see the major choices, but we recommend applicants toggle to the college view instead. To apply to the program, you’ll need to choose one of the seven M.E.T. engineering tracks found under both the Haas School of Business and the College of Engineering.

Q: Can I change the major (and/or college/school) I applied for at Berkeley?

A: To change a major/college/school in your submitted Berkeley application, please submit your request using the Contact Us form . You can expect a decision via email within five to seven days. NOTE: No new major changes will be considered after January 31, 2023.

Q: Where can I find the supplemental essay prompt?

A: You can find the supplemental essay by clicking the Admissions tab and choosing M.E.T. Supplemental Essay .

Q: How do I submit my supplemental essay?

A: M.E.T. applicants must first complete the UC application and choose one of the M.E.T. engineering tracks. After submitting your UC application, students will receive an email with a link to the M.E.T. Supplemental Essay Form. This typically takes 5-7 business days. In some cases, this email may get misrouted to spam or other folders in your inbox. It is your responsibility to check your email. The deadline to submit your supplemental essay form is typically in mid-December. If you do not submit your essay by the deadline, you will not be considered for admission to the M.E.T. Program.

Q: Is the M.E.T. Supplemental Essay also due on November 30?

A: No, the supplemental essay is due after November 30. You will receive an additional email after submitting your UC application with the M.E.T. supplemental essay deadline.  You can begin working on the supplemental essay now. The prompt is on our website .

Q: It’s been more than 7 business days since I submitted my UC application, and I’m still waiting to receive my supplemental essay form. What should I do?

A: Sometimes there can be a delay on when students receive the supplemental essay form. While it typically takes 5-7 business days, it sometimes takes longer. There’s nothing the M.E.T. office or the Office of Undergraduate Admissions (OUA) can do to expedite the process. Our recommendation is for students to begin writing their M.E.T. Supplemental Essay  now and have it ready to submit once they do receive the form.

Q: With UC Berkeley no longer using SAT/ACT exams in the review process, does this mean that UC Berkeley is “test-blind”?

A: Our admissions team works in partnership with the Office of Undergraduate Admissions.  The Admissions team released an FAQ about changes to testing policy. They are the best resource to get the latest information about testing policy.

Q: Are interviews being conducted this year?

A: No. In lieu of interviews, we’re asking applicants to submit a video essay instead.

Q: What does an invitation to submit a video essay mean?

A:  In some cases, additional information is needed, and you may receive a request to record a video essay. Video essay requests are by invitation only. Videos must be submitted by 11:59 pm PST on the stated deadline . It is your responsibility to check your email inbox for information and submit your video essay by the deadline.

Q:  Are video essays required?

A: If a video essay was requested, you’re required to submit one.

Q: When will I hear back from UC Berkeley about the admissions decision?

A: Applicants who are admitted to the M.E.T. program will be notified in either February or March of the following year.

Q: Is there a waitlist for M.E.T.?

Q: Is there an appeal process for those not accepted to M.E.T.?

A: We regret that we’re unable to offer admission to all qualified applicants. There is no appeal process for the M.E.T. program. Every application has gone through extensive reviews, and admissions decisions to the program are final. If you have any questions about the admissions process, please contact the Office of Undergraduate Admissions .

Q: Can I transfer into the M.E.T. program once I start at Cal?

A: Freshman applicants who were not accepted to the M.E.T. program may apply to the M.E.T. program through the Continuing Admissions process. More details can be found here.

Q: If I’m not selected for the M.E.T. program, am I still eligible for other majors at Berkeley?

A: M.E.T. is highly competitive. The number of admitted applicants is kept small to ensure close mentoring and a tight-knit cohort. Applicants who are not admitted to the M.E.T. program will automatically be considered for admission to Berkeley Engineering’s AE, BioE, CE, EECS, IEOR, MSE, or ME majors. However, admission to these majors is not guaranteed.

Q: Can I select a different fallback major option outside of Engineering in the College of Engineering?

No, applicants cannot select M.E.T. as a major choice and an alternate major in the College of Letters & Sciences or select Business Administration through Berkeley-Haas.

Q: Does being denied from M.E.T. count negatively against you when considered for AE, BioE, CE, EECS, IEOR, MSE, or ME?

A: No, it does not count negatively against you.

Continuing Student Admissions

Q: I am planning to transfer to UC Berkeley from a community college and/or from another college/university. Am I eligible to apply to this program? 

A: Only students enrolled in the College of Engineering at UC Berkeley are eligible to apply to the M.E.T. Program. The program is not open to junior transfers from another university or college. In addition, we cannot review applications from students who have already earned a bachelor’s degree.

Q: I am currently a first-year student at L&S and also undeclared. Is it possible for me to fill out an application for M.E.T.?

A: Please refer to the College of Engineering’s Change of College policy for information regarding the change of college application process. Only students enrolled in the College of Engineering at UC Berkeley are eligible to apply to the M.E.T. Program.

Q: I applied to M.E.T. during my senior year of high school and was not admitted to the program. Can I apply again?

A: If you’re a current UC Berkeley student in the College of Engineering, majoring in one of the current M.E.T. tracks, you’re eligible to apply to M.E.T. during the spring semester of your sophomore year.

Q: Will I get access to M.E.T. program events/programming as an applicant?

A: No, only students currently enrolled in the M.E.T. program have access to events and programming.

Q: When will students accepted to M.E.T. through the continuing admissions process take the required special topics courses?

A: The first year M.E.T. Special Topics course cannot be taken until the fall semester of third year for admitted continuing students.

Q: Can I make appointments with the M.E.T. program team to work on my academic plan?

A: Individual pre-admission advising appointments are not offered at this time. Applicants are advised to use the M.E.T. Four-Year Plan Worksheet for their engineering track to create a manageable plan that meets all the requirements. We encourage prospective applicants to view our admissions’ webinar recording for more information.

Q: Can I still apply even if I haven’t completed all the prerequisite coursework?

A: Outside of Haas prerequisite courses, the absence of an engineering or breadth course may not preclude your candidacy. You must take a minimum of 2 technical courses that fulfill the requirements for your engineering degree each semester.

If you’re unable to enroll in a class listed in the first two years of your plan of study, please note on your application why you were unable to take it and when you intend to take it instead.

Q: I took Foundations of Data Science and a Connector course for Stats. How should I enter this in the application?

A: Please input the courses as separate entries, both under the Statistics prerequisite in the Academic Record.

Q: I accidentally selected the “Continuing Student Application” for Berkeley-Haas consideration instead of M.E.T. How can I switch my selected application type?

A: Please email [email protected]. We will initiate a one-time application switch. Allow for 2 business days for the request to be processed. Note: we will not issue an application change after the April 1, 2024 deadline.

Q: Can I withdraw my application after submitting it?

A: Yes, if you wish to withdraw your application from consideration, you must meet the deadline stated in the application. Please write in the subject: “M.E.T. CSA Application Withdrawal”. In the body, include your name, last 4 digits of your SID, and indicate that you wish to withdraw your application from consideration for the application cycle. E-mails should be sent to [email protected] .

Q: If I’m not admitted to M.E.T., can I still be considered for admission to Haas?

A: No, after submitting your application to M.E.T., your application will only be eligible for M.E.T. consideration.

Q: When will I find out if I’m admitted to M.E.T.?

A: You’ll receive an admissions decision in mid June.

Q: I applied to M.E.T. but don’t have my sophomore year grades yet. How will my candidacy be reviewed?

A: Sophomore year grades will be taken into consideration to assess your candidacy.

Q: Will I get guaranteed housing and priority registration when admitted to M.E.T.?

A: The Housing guarantee is only available to M.E.T. students during their freshman year. As with our current M.E.T. junior and senior classes, enrollment appointments for admitted M.E.T. continuing students will be determined by the number of semesters a student has completed at UC Berkeley.

Q: Can I submit a letter of recommendation?

A: Letters of recommendation are not required and will not be accepted or reviewed.

Q: How many students will be accepted?

A: Admissions through the M.E.T. continuing student admissions process will be limited to 5-10 students per academic year.

Q: Is there a waitlist?

Q: Is there an appeal process?

A: We regret that we’re unable to offer admission to all qualified applicants. There is no appeal process for the M.E.T. program. Every application has gone through extensive reviews, and admissions decisions to the program are final.

Q: Is there a minimum GPA required to apply?

A: A minimum overall and technical UC G.P.A. of 3.0 is required.

Q: I received a C- in a prerequisite course, should I repeat it?

A: No – the admissions committee will always start with the first attempt at a prerequisite. If you received a C- or higher for the first attempt, the prerequisite should not be repeated. If you received a D+ or lower in a prerequisite, the course must be repeated until you receive at least a C-. The D+ will still be considered because it was your first attempt.

Q: Can I switch engineering majors during the application process or after being admitted to the M.E.T. program?

A: No, once you’ve submitted your continuing UC Berkeley student application to the M.E.T. program, you cannot change your engineering major.

Q: I forgot to show my ID during my video interview. What should I do?

A: Please send a copy of your photo ID (school, license, etc.) to [email protected] and cc [email protected]. We will upload it to your application.

Q: My question wasn’t answered. Who can I reach out to for more advice?

A: Please email our team: [email protected].

Student Life

Q: Will I have time to do other things at Berkeley while getting two time-intensive degrees?

A: Without a doubt, M.E.T. is demanding, calling for motivation and a clear sense of direction. However, here at Berkeley, countless student activities and cultural offerings are right at your fingertips. The  Jacobs Institute for Design Innovation , for example, is a beehive of activity for students interested in hands-on making and prototyping.

Q: Do M.E.T. students have a designated housing facility? 

A: No, M.E.T. students do not have their own designated housing facility. They apply to on-campus housing the same way as all incoming freshmen. When applying for housing, students will be able to submit their preferences, and we find that in the end almost everyone gets housing that works for them. Current M.E.T. students are living on campus, anywhere from Foothill to Clark Kerr to the Units, and even Bowles Hall.

Q: Are M.E.T. students guaranteed housing?

A: Newly-admitted students – undergraduate freshmen and transfers – receive housing priority. You will maximize your chances of getting an offer if you meet all housing application and university deadlines, and are flexible about housing preferences. We recommend listing “any room size, any location” as your fifth room preference. Visit  this page (opens in a new tab)  for more FAQ’s about Housing.

Q: Is there a benefit to applying for housing early?

A: The Housing Office takes many factors into account when determining housing assignments. Assignment preferences are not given based on when applications are received, as long as they’re submitted by the deadline. That said, turning in your housing application before the deadline is always recommended.

Q: Can M.E.T. students study abroad?

A: It’s definitely possible for students to study abroad during the summers, or complete summer internships abroad. We encourage you to meet with your M.E.T. advisor to learn how studying abroad fits your schedule.

Q: Will M.E.T. students have opportunities to intern at innovative companies like Facebook and Google?

A: M.E.T. provides you with opportunities–including industry mentoring and access to Berkeley’s Career Center and extensive alumni networks–to pursue hands-on, real-world experience with technology management and entrepreneurship. While internships are not a degree requirement, we’ve designed the M.E.T. curriculum path so that you can complete your internships during your summers. We encourage you to explore internships in both business and engineering. The M.E.T. Student Board created an internship visualization that shows where students have interned in the past years.

Entrepreneurial Fellows Program (Employers)

Q: Who can participate?

A: Startups currently affiliated with Berkeley Skydeck, EvoNexus, House Fund, IndieBio, SAP.iO, TechStars, or Y Combinator. All participating companies must be either in the Pre-Seed, Seed, or Series A funding stage with a range of employees (from 3 to 30 max).

Additionally, the Entrepreneurial Fellows Program will not fund current undergraduate student-founded startups from any college or university.

Q: I missed the deadline to sign-up for the Startup Fair. Can my company still participate?

A: If you meet our affiliated startup guidelines, please email our team ([email protected]) with your company information, and we will circulate internship opportunities to our students. Interested students may reach out to you and apply/interview for your available positions. Your organization can make offers to students of interest, with a maximum of (2) M.E.T. student interns at each affiliated startup.

Q: How do I know an applicant is an M.E.T. student?

A: M.E.T. students have been instructed to submit email recruiters email with the subject line: [COMPANY NAME] April Meet & Greet Follow-up – [student name]. Their resumes also indicate that they are pursuing dual-degree programs in engineering and business.

Q: How many students can I hire?

A: Your organization can make offers to students of interest, with a maximum of (2) M.E.T. student interns at each affiliated startup.

Q: If we want to make an offer to an M.E.T. student who does not complete the EFP application, will the student still be eligible to participate?

A: No. Students must apply for a grant through the EFP program.

Q: Can we provide M.E.T. students with additional funding?

A: If you have funding for student interns, we ask you to hire and pay them directly, rather than participate in the Entrepreneurial Fellows Program.

Q: Are employers required to fill out I-9 forms?

A: The Entrepreneurial Fellows Program is an internship whereby our students receive a grant, so it’s similar in nature to a fellowship. For questions about I-9 forms, this USCIS website has a fact sheet for students with more information.

For any questions about student eligibility to work in the US, students know that the Berkeley International Office handles those questions.

Q: What are the start-end dates for this program?

A: Startups must be able to provide 10-12 weeks of meaningful internship engagement between June-August. The earliest a student can begin an internship is June 3.

Q: Can students work past the summer, or during the fall/spring semesters?

A: The M.E.T. Entrepreneurial Fellows Program stipend covers 10-12 weeks of work between June-August only. If you wish to extend an offer for work past summer 2024, it will be up to your organization to secure funding for the student.

Q: My question wasn’t addressed. Who can I contact for more information?

A: Please email [email protected]. We’re happy to help.

Entrepreneurial Fellows Program (Students)

Q: How do I participate?

A: You can find all the steps for applying on our Entrepreneurial Fellows Program page .

Q: I participated last year, can I apply again?

A: From the Class of 2027 on, students may only participate in the Entrepreneurial Fellows Program for one summer.

Q: What if I or my friend owns a startup?

A: The Entrepreneurial Fellows Program will not fund any current undergraduate student-founded startup from any college or university, as they do not meet program requirements: (1) Currently affiliated with a UC Berkeley or M.E.T. approved startup accelerator or fund, (2) Pre-Seed, Seed or Series A funded with 3-30 employees, and (3) not a current undergraduate student-founded startup from any college or university.

Q: Which startups are participating? How will I be matched with a startup?

A: EFP eligible startups are invited to participate in our April Startup Fair. Eligible startups not in attendance during the Meet & Greet can still participate in the program, and the M.E.T. team will circulate company names and internship positions as we get them. Internship position guides will be sent a week before the Meet & Greet. We encourage all students interested in interning with an EFP startup this summer to attend.

All applicants will need to interview with an approved startup partner and receive an internship offer for consideration to participate in the Entrepreneurial Fellows Program.

Q: Can I find my own opportunity?

A: If you find a startup venture outside the EFP eligible partners in attendance during the April Meet & Greet and opportunities forwarded to you by the M.E.T. team, it is your responsibility to make sure it meets the program requirements:(1) Currently affiliated with a UC Berkeley or M.E.T. approved startup accelerator or fund, (2) Pre-Seed, Seed, or Series A funded with 3-30 employees, and (3) not a current undergraduate student-founded startup from any college or university.

NOTE: If you are hired by a startup that does not meet all requirements, your participation may be in jeopardy.

Q: What do I need to submit with my EFP application?

A: A resume, unofficial transcript, job description, offer letter, and contact information for your startup supervisor.

Q: Can I be paid by the startup in addition to the Entrepreneurial Fellows grant?

A: No, all affiliated opportunities will receive grant funds only.

Q: When will I be notified that a decision has been made? Will I be notified if I am not selected?

A: Decisions will be announced on a rolling basis and completed by May 17.

Q: Can I participate in this program while simultaneously enrolled in Berkeley summer sessions?

A: Yes, you may take summer session courses and participate in the Entrepreneurial Fellows Program. Participating in this program may affect your financial aid, so please reach out to the financial aid team for support.

Q: How many hours will I need to work?

A: Participation in EFP requires full-time employment of 40 hours per week for a minimum of 10-12 weeks.

Q: Can I continue working with the startup after the summer?

A: EFP funds are only provided for the summer. Should you continue your internship, you are responsible for negotiating future terms and payment.

Q: Will housing and transportation be provided?

A: Housing and transportation are each student’s responsibility.

Q: What are the start and end dates for the program?

A: June-August 2024.

Q: My question isn’t answered. Where can I get more help?

A: Email [email protected]. We’re here to help.

Freshman requirements

• Subject requirement (A-G)
• GPA requirement
• Admission by exception
• English language proficiency
• UC graduation requirements

Additional information for

• California residents
• Out-of-state students
• Home-schooled students

Transfer requirements

• Understanding UC transfer
• Preparing to transfer
• UC transfer programs
• Transfer planning tools

International applicants

• Applying for admission
• English language proficiency (TOEFL/IELTS)
• Passports & visas
• Living accommodations
• Health care & insurance

AP & Exam credits

Applying as a freshman

• Filling out the application
• Dates & deadlines

Personal insight questions

• How applications are reviewed
• After you apply

Applying as a transfer

Types of aid

• Grants & scholarships
• Jobs & work-study
• California DREAM Loan Program
• Middle Class Scholarship Program
• Blue and Gold Opportunity Plan
• Native American Opportunity Plan  
• Who can get financial aid
• How aid works
• Estimate your aid

Apply for financial aid

• Cal Dream Act application tips
• Tuition & cost of attendance
• Glossary & resources
• Santa Barbara
• Campus program & support services
• Check majors
• Freshman admit data
• Transfer admit data
• Native American Opportunity Plan
• You will have 8 questions to choose from. You must respond to only 4 of the 8 questions.
• Each response is limited to a maximum of 350 words.
• Which questions you choose to answer is entirely up to you. However, you should select questions that are most relevant to your experience and that best reflect your individual circumstances.

Keep in mind

• All questions are equal. All are given equal consideration in the application review process, which means there is no advantage or disadvantage to choosing certain questions over others.
• There is no right or wrong way to answer these questions. It’s about getting to know your personality, background, interests and achievements in your own unique voice.  
• Use the additional comments field if there are issues you'd like to address that you didn't have the opportunity to discuss elsewhere on the application. This shouldn't be an essay, but rather a place to note unusual circumstances or anything that might be unclear in other parts of the application. You may use the additional comments field to note extraordinary circumstances related to COVID-19, if necessary. 

Questions & guidance

Remember, the personal insight questions are just that—personal. Which means you should use our guidance for each question just as a suggestion in case you need help. The important thing is expressing who you are, what matters to you and what you want to share with UC. 

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 is 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 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.

Writing tips

Start early..

Give yourself plenty of time for preparation, careful composition and revisions.

Write persuasively.

Making a list of accomplishments, activities, awards or work will lessen the impact of your words. Expand on a topic by using specific, concrete examples to support the points you want to make.

Use “I” statements.

Talk about yourself so that we can get to know your personality, talents, accomplishments and potential for success on a UC campus. Use “I” and “my” statements in your responses.

Proofread and edit.

Although you will not be evaluated on grammar, spelling or sentence structure, you should proofread your work and make sure your writing is clear. Grammatical and spelling errors can be distracting to the reader and get in the way of what you’re trying to communicate.

Solicit feedback.

Your answers should reflect your own ideas and be written by you alone, but others — family, teachers and friends can offer valuable suggestions. Ask advice of whomever you like, but do not plagiarize from sources in print or online and do not use anyone's words, published or unpublished, but your own.

Copy and paste.

Once you are satisfied with your answers, save them in plain text (ASCII) and paste them into the space provided in the application. Proofread once more to make sure no odd characters or line breaks have appeared.

This is one of many pieces of information we consider in reviewing your application. Your responses can only add value to the application. An admission decision will not be based on this section alone.

Need more help?

Download our worksheets:

• English [PDF]
• Spanish [PDF]

18 UC Berkeley Essay Examples that Worked (2023)

If you want to get into the University of California, Berkeley in 2022, you need to write strong Personal Insight Question essays.

In this article I've gathered 18 of the best University of California essays that worked in recent years for you to learn from and get inspired.

What is UC Berkeley's Acceptance Rate?

UC Berkeley is one of the top public universities and therefore highly competitive to get admitted into.

This past year 112,854 students applied to Berkeley and only 16,412 got accepted. Which gives UC Berkeley an overall admit rate of 14.5%.

And as of 2022, the University of California no longer uses your SAT and ACT when deciding which students to admit.

UC Berkeley Acceptance Scattergram

This means that your Personal Insight Questions are even more important to stand out in the admissions process. That is, your essays are more heavily weighed.

If you're trying to get accepted to UC Berkeley, here are 18 of the best examples of Personal Insight Questions that got into Berkeley.

What are the UC Personal Insight Question Prompts for 2022-23?

The Personal Insight Questions (PIQs) are a set of eight questions asked by the UC application, of which students must answer four of those questions in 350 words or less.

Here are the Personal Insight Question prompts for this year:

• Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.
• 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.
• What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
• Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
• 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?
• Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.
• What have you done to make your school or your community a better place?
• 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?

18 UC Berkeley Personal Insight Question Examples

Here are the 18 best Berkeley essays that worked for each Personal Insight Question prompt #1-8.

If you're also applying to UCLA, check out more unique UCLA essays from admitted students.

UC Berkeley Example Essay #1

Uc berkeley example essay #2, uc berkeley example essay #3: clammy hands, uc berkeley example essay #4: memory, uc berkeley example essay #5: chemistry class, uc berkeley example essay #6, uc berkeley example essay #7: debate, uc berkeley example essay #8, uc berkeley example essay #9, uc berkeley example essay #10, uc berkeley example essay #11, uc berkeley example essay #12, uc berkeley example essay #13, uc berkeley example essay #14, uc berkeley example essay #15, uc berkeley example essay #16, uc berkeley example essay #17, uc berkeley example essay #18.

UC PIQ #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. (350 words max)

From an early age I became a translator for my mother anytime we went out in public. This experience forced me to have conversations with adults from a young age. It made me become a great communicator, while helping my parents overcome their language barrier.

Being a communicator has allowed me to lead. When I joined my school’s National Honor Society I was given the opportunity to lead. Applying the skills I used from being my mother’s translator I was able to do what no one else could, make the calls and start the club’s most successful event to date an annual Food Drive at a local Albertson’s, which collects over one ton of food every November. Also developing events like an egg hunt at the local elementary school, a goods drive for the Children’s Hospital of Los Angeles, and stabilizing a volunteer partnership with a local park. I have been able to grow as a leader, who actively communicates and brings parties together, planning events and having them run smoothly with minor issues. For instance, last year there was an issue with the homeless shelter not picking up the food for the food drive. In a spur of the moment solution I managed for club member’s parents to collectively deliver the food. My ability to communicate benefited me allowing me to find a solution to an unanticipated problem.

Throughout the four years I have been in journalism I have led; mentoring younger writers and improving the way the paper operates. Staying after hours, skyping with writers about their articles all helped establish my role as a leader, who is always supporting his team. I have done this while writing over 100 articles, editing tons of pages, and managing deadlines. I learned that while being a leader requires effort, it is the passion like I have for journalism that motivates me to lead in my community.

Being a leader so far in my life has taught me that I need to communicate, be passionate, and pass on my knowledge helping cultivate future leaders, who can expand and supersede my work.

UC PIQ #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. (350 words max)

Video games have cultivated my creative thought process. When I was a toddler I invented a game I would play with my brothers. It was nothing along the lines of Hide-and-Seek or Tag, but rather, it was meant to mimic a role-playing video game. It was called "Guy" and came with its own story, leveling system, and narrative story. While seemingly impossible to translate the mechanics of a video game into real life, the "Guy" trilogy provided hundreds of hours of fun to pass hot summer days and escape the harsh reality of our parents arguing and eventual divorce.

This thought process translated into my educational career. have always thought of a tough class or test as a video game. This mostly due to my excessive amounts of video games I played as a child through middle school (especially 7th grade). Each year comes bigger and "stronger" challenges, bigger and stronger bosses to defeat. My senior year will have me face the most powerful boss yet; full AP course load on top of heavy club involvement and community college classes.

Many thought of this "secret boss" as an impossible challenge; something that could never be beaten. No one from my school has ever attempted to take on such a challenge, let alone defeat it. That is probably what excites me about it. In a game, messing around with lower level enemies is fun for a while, but gets boring when it is too easy. The thought of a challenge so great and difficult makes the victory even more rewarding. Stormy skies, heavy rain, and epic boss battle music; I'll take that over a peaceful village any day. In the future, I seek to use this thinking to drive research. I think of abstract physics concepts like secret door and levels that need to be proven true or just a myth in the game. One day, I can make my own discovery of a secret "cheat code' that can help everyone who plays a little game called life.

UC PIQ #3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? (350 words max)

I’ve always hated the feeling of clammy hands, the needless overflow of adrenaline rushing through my veins, and the piercing eyes that can see through my façade—the eyes that judge me. I felt like this debilitating anxiety that I suffered through was something I could not avoid when doing the thing I was most afraid of—public speaking. I still felt every sweat droplet run down my skin before each speech, and this anguish never completely dissipated. Fortunately, I learned to moderate my fear in high school when I decided to join the speech and debate program. My anxiety has slowly faded in intensity as I’ve gained certitude and poise with every tournament, and every chance I’m given to speak on behalf of others; this talent has allowed me to be a voice for the voiceless.

Out of all the national tournaments that I’ve competed in, the MLK invitational holds a distinct place in my heart. It was my first invitational tournament in which I competed exclusively in Lincoln Douglas debate. I only had two weeks to prepare myself since it was finals week, while my competitors had upwards of two months to prepare. I was fortunate to break into the final round, as my years of experience helped me to articulate and explain my few arguments more effectively, while also refuting my opponent’s.

I realized that the extent of one’s knowledge is useless if it cannot be made known in a way that is clear to others. I learned that preparation is necessary, but one can be so focused on what they are going to say that they don’t hear the arguments presented. I kept an open and ready mind for various claims and strategies which left me free to adapt to the opponent’s argumentative style each round. This ability to think on my feet has served me well in countless debates, speeches, and presentations. I continuously use these skills to become a better and more active listener in my daily interactions as well.

Learn the secrets of successful top-20 college essays

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My greatest skill is my ability to remember things really well, whether they be minute details or important information that should not be forgotten. Over time, I’ve had a knack for remembering details most people would not even bother to remember, such as old test scores, atomic masses, and other details involving numbers. My friends have always marveled at my ability to remember all these numbers. When I was in chemistry class, we used the periodic table so much that I soon began to remember the atomic mass of the more common elements, and even the molecular mass of common compounds like glucose or water. One of my best friends, who is undoubtedly the smartest person in our class, even finds it crazy that I can remember all these numbers and always tells me that my memory of numbers is amazing. I also used my memory to learn and remember how to solve the Rubik's cube, which amazes my friends, as they find it to be complex with many different, possible combinations.

This skill that I have developed, however, isn’t completely under my control, as sometimes I just remember random and irrelevant facts without really trying to do so. I recall one weekend when my eight-year-old cousin was attempting to memorize the digits of pi: I remembered them along with him, learning up to forty digits in just one day. The skill is seemingly natural and not something I have worked hard to develop, as I may be able to use my memory to my advantage, or it can be a disadvantage. It helps when I have multiple tests in one day, or a test with many questions where I have to remember a lot of information, such as finals. Sometimes, however, it is a disadvantage when I remember information during a test that is not relevant to the topic, such as random dates, names, or song lyrics, to name a few. This skill is very important to nonetheless, as it has assisted me all throughout my life in many tests and challenges involving memory.

UC PIQ #4: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. (350 words max)

At 10:30 pm on a hot, summer, Wednesday night, you would expect my friends and me to be having the time of our lives and going out on crazy high school adventures— but instead, we were actually stuck in a chemistry laboratory trying to map out the Lewis structure of sulfuric acid.

Over the summer of my sophomore year, my friends and I enrolled into ‘Introduction to Chemistry’, an evening course at our local community college. As a six-week summer course, I spent two hours in lecture, two hours in the laboratory, and another two hours studying on my own for four days a week for six weeks. It was evident that I struggled with adjusting to the pace of college when I received 19% on a quiz. I felt left behind, exhausted, and overall pathetic. No matter how many hours I spent studying, I couldn’t keep up. But instead of giving up, I picked up certain strategies like reading the material the night before, rewriting my notes, and joining a study group; eventually working my way up to a B.

At the end of that summer, I learned so much more than just chemistry. On top of having the raw experience of what college is like, my chemistry experience taught me that it is okay to fail. I discovered that failure is an essential part of learning. Coming to this realization inspired me to take more college courses and rigorous courses in high school. I transformed into a hungry learner, eager to fail, learn, and improve. By seizing the opportunity to take this course, I pushed myself beyond my limits. This experience and realization changed how I wanted to pursue the rest of high school, college, and life in general.

I walked into my first day of the chemistry class expecting to walk out with an A; but thankfully, I didn’t. Instead, I walked out of that class with a taste of the college experience and a principle that I now live by-- that it is okay to fail, as long as you get back up.

The relationship I cultivated with my school's college center, by simply being inquisitive, has been most significant. Over my years in high school the college center became my 2nd home, where I learned about extra opportunities and triumphed with help from counselors.

For instance, with help from my school’s college center I applied and was accepted as an LAUSD Superintendent Summer Scholar this past summer. The program selected 15 juniors out of over 450 applicants to work in one of 15 departments, and I was chosen to work for the communications department, which received over 70 applications – making me 1 of 70. Interning for LAUSD at their 29 floor high rise was very eye-opening and exposed me to working in communications alongside seasoned professionals. The opportunity gave me the chance to meet the Superintendent and school board members, who are politically in charge of my education. As part of the communications department I learned how the district operates a network of over 1,300 schools and saw how the 2nd largest school district shares info with stakeholders through universal press releases, phone calls, and the district homepage.

I wrote several articles for the district publication and worked with public information officers who taught me the principles of professionalism and how to communicate to over 1 million people. Recently, I was called from the district to become a part of their Media Advisory Council working alongside district heads, representing the students of LAUSD.

Working for LAUSD furthered my passion to pursue careers in both communication and education. I have always had a desire to be a journalist and the internship assured me of that. I want to write stories bringing student issues from areas like mine to light. Being exposed to the movers and shakers that control education in Los Angeles has heavily motivated me to become an educator and at some point become a school board member influencing the education students like me receive.

Support from the college center has spawned opportunities like a life-changing internship and set me on course for a future full of opportunity.

“Give me liberty, or give me death!”, I proudly exclaimed, finishing up a speech during my first Individual Event competition for Speech and Debate, also known as Forensics Workshop. Public speaking was always one of my shortcomings. During countless in-class presentations, I suffered from stage-fright and anxiety, and my voice always turned nervous and silent. I saw Speech and Debate as a solution to this barrier that hindered my ability to teach and learn. With excessive practice, I passed the tryout and found myself in the zero-period class. All of my teammates, however, joined because they loved chattering and arguing. I had the opposite reason: I despised public speaking.

I was definitely one of the least competitive members of the team, probably because I didn’t take the tournaments very seriously and mainly worried about being a better speaker for the future. Throughout the daily class, I engaged in impromptu competitions, speech interpretations, spontaneous arguments, etc... Throughout my two years on the team, my communication, reciting, writing, and arguing skills overall improved through participation in events such as Impromptu, Original Oratory, Oratorical Interpretation, Lincoln Douglas Debate, and Congress. I even achieved a Certificate of Excellence in my first competition for Oratorical Interpretation -- where we had to recite a historical or current speech -- for Patrick Henry’s “Give Me Liberty, or Give Me Death.”

I decided to quit Speech and Debate because I felt as if it has completed its purpose. After this educational experience, my communications skilled soared, so I could perform better in school, especially on essays and presentations. Leaving this activity after two years gave me more time to focus on other activities, and apply communications skills to them. In fact, I even did better in interviews (which is how I got into the Torrance Youth Development Program) and even obtained leadership positions in clubs such as Math Club and Science Olympiad Through my two years in Speech and Debate, I believe I became a much better thinker, speaker, and leader. Taking advantage of this opportunity boosted my self-esteem and overall made high school a better experience.

UC PIQ #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? (350 words max)

Although many would say that hardships are the greatest hindrance on a person, my hardships are my greatest assets. The hardships I have overcome are what push and drive me forward. If I had not gone through the failures of my 7th grade year I may have been satisfied as a B or C student. It is easy for us to use our hardships as excuses for not doing work, however, this is a mistake that many people make.

Through my struggles and failure, I have realized an important truth: I am not special. The world will continue to go on and expect me to contribute no matter what I have gone through. Everyone endures some type of obstacle in their life; what makes people different is how they handle them. Some sit around and cry "boo-hoo" waiting for people to feel sorry for them. Others actually take action to improve their situation.

Through hard work, I have been able to outperform my peers, yet I know there is still room for improvement. The thought of actual geniuses in top universities excited me; I long to learn from them and eventually surpass them, or perhaps enter a never ending race for knowledge with them. I used to live an hour away from school. I would have to wake up and be dropped off at a donut shop at 4 in the morning and then walk to school at 6:30 am. After school, I would have to walk to the public library and stay for as long as it was open then wait outside and get picked up around 9:30 pm. I am reluctant to retell this story; not because I am ashamed, but because it is not important. It doesn't matter what hardships I have endured, they do not determine who I am. What matters is what I have done.

At the start of high school, I saw nothing but success. From grades to extracurricular activities, everything seemed to be going smoothly. However, as my sophomore year progressed, this wave of success was soon swamped by a wave of disillusionment. I struggled to perform in Calculus and as a Vice-President, but instead of looking for a solution, I looked for excuses. Ultimately, when I was forced to face my two F’s and my lost elections, the world came crashing down. The vision I had meticulously planned out for the future seemed to shatter before my eyes. My self-confidence plummeted to an all-time low. I thought my life was over.

However, my response to this failure was what would ultimately determine the direction my life would take. In the end, I made the right choice: instead of continuing to blind myself with a false narrative that cast all the blame off my own shoulders, I admitted to my own shortcomings and used this experience as a lesson to grow from.

In doing so, I learned to focus on the aspects of my life that I was truly passionate about instead of spreading myself too thin. I learned to face challenges head-on instead cowering at the first sign of difficulty, even if it meant asking others for help. I learned to accept and utilize my own differences to create my own unique leadership style. Most importantly, rather than letting this mistake define me, I ignited a sense of determination that would guide me back on the right path no matter how many obstacles I encounter.

Looking back, this tragic mistake was a double-edged sword. While it definitely leaves a stain on my record, it is also likely that I wouldn’t have been able to find the same success a year later without the lessons I gained from this experience. At the end of the day, while I still grimace every time I contemplate my sophomore year, I understand now that this mistake is what has allowed me to develop into the person I am today.

Throughout my childhood, I grew up in a nine-person household where the channels of our TV never left the Filipino drama station and the air always smelled of Filipino food. But the moment I left home, I would go to a typical suburban elementary school as an average American kid at the playground. I grew up in a unique position which I both love and hate: being a second-generation Filipino American.

I love being a second-generation immigrant. I have the best of both worlds. But I also hate it. It chains me to this ongoing struggle of living under the high expectations of immigrant parents. How could I hate the part of me that I loved the most?

Growing up, I lived under the constant academic stress that my parents placed on me. Their expectations were through the roof, demanding that I only bring home A’s on my report card. My entire academic career was based on my parent’s expectations. Their eyes beat down on every test score I received. I loved them so much, but I could only handle so much. The stress ate me alive, but I silently continued to work hard.

Living under this stress is the biggest ongoing challenge of my life thus far. Until last year, I never understood why my parents expected so much from me. Finally being old enough to understand my parent’s point of view, I realize that they set these high expectations in the hopes that one day, all of the pain and struggles it took to get to America will pay off. Since then, I’ve overcome the high expectations of my parents by converting their pressure into a fireball of ambition and motivation, deeply ingrained in my mentality.

This intense desire to succeed in America as a second-generation immigrant is something that has and always will fuel my academic drive. As the first person in my family to go to college in America, I’ve made it my life aspiration to succeed in academics in the honor of my family-- a decision made by me.

UC PIQ #6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. (350 words max)

Understanding the past helps us make better choices in today’s society. History provides us with the views of people and politics, the ethnic origin of people, and much more. At the base of all history, there is an intensive culmination of research which hopes to address or bring light to a story.

My passion for history began while digging deep into own family’s story, researching the history of Latin America, and the origins of the city I was raised in.

For example, when I first saw my favorite show Avatar The Last Airbender, I spent hours researching the mythology of the show which in the process made me learn about the philosophy of China: daoism, Confucius, and the mandate of heaven. Anything can be put within a historical framework to understand the context; every decision, tv show, and law has a history and that is exactly what I love. History forces us to take into account the voices of the past before we can attempt to plan for the future.

History has helped me become a more effective writer for the school paper. It has made me think like a attorney, revisiting old cases, and writing up a winning argument in a mock trial. Thinking like a historian has helped me make sense of the current political climate and motivated me to help start Students For Liberty, at my school’s campus where political ideologies are shared respectfully.

Learning, about history drives my inquisitive nature — I demonstrated this desire by volunteering at a local museum to learn more about the origins of my community in Carson. Ultimately, learning about the Dominguez family who established the Harbor Area of LA.

In terms of academics and performance, I have passed both of my history AP exams in World and U.S. history — being the 2nd person in my school’s history to do so. Studying history in highschool has nurtured my love for social science, which I hope to continue in college and throughout my life.

Ever since I was little, I have possessed a unique fascination for nature and the way it interacts with itself. As I sat in the prickly seats of old tour buses and the bilingual tour guide has silenced himself for the dozens of passengers that have closed their curtains and fallen into deep slumber, I would keep my eyes glued to the window, waiting to catch a glimpse of wild animals and admiring the beautiful scenery that mother nature had pieced together. At Outdoor Science Camp, while most of my friends were fixated on socializing and games, I was obsessed with finding every organism in the book. Nothing else caught my attention quite like ecology.

As high school dragged on and the relentless responsibilities, assignments, and tests washed away the thrill of learning, ecology was one interest that withstood the turmoil. At the end of a draining day, I would always enjoy relaxing to articles detailing newly discovered species or relationships between species.

This past summer, I was able to further this interest when a unique opportunity to volunteer abroad caught my eye. Flying over to the beautiful tropical shorelines of the Dominican Republic, I was able to dive into the frontlines of the battle against climate change, dwindling populations, and habitat destruction brought about by mankind, and I enjoyed every moment of it.

While everyone was obviously ecstatic about snorkeling in the crystal blue waters, only I was able to retain that same excitement about trekking through knee thick mud and mosquito infested forests to replant mangrove trees. While tracking animal populations, my heart leaped at the sight of every new species that swam right in front of my eyes. Even when it came to the dirty work of building structures to rebuild coral and picking up trash along the beach, I always found myself leading the pack, eager to start and do the most.

From this experience, I realized that pursuing the field of ecology was what I could picture myself doing far into the future, and this was how I was going to impact the world.

UC PIQ #7: What have you done to make your school or your community a better place? (350 words max)

Originally I saw volunteer work as a nuisance. I felt that it was an unnecessary "requirement" for college. I felt that someone decided to do volunteer work while in high school and now it has become the norm and is essentially required for college. Once I began to get involved, however, I found a true appreciation for the work I was doing.

I loved helping people and, as always, wanted to challenge myself. I worked at the Bellflower Volunteer center and tutored kids every day available, as well as helping out with large special events put on by the city. I then joined Key Club and made it my mission to attend every single event no matter what; even going to the lengths to walk for 4 hours starting at 5 in the morning (it was still dark outside) for a 2-hour beach clean up. I then became Service Event Coordinator and also made it my mission to have an event every week, while attending all of them, while still working at the Volunteer Center. I also started a tutoring program in math at my school as I really enjoy helping my peers academically.

It always warmed my heart to see fellow ninjas( our division mascot) at events I had planned, friends and neighbors at Bellflower events, and CSF members at tutoring.I am always willing to help people with anything. If someone needs my help I will stop whatever I am doing to help in any way that I can. Lending a helping hand is an important part of our society; however, a helping hand cannot do anything if the other hand does not reach for it as well. We need to be able to help ourselves first before others can help us. I tried to create a community where I could help people, but also people could help themselves so that there is no reason for anyone to not be able to achieve their goals and aspirations.

Throughout my childhood, the phrases “get good grades” and “make money” constantly harassed my every waking moment. Life seemed pointless, a never-ending cycle of trying to make more money to create artificial happiness. However, through partaking in my middle school’s ASB, I discovered my love for helping others, and I realized that I wanted to make my life about changing the world and leaving behind a better future for the generations to come.

In an attempt to live up to this philosophy, I have performed hundreds of hours of community service. From volunteering at a senior home to distributing food to the homeless, there is no doubt that I have made a substantial impact on those around me.

Despite all this, my most significant contributions are the ones that take place every day and are often undocumented. Picking up trash, staying long after my job is complete to help other groups, or even saying, “Thank you. Have a nice day,” to anyone who has provided a service for me are just a few examples. While they seem insignificant, these small actions add up.

However, above all, my biggest contribution is building meaningful connections with the people around me and making sure they realize how special and important they are to me and everyone else. In nurturing those who are less experienced, assisting those who are struggling with their emotions or their studies, and inspiring those who have untapped potential, I am not merely applying a band-aid on a wound, but elevating a whole community around me to tackle and prevent ailments the next decades will bring.

Years from now, I will likely have forgotten about my modest academic achievements. However, the memories of seeing someone I had mentored blossom into a strong leader and the smiles and laughter of someone I’ve helped battle through depression will forever be ingrained in my mind.

Serving food at school carnivals, embellishing the local marsh, tutoring students after school, and discharging patients at my local hospital were some of the ways I actively supported my city. However, a distinct way of being engaged in my community involved being selected for the Youth Development Program last summer. This organization works with the Torrance Refinery and selects thirty out of hundreds of applicants. The first week of this program involved activities that trained students for college and eventually their careers by making them adept in communication, leadership, and teamwork skills. For the next four weeks, students were assigned a specific job around the City of Torrance and Torrance Unified School District (TUSD).

I was placed in the TUSD Information Technology Department, along with six other students, and we essentially helped deal with technology-based issues around the district. Even though my professional desire incorporates biology and chemistry, I had a compelling interest and math and technology. I gave back to my community by utilizing the technological skills I gained at work. My colleagues and I traveled daily to several schools around the district and assisted in technological advancements: testing network ports and preparing schools for newer phones, imaging and updating new laptops and desktops, and arranging and setting up new computer labs and Chrome book carts.

Today, many people globally use technological and visual aids to assist their education. My summer job also allowed me to make a difference in the education of others. With the faster internet, newer telephones and computers, teachers could instruct more efficiently and students can be educated more effectively, thus improving their academic performance in the future. This program helped me a lot by boosting my teamwork and leadership skills, which will be extremely valuable as I will be pursuing many president/vice-president positions in my senior year. However, this program has allowed me to make a stronger impact on other people rather than myself; I feel delighted that my work in summer will be beneficial to twenty-thousand students across Torrance.

UC PIQ #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? (350 words max)

In 2011, I started at a newly built school spanning sixth to twelfth grade. The school’s inception was not the greatest with gang culture and issues plaguing the school and nearby community. From this moment I knew wanted to make a change, improving the school and local community.

For example, two years ago a bicyclist was crushed by a container truck across the street from my school, several peers of mine and I advocated for a bike lane to get installed on the street to protect cyclists from the busy traffic. I worked day and night for three weeks using my connection with the city’s public works director to meet with city officials and make a change. I looked for solutions and ways to improve my community and lead the charge to better our street. When we met with city officials they agreed and ultimately approved our bike lane proposal. This civic action started with a group of three concerned high school students, in which I helped facilitate the conversations resulting into a bike lane project, that will be built the summer of 2018 after I graduate high school. Ultimately helping solve an issue in my community.

Using my influence as part of the Associated Student Body I advocated for a new medical academy on my school’s campus to address the growing interest in medicine and health careers of many students at my school. While I am not personally interested in a health related field, I recognized that many students at my school did and teachers agreed. I came in as an intermediary, who because of my position in ASB was also a member of my School’s Shared Leadership Council (SLC), through these means I motivated other ASB officers to support the academy’s inception and after a grueling amount of meetings in which we went through logistics the academy was approved for the benefit of students.

I am a student who will attend a UC pursuing my passions in journalism, education, and history; while being an involved student making the campus a better place than when I first arrived.

Rather than relying on pure intellect, I choose to excel through continual self-improvement, my ability to overpower obstacles, and an unrelenting force of determination. There are thousands of students smarter than me, students with better test scores, students with more volunteer hours, and quite possibly, a more socially acceptable sense of humor. I can assert, however, that my determination and ambition is hard to match.

I am willing to look in the face of the impossible without fear; in fact, the only emotion flowing through my body would be excitement. There are thousands of intelligent students, however many are unable or are unwilling to utilize their full potential. Although not a genius, I have shown my ability to improve drastically in capability over time.

At some point in my middle school career I was not technically supposed to still be enrolled because my grades were too low; now I'm on track to be valedictorian of my class. I am willing to do whatever it takes to meet my goal; if there were a service event across the country I would be willing to walk the entire way; if I could take a million AP's I would. I understand that it is a big jump to go from Bellflower High School to a UC in terms of academic difficulty; however, that is part of the excitement. I am not afraid of failure, it does nothing but make me stronger. Am I capable of making a jump of such a magnitude? It is not my judgment to make; I am only here to try.

The spin-the-wheel slows down and eventually stops at ‘try again next time’. That is, until I secretly push it one slot over to ‘princess tiara’. As the child hurries away to the next carnival game with the tiara in her hair, her mom turns back at me with a warm smile and mouths the words “thank you”. Seeing genuine happiness in the people of my community while volunteering at events such as my school carnival always remind me why I love my community so much.

I hold a lot of pride in how I’ve become a prominent figure in my community. From volunteering at festivals for my local elementary school to becoming employed by the City of American Canyon Parks and Recreation Department, I relish being in the hub of the community. I love our annual Fourth of July parades and Easter egg hunts, where I am stopped every 15 minutes to catch up with the crazy kids I worked with at summer camp or even just with the staff I’ve met from school. Growing up and connecting with such a diverse community is and will always be a large part of who I am. From kindergarten up until my senior year of high school, both my small community and I as an individual have grown immensely. By volunteering at local events, connecting with the people of my community, and finally getting employed by my city, I know that I have contributed to the successful growth of my community.

Although I really love my community here in the small town of American Canyon, I cannot help but think of the other great communities that I can potentially be a part of as well. I believe that by going to the University of California, I will be able to thrive in the liveliness of the communities that the campuses are well-known for. A major contribution I believe that I can bring to the University of California is integrating, being involved in, and building the school’s community so that both I and the school can grow together for each other.

What can you learn from these UC Berkeley essays?

If you want to get into UC Berkeley in 2022, you need to write great essays that help make you stand out. From these 18 Berkeley essays that worked, here are some takeaways:

• Use specific examples of places and events (name them) ( #8 , #17 )
• Tell a story ( #6 , #18 , #7 )
• Demonstrate your background, identity, or culture ( #3 , #15 , #4 )

If you enjoyed these UC Berkeley essays, you'll also like reading our top UCLA essays that worked. They answer the same PIQ prompts, but quite differently.

Applying to other public universities? Check out these awesome University of Michigan essays.

Let me know, which UC Berkeley essay was your favorite and why?

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A: In December, UC Berkeley will email you a confirmation that we received your application. Check the email address account you included on your UC Application. Once we receive your application, you will be asked to log in to our campus application portal, MAP@Berkeley , to see the status of your application. If you do NOT receive a confirmation email from Berkeley in December, please contact the UC Application Center at 800-207-1710 (within US) or 310-513-2715 (outside U.S.), or email: [email protected]

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• Click on the URL in the email or simply go to MAP@Berkeley. You will need to login using your email and temporary PIN number.
• Once you successfully login, you will need to follow the prompts to set your password.
• Every time you come back to MAP@Berkeley, you will need only the password you created and your email address.

*If you forget your password, click on "Forgot your Password?" and follow the prompts.

Q: When should I send you my official transcripts and all of my test scores?

A: Please do not send documents or other information to Berkeley unless requested. If we need more information from an applicant, we will contact you. Most students give us enough information in their applications for us to make a sound decision. After admission decisions are posted on our campus application portal, each admitted student will see their own Conditions of Admission explaining exactly what official documents Berkeley requires. Learn more about submitting transcripts to UC Berkeley here.

Q: Is it possible for first-year applicants to be admitted earlier than the March decision date?

A: Yes, a small number of students will receive notification of their decision in February. Most of these students will be nominees for Regents’ and Chancellor’s Scholarships, a process that has traditionally been initiated during this time of year; the difference is that those students and some others are receiving admission offers at the same time. Early admission notification is not "Early Action" or "Early Decision". Students cannot apply to be admitted early. The majority of first-year applicants still will receive their decisions at the end of March, via the MAP@Berkeley portal.

For full details on the changes to Berkeley's testing policy, visit our First-Year Policy Changes page.

Q: With UC Berkeley no longer using SAT/ACT exams in the review process, does this mean that UC Berkeley is “test-blind”?

A: Berkeley prefers the term “test-free”, and for us this means that we’re not using SAT/ACT test scores for any part of our process, including evaluation/holistic review, selection, or scholarship processes.

Q: If I’m applying to multiple UC campuses with different test policies, how should I proceed with filling out my application?

A: No UC campus will require SAT/ACT test scores. Since there is only one UC application for all UC campuses, students may consider submitting SAT/ACT test scores on the UC application if they’re applying to at least one campus that will use them in their review process, and they want to submit the scores for that campus’ review. UC Berkeley will not use SAT/ACT test scores regardless of whether or not they are submitted.

Q: Can I submit SAT/ACT test scores to be used for university placement or subject credit?

A: Yes. While SAT/ACT scores will not be used in the admissions process, any scores you submit will be used for placement or subject credit purposes should you be admitted to Berkeley.

Q: Will UC Berkeley use scores from SAT subject test, AP test, IB test, etc. in the application review process?

A: Yes. Berkeley will continue to accept additional subject test scores that will be used as “value added” in the review process. These subject tests are not required but can be submitted to demonstrate advanced proficiency in an academic subject.

For full details on Berkeley's letter of recommendation policy, visit our First-year Policy Changes page.

Q: Can transfer students submit letters of recommendation?

A: No. Only first-year applicants may be asked to submit letters of recommendation. Transfer applicants will not have this option.

Q: Who should write a letter of recommendation on behalf of a student?

A: If the student is invited to submit letters of recommendation, one letter must be written by a teacher or instructor. The second letter can be written by anyone the student selects, ideally someone who knows them well and can speak to one or more of the characteristics above. Letters from the applicant’s immediate family or relatives are discouraged in our process.

Q: How should the letters be submitted?

A: All letters must be submitted electronically. No letters in the mail or by courier will be accepted. Invited applicants will identify letter writers via a link sent to them. If you are invited to submit up to two letters of recommendation, you will be emailed instructions to log into MAP@Berkeley. Once in the portal, below the checklist, you'll see a link that takes you to a recommendations page. Once there, you'll see a button that reads, "Add Recommender." Click there and follow the instructions.

PLEASE NOTE: Requests for letters of recommendation WILL NOT be found within the UC application, which opens August 1. The request will be delivered to your email as a supplemental request. Additionally, UC Berkeley does not use letters through the Naviance system; please ensure that all letters of recommendation are submitted through UC Berkeley's online recommendation system.

Q: Is there a word limit?

A: While there is not a word limit, we ask that letters be limited to one page.

Q: What is the deadline for letters of recommendation?

A: All letters will be due by 11:59 p.m. on January 3. After this date, it is not guaranteed that a letter can be read as a part of the application review.

Q: How are students selected to submit letters of recommendation?

A: We will request letters from students we feel additional information could be useful in our review process. Only a small percent of applicants will be selected to submit letters, and they can choose to submit letters or not. Not doing so will not negatively impact the review.

Q: Will a third letter be accepted?

A: No. Only two letters will be accepted.

Q: Will applications without a letter still be read? Will they be at a disadvantage?

A: The policy remains committed to making sure that all first-year applications are thoroughly and thoughtfully read, with or without a letter. Students without a letter will not be at a disadvantage, but we do highly encourage students who are selected to take advantage of this opportunity.

Q: What is the Management, Entrepreneurship, & Technology (M.E.T.) Program?

A: Berkeley’s Management, Entrepreneurship, & Technology Program aims to educate leaders with a seamless understanding of technology innovation, from idea to real-world impact. M.E.T. students earn two Bachelor of Science degrees in one program that combines the best of the top-ranked College of Engineering and Haas School of Business. Its integrated curriculum enables students to complete their two degrees within four years, while internships, career coaching and other enrichment activities provide ample opportunity for hands-on practice with technology innovation. Each M.E.T. cohort is small, allowing for close mentoring and a tight-knit community. For more information on the M.E.T. program, please review the questions below, and visit the M.E.T. website and the program’s FAQs .

Q: How do I apply to the M.E.T. Program?

A: To start your application for first-year admission, visit the UC application website. Once you launch your University of California application, you’ll be able to select the Berkeley campus and choose one of the tracks, which include the following:

• Aerospace Engineering & Business Administration
• Bioengineering & Business Administration
• Civil Engineering & Business Administration
• Electrical Engineering and Computer Sciences & Business Administration
• Industrial Engineering and Operations Research & Business Administration
• Materials Science and Engineering & Business Administration
• Mechanical Engineering & Business Administration
• Engineering Undeclared & Business Administration

Q: What if I selected the Management, Entrepreneurship, and Technology (M.E.T.) program as my primary major? 

A:  Applicants who are not admitted to the M.E.T. Program will be considered for admission to Berkeley Engineering’s major that corresponds to the major applied to. This is separate from the alternate major process.

Q: If I am not selected for the M.E.T. Program, am I still eligible for other majors at Berkeley?

A: M.E.T. is highly competitive and will enroll a limited number of first-year. Applicants who are not admitted to the M.E.T. Program will be considered for admission to Berkeley Engineering’s major that corresponds to the major applied to. However, admission to these majors is not guaranteed.

Q: If I choose a major in the M.E.T. Program am I required to submit a supplemental application? 

A: Students who select a major in the M.E.T. Program as their primary major will receive instructions for supplemental information. Students who selected an M.E.T. major as an alternate major will not be asked for supplemental information. 

Q: Is it true that I'm not eligible to transfer to Berkeley because I will need the summer to finish my required coursework?

A: All UC eligibility requirements for transfer admissions must be completed by the spring prior to the student’s transfer. If you are applying in November 2023 for the fall 2024 semester, all eligibility requirements must be completed by spring 2024 to be eligible for transfer.

Q: Is it true that I'm not eligible to transfer to Berkeley because I have not completed the necessary breadth/IGETC courses, even though I have taken difficult courses?

A: The College of Letters & Science denies admission if breadth and/or units are dependent on summer work. All other colleges — Chemistry, Engineering, Environmental Design, Rausser College of Natural Resources, and Haas School of Business — require units; however, not all of these colleges require breadth. If you are not eligible and feel you have an unusually compelling case to make, write it in the "Comments" box of the appropriate form on your Required Forms list in our campus application portal.

Q: If my total number of UC transferable units is over 80, am I eligible for admission?

A: Most programs will not offer admission to students who have earned an excess of 80 UC transferable semester units prior to enrollment, however, if all completed coursework is lower division, this excess unit policy does not apply . If you've applied to the College of Letters and Science, note that most applicants with excess units are denied admission. If you've applied to the College of Engineering, Chemistry, Environmental Design, Rausser College of Natural Resources or Haas School of Business, your application will be reviewed and there may be a very slight chance of admission with excess transferable units.

Students will be granted up to 70 semester/105 quarter units of credit for lower division coursework completed at any accredited institution or combination of institutions. Lower division units beyond the maximum for which credit is awarded will be granted subject credit and may be used to satisfy requirements. Upper division units will be added to the overall total. Units earned through AP, IB, and/or A-Level examinations are not included in the limitation and do not put applicants at risk of being denied admissions. Lower or upper division units earned at UC (Extension, summer, cross/concurrent, UC-EAP, and regular academic year enrollment) are added to the maximum lower division credit allowed and might put applicants at risk of being denied admission due to excessive units.

Q: I'm not sure if a course I've taken might substitute for a required course. Whom can I ask?

A: In the interest of fairness and equal treatment for all students, Berkeley staff cannot discuss these issues personally with applicants. You must use the space provided in the “Comments” section of each form to explain your specific case. If we need more information, we will contact you by email and/or phone. Self-resources that may be available include ASSIST.org (primarily for California community college students), or Berkeley Academic Guide .

Q: Can I change the major (and/or college/school) I applied for at Berkeley?

A: To change a major/college/school in your submitted Berkeley application, please submit your request using the Contact Us form . You can expect a decision via email within five to seven days. NOTE: No new major changes will be considered after January 25, 2024.

Q: Can I submit supplemental materials or portfolios to be considered on the application? 

A: No. Unfortunately, we are unable to accept portfolios, senior-year grades, or other supplemental materials. Anything sent to our office will not be reviewed. For select groups of students we may ask for additional information. This could be letters of recommendation or supplemental forms. Unsolicited materials will not be reviewed and we ask that applicants not send any information that are not specifically requested from the admissions office. 

Q: How can I change my email address? How can I correct my Social Security number, misspelled name, or birthdate on my application?

A: Visit UC Application and log in. Then, click on the Update Account Information link. You may change your personal information there, and the UC Admissions Office will send an update to every UC campus to which you have applied. You can also call the UC Application Center at 800-207-1710 (within U.S.) or 925-298-6856 (outside U.S.), or email: [email protected]

Q: Can I make changes (grades, courses, activities, personal insight questions, etc.) to my application after I submitted it?

A: Out of fairness to all applicants, only changes in critical information may be made to UC application data. This includes personal information, release authorizations, and some exam updates. To make changes to critical information, please log into My UC Application or contact the UC Application Center. If you contact the UC Application Center, please make sure to include your name and your UC Application ID number. Making these critical changes to your application will update the information for all of the UC campuses you applied to.

Please note that changes to your courses, grades, exams, activities, awards, volunteer work, employment, or personal insight questions are not guaranteed to reach us before your application is reviewed. However, minor changes are unlikely to have an impact on your admission decision.

Note: Transfer students will be asked to update fall 2023, winter 2024, and/or spring 2024 courses and grades in January through the Transfer Academic Update and UC Berkeley’s supplemental forms.

UC Application Center

800-207-1710 (within US)

925-298-6856 (outside US)

[email protected]

Q: How can I add a letter of recommendation, a new commendation, award, honor, etc., to my UC application? Is it too late?

A: Out of fairness to all applicants, Berkeley does not permit or review unsolicited information. If the campus requires additional information, a form will be displayed in your personal checklist on our secure applicant portal or we will reach out to you via email. Typically, unsolicited information or changes to your application will not alter our final admission decision. Please do not confuse providing new information with correcting false or misleading information on your application. If you have provided information which is no longer true (e.g., you have a grade change or you have dropped a class) you must immediately notify Berkeley in writing about this change.

Q: How can I cancel or withdraw my Berkeley application?

A: Please login to your student portal, MAP@Berkeley . Once logged in, under "Account Tools" towards the bottom of the page, click on "Withdraw Application" and follow the prompts.

Q: Can I submit an application after November 30?

A: No, we will not accept late applications.

Q: Can applicants to Berkeley select more than one major on the application? 

A: Students can select a primary major and an alternate major. Currently, Berkeley only guarantees the review of the primary major and will not review students for an alternate major. 

Q: How should I decide what my primary major should be versus an alternate major?

A: Because we only guarantee the review of the primary major, we highly recommend that students who have a strong interest in a specific major to select that major as their primary selection.

Q: Can I change my major after enrolling? 

A: Students can work with an advisor to explore opportunities to change their major after enrolling. In most circumstances, it is possible to change your major. However, higher-demand majors such as Engineering, or social sciences, may be more difficult to transfer. It is easier to transfer majors in the same college.

Q: Can I select "undeclared" as an alternate major? How would that affect my admissions?  

A: Yes, you may select undeclared as the primary or alternate selection. We know that some students aren't sure what they're interested in prior to enrolling in college, and we offer that flexibility for students. Applying undeclared does not impact your chances of admission.

A: Applicants who are not admitted to the M.E.T. Program will be considered for admission to Berkeley Engineering’s major that corresponds to the major applied to. This is separate from the alternate major process.

Q: What if I selected the Global Management program as my primary major? 

A: Applicants who are not admitted to the Global Management Program will be considered for admission to the College of Letters and Science's social sciences division. This is separate from the alternate major process.

Q: Can I select an alternate major in any college?

A: Yes. You can select any major from any college as your primary and your alternate major. However, Berkeley will not review a student for their alternate major. 

Q: What is the lived name policy?

A: In accordance with the California Gender Recognition Act (SB 179), UC Berkeley is adhering to a new system wide Gender Recognition and Lived Name policy , which ensures that all students, employees, alumni, and affiliates are identified by their accurate gender identity and lived name on university-issued identification documents and in UC’s information systems by providing guidance on the collection and reporting of gender identity, lived name and sexual orientation.

Q: How will the lived name be used?

A: We will be using the lived name to address students in all communications, including but not limited to, emails, text messages, official decision letters, etc.

Q: If I did not enter a lived name, what will show on my communications?

A: If you did not enter a different lived name, we will default to the legal name when addressing you in communications.

Q: Can I change my lived name?

A: Yes, you may update your information in the UC application . This will update your name at all UC campuses, but can take a few days to process.

Q: While my lived name is different from my legal name, I may need my offer letter to reflect my legal name if I’m admitted to Berkeley. How can I make that change?

A: We understand that there is often a need to have the offer of admission letter printed with the legal name, rather than the lived name. If you wish to have your official admission letter adjusted to display your legal name, we’ll have a process where you can request a version with your legal name.

*Updated July 2023

Are you seeking one-on-one college counseling and/or essay support? Limited spots are now available. Click here to learn more.

UC Essay Prompts 2023-24 – Personal Insight Questions

July 26, 2023

The 2022-23 admissions cycle saw the nine undergraduate University of California campuses collectively attract an all-time record of 245,000+ applications; this represented a double-digit increase from three years prior. Logic would suggest that institutions receiving as many as 174,000 applications (UCLA) would not employ a particularly holistic admissions process. Certainly, not one that would give any weight to a supplemental essay, much less to four essays. In general, large institutions do indeed rarely devote much time to carefully considering application essays. Yet, true to brand, the UC schools defy convention. And thanks to some recent global changes enacted across the whole UC system, the UC essay prompts (UC Personal Insight Questions) have become an even more essential application component to anyone who hopes to study at any of the following UC campuses:

• Santa Barbara

(Want to learn more about How to Get Into the University of California campus of your dreams? Visit our blogs entitled: How to Get Into UC Berkeley: Admissions Data and Strategies and How to Get Into UCLA for all of the most recent admissions data as well as tips for gaining acceptance.)

Standardized Testing Changes at the University of California

In May 2020, as the pandemic wreaked havoc on the U.S. educational system (not to mention the rest of the country/world), the UC Board of Regents voted to make all of their universities test-optional for students applying to enroll in fall 2021 and fall 2022. By itself, such an announcement was hardly notable. After all, hundreds of other high-profile colleges made similar temporary policy changes due to the impact of COVID-19. It was the changes for fall 2022 applicants (and beyond) that shocked the higher education universe…

To everyone’s astonishment, this gargantuan system that garners over a quarter of a million applicants per year decided to go “test-blind,” moving forward. This means that, for in-state applicants, none of the nine schools listed above will even look at an applicant’s SAT or ACT score anymore. So, what’s the takeaway here for you, a future UC applicant? Simple: the essays matter more than ever before. Your writing will be your main opportunity to differentiate yourself from swarms of other well-qualified applicants.

Given this new reality, let’s turn our attention to the focal point of the article—the UC essays themselves. For each, we will offer thoughts/tips to guide you with prompt selection and execution of a stellar composition.

A Guide to the UC Personal Insight Questions

*Note: Your response to each prompt is limited to 350 words.

UC Essay Prompt # 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.

Leadership is an admirable quality, but it can manifest in many different forms. This essay is not only for those who captained a varsity team to a state title or founded a charitable organization or served as student body president. Teamwork and collaboration are also valued leadership skills both in academia and in the workplace, and students with strong interpersonal skills and a high EQ can be an asset to any university. Think beyond the title that you may have held and more about the action(s) of which you are most proud. Note that the university invites you to share a story that involves your family. In other words, it doesn’t just have to be school or extracurriculars.

To sum up, this essay is about leadership, broadly defined. You can chronicle anything from mentoring others on your debate team to a simple instance of conflict resolution within your peer group. This is often a prompt that appeals more to extroverts, but that does not preclude a story of quiet leadership from being a winning choice here.

UC Essay Prompt #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.

Whether you are a prospective studio art, mechanical engineering, mathematics, or psychology major, creativity and the art of problem-solving will likely be at the heart of what you do. Even if few would refer to you as a “creative type,” this prompt can still serve as a nice platform from which to reveal more about what makes you tick and the unique ways in which your synapses fire.

There are two ways to go with this prompt. First, you could: Tie your creativity directly to your future major and/or career. Secondly, you could: paint a picture of your personal brand of creativity that reveals who you are as an individual. Either way, this prompt can inspire some highly-impactful, needle-moving responses from applicants.

UC Personal Insight Questions Prompt #3

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

If you are a world-class athlete, you are likely already in the recruitment process. If you placed high in AIME or won a National Merit Scholarship, that is already stated in the awards section. Therefore, using the prized 350 words of real estate to merely rehash the fact that you won an award would not be an inspiring move.

If you read the question closely, UC wants to know how you got good at whatever it is that you excel at doing. A few years back, Malcolm Gladwell popularized the idea that becoming a master or expert at anything takes 10,000 hours of practice. Consider talking about the grind and sacrifice it took you to become great at a given skill and how you see that skill becoming even more finely tuned/developed over time. If this skill fits into your future academic/career plans, all the better—share that too!

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

This is a prompt that acknowledges the fact that some students are born with more advantages than others. Some teens attend schools with very limited advanced course offerings; others attend high schools with 25+ AP courses. Whether you come from a privileged or an economically-disadvantaged home, this prompt can be a solid choice for you.

First off, it’s important to acknowledge that an “educational opportunity” doesn’t have to be your regular high school curriculum; it can be a summer program, debate club, shadowing opportunity with a physician, or a language immersion program in Peru.

On the overcoming an educational barrier front, this could be an issue of resources/economics or the barrier could be in the form of a learning disability, mental or physical health challenge, or just merely stretching yourself to take an AP Physics course when that area was not your strong suit.

Colleges like students who demonstrate grit, perseverance, and resilience as these qualities typically lead to success in a postsecondary environment. No matter what type of example you offer, demonstrating these admirable traits can do wonders for your admissions prospects.

UC Personal Insight Questions Prompt #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?

This is a more generalized version of PI Question #4. Challenges can be anything mentioned in the previous section (disabilities, depression, etc.). They could also be events like: you moved in the middle of junior year or the COVID-19 pandemic interfered with your activities. Or perhaps your parents got divorced, a grandparent passed away, or any number of other personal/family traumas one can name. If a challenge you faced and overcame is a core part of your personal story, then this is a great choice. Just be sure to include the positive steps you have taken in response to the challenge!

UC Essay Prompt #6

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

Students who are “Undecided” may shy away from this prompt. Contrarily, those who are laser-focused on a given academic area often find this to be an ideal selection. Whether it’s a general love for math/science or literature or a specific interest in aerospace engineering or 19th-century Russian novels, use this opportunity to share what makes you tick, the ideas that keep you up at night, and what subject inspires you to dream big.

Explain how your love of this subject may tie into your area of study or even a future career path. Feel free to include details about how the UC schools of your dreams can help you further this interest. You can name specific courses, professors, internship/research opportunities, clubs, or other campus resources that you have researched.

UC Personal Insight Questions Prompt #7

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

How you interact with your present surroundings is the strongest indicator of what kind of future community member you’ll be. This PI prompt asks you to define your role within a community—your high school, your neighborhood, your family, or even a club or sports team. Some words of warning with this one: don’t get too grandiose in explaining the positive change that you brought about. Of course, if you truly brought peace to a war-torn nation or influenced global climate change policy, share away; but, nothing this high-profile is expected. This is more a question about how to relate to others, your value system, your charitable/giving nature, and how you interact with the world around you. If you have a sincere and heartfelt story in this vein to share, then #7 is an excellent selection.

8) UC Essay Prompt #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?

Is there anything you have yet to share that is absolutely elemental to who you are as a person? Without the benefit of an in-person interview, it may feel like you never fully had a chance to connect intimately with a UC admissions officer. You have a burning sense that you have not communicated your true essence, your je ne sais quoi, your…you get the idea. If something important hasn’t been communicated elsewhere in the application, then PI #8 is about to become your best friend.

Consider that the admissions reader is already somewhat familiar with your academic history, activities, and awards. What don’t they know, or, what could they understand on a deeper level? This could be a particular skill or talent, or something about your character or personality. This one is intentionally open-ended, so use this space to share your most cherished accomplishments or most winning attributes. The university itself is inviting you to “brag” here. Therefore, we recommend obliging, by presenting the equivalent to a “closing argument” at the end of this admissions trial.

College Transitions’ Final Thoughts

• With the introduction of a test-blind policy , the UC Essay Prompts have never been of greater importance.
• Pick the four prompts from which you can generate the most compelling and revealing essays. No prompts are inherently favored or preferred by the admissions committee.
• If you are able to organically and convincingly tie in your academic and career interests and/or how a prospective UC institution can help you achieve your goals, take the opportunity to do just that (in any prompt).
• Strongly consider PI #8. It is the most open-ended option and allows you to highlight anything that doesn’t fit elsewhere in the application.
• Application Strategies
• College Essay

Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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Evening & Weekend MBA Program

Essays help us learn about who you are as a person and how you will fit with our community. We seek candidates from a broad range of industries, backgrounds, and cultures.

We encourage you to reflect on your experiences, values, and passions so that you may craft thoughtful and authentic responses that demonstrate your fit with our program—professionally, academically, and culturally . Our distinctive culture is embodied in our Defining Leadership Principles - Question the Status Quo, Confidence Without Attitude, Students Always, and Beyond Yourself.

Below are the required essays, supplemental essays, and optional essays for Fall 2024.

Required Essay #1 - Personal Story

To help admissions get to know you please share something about yourself that may not be evident in other parts of your application. Examples might include information about your family, culture, hobbies, and lived experiences. Please avoid professional topics. 

(300 word limit) 

Required Essay #2 - Professional Statement

Please summarize your primary area of professional expertise or knowledge. What do you do, and what are you known for? 

(150 word limit)

Supplemental Information

• Please briefly list how you have demonstrated strong quantitative abilities or plan to strengthen your quantitative abilities.
• If you have ever been subject to academic discipline, placed on probation, suspended, or required to withdraw from any college or university, please explain. An affirmative response to this question does not disqualify you from admission.
• For each of your recommenders, please list their name, company, the dates you worked with the person, and the context of your professional relationship.
• Please provide an account of any gaps in your employment since earning your undergraduate degree. If you are not employed full time, please explain your current employment situation and your career search plans.
• List up to five significant community and professional organizations and extracurricular activities in which you have been involved during or after university studies.
• If you are applying from outside the Bay Area, please explain your plans to attend classes on campus. Please include your employment plans and whether you intend to relocate or commute .

You are encouraged to use bullet points where appropriate. 

Optional Information

We invite you to help us better understand the context of your opportunities and achievements.

1. If you were raised in one of the following household types, please indicate.

• Raised by a single parent
• Raised by an extended family member (grandparent, aunt/uncle, niece/nephew, cousin)
• Raised in a multi-generational home
• Raised in foster care

2. Are you responsible for providing significant and continuing financial or supervisory support for someone else? Please indicate below:

• Extended family member (grandparent, aunt/uncle, niece/nephew, cousin)

You are welcome to use this opportunity to expand on hardships or unusual life circumstances that may help us understand the context of your opportunities, achievements, and impact.

Finally, you will have the opportunity to convey relevant information not addressed elsewhere in your application. This may include an explanation of academic aberrations, supplemental coursework, etc.

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By Andrew Cohen 

Christopher Edley Jr., Berkeley Law’s dean from 2004 to 2013 and a renowned figure in administrative law, education policy, and civil rights, died unexpectedly on May 10 at age 71. 

“As dean, he made an enormous positive difference in every aspect of the law school, from the hiring of many terrific faculty, to his initiative to build the South Addition, to dramatically increasing support for public interest grants for students, to the creation of many research centers,” says Berkeley Law Dean Erwin Chemerinsky. “Chris and I were law school classmates. He has been a dear friend and has provided me invaluable wisdom and support in my years as a dean. I know I speak for all of us in saying how terribly much we will miss him.”

Edley forged a distinguished career in both academia and public service. He spent 23 years as a professor at Harvard Law School, where co-founded the Harvard Civil Rights Project, regularly taught Administrative Law and a Law & Governance seminar, and also taught Environmental Law, National Security Law, Poverty & the Law, Defense Department Procurement Law & Policy, and Taxation. 

Born in Boston and raised in Philadelphia and New Rochelle, New York, Edley earned degrees from Swarthmore College, the Harvard School of Public Policy, and Harvard Law School. He served in White House policy and budget positions under Presidents Jimmy Carter and Bill Clinton; for Carter, his responsibilities included welfare reform, social security, food and nutrition programs, and several other anti-poverty agencies. 

For Clinton, Edley oversaw budgets and legislative initiatives for five cabinet departments — Justice, Commerce, Housing and Urban Development, Transportation, and Treasury — spanning more than 40 independent agencies, with budget responsibility totaling hundreds of billions of dollars. As senior counsel to Clinton, he also directed a government-wide review of affirmative action programs.

​​“Chris Edley had a brilliant mind and a kind, good heart that he put to use to build a better, fairer, more just America,” Clinton said in a statement. “From his groundbreaking academic career to his service in multiple key roles in my administration, he always believed that law and policy are ultimately about people. He mastered the minute details but never lost sight of the big picture — giving more people the chance to live their best lives. He is gone far too soon, but his legacy will endure.” 

A valued voice 

Edley held senior positions in five presidential campaigns, including senior policy adviser for Barack Obama, his former student at Harvard Law. He then served on Obama’s Transition Board with responsibility for education, immigration, and health. 

As co-chair of the congressionally chartered National Commission on Education Equity and Excellence from 2011 to 2013, Edley led its charge to recommend pathways for reform and steered a nationwide follow-up effort to advance those recommendations.

He also served as interim dean for UC Berkeley’s School of Education — a role he stepped into at the request of Chancellor Carol Christ — from 2021 to 2023. In that position, Edley helped formalize the school’s undergraduate major in education and the school officially became the Berkeley School of Education after having served only graduate students for more than 50 years.

“As our dean, Chris championed initiatives to expand online education, bolster early childhood education, and supported the school’s groundbreaking statewide effort for equity-based school leadership programs,” says current Dean Michelle D. Young. “Chris has left an indelible mark on the nation’s civil rights dialogue, the Berkeley School of Education, and most certainly on our hearts.”

Young’s full statement about his impact describes how he urged colleagues to embrace the mantra, “Educate like democracy depends on it.” 

Involved in a wide range of civic endeavors, Edley served on the U.S. Commission on Civil Rights, was a board member with several social justice-focused nonprofits, and co-founded The Opportunity Institute, a charitable non-governmental organization that focuses on federal and state policy related to education and social mobility. He also served on the board of The Century Foundation, the Russell Sage Foundation, and the American Council on Germany. 

Edley was a fellow of the American Academy of Arts & Sciences, the National Academy of Public Administration, the Gates Foundation’s National Programs Advisory Panel, the Council on Foreign Relations, and the American Law Institute, among other prominent organizations. He also served on many committees for the National Academies of Science’s National Research Council, a committee to evaluate performance standards and design a national system of education equity indicators.

“Chris Edley was a relentless force for good in the world — the good he accomplished directly and the good that he empowered other people to do,” says Molly Van Houweling, a Berkeley Law professor and faculty co-director of the school’s Berkeley Center for Law & Technology. “He set an example of how to make a complicated world better with grit and good cheer. As sad as I am, I can’t help but smile when I think of him.”

A tailor-made role

Chosen as Berkeley Law’s dean from a candidate pool of nearly 200 people, Edley embraced the school’s public mission. 

“I have turned aside deanship inquiries in the past, but this opportunity is unique,” Edley said after accepting the job. “The mission of a great public law school is different from that of an elite private school because we must consider not only the excellence of our training and scholarship, but also the access to and inclusiveness of our enterprise. We must also provide intellectual capital and leadership to the state, nation, and world.”

In addition to expanding Berkeley Law’s faculty ranks, summer grants for students working in public interest positions, and research centers, Edley led a major campaign that provided much-needed physical space through renovations and the South Addition — a major project that added 55,000 square feet for new classrooms, a student center, library expansion, and more. 

Faculty members recall his willingness to fight through bureaucratic red tape to pursue innovative, ambitious ideas he thought would enrich the school and its learning environment. 

“He took on that kind of challenge with an infectious optimism that brought excitement, positivity, and school spirit to Berkeley Law,” Van Houweling says. “We have benefitted so much from the hard but important things he accomplished for the school … and even more so from the lessons he taught us about how to persevere, and how to serve the greater good.”

Relentless tenacity

Professor Daniel Farber, faculty director of the school’s Center for Law, Energy & the Environment, says Berkeley Law was grappling with internal dissension and low faculty morale when Edley was hired. 

“Chris re-energized the law school,” Farber says. “Because he believed deeply in the public service mission of law schools, he fostered the growth of new research centers to address issues facing society. All in all, it was one of the most eventful deanships in the history of the law school. He will be greatly missed.”

Edley, whose father Christopher Edley Sr. was a lawyer and longtime leader of the United Negro College Fund, continued as a professor at Berkeley Law after stepping down as dean. This past semester, he taught Truth, Proof, and Evidence: Comparing Courtroom, Politics, News, Lab, and Church, as well as The Struggle for Education Equity and Excellence with Chemerinsky and Edley’s wife, Berkeley Law lecturer Maria Echaveste ’80.

Many colleagues sharing reflections on social media conveyed deep appreciation for Edley’s determination and humanity.

“Chris Edley was a force,” Berkeley Law Professor Kenneth Bamberger tweeted. “He was a committed, curious, and supportive mentor and friend. He transformed Berkeley Law, both physically and programmatically. He devoted himself to the belief that a just society required access to excellent and affordable education.” 

Former Berkeley Law professor and interim dean Melissa Murray, now a law professor at New York University, tweeted: “Chris Edley hired me and totally changed my life. He was a beloved mentor and friend who believed completely in the transformative power of education. This is an unimaginable loss — for Berkeley and all of us who loved and admired him.”

Edley is survived by his son Christopher Edley III, Echaveste, their children Zara and Elias, a grandson, and his sister Judith Edley. A memorial service will be announced at a later date.

Dean Edley was deeply passionate about supporting students who pursue public interest work during the summers before their second and third years of law school. These fellowships, affectionately named Edley Grants, reflect his commitment. Please consider contributing to the  Summer Public Interest Fellowship Fund  in his memory.

05/13/2024 Topics: Diversity , Faculty News , Social Justice and Public Interest