From the School

The University of San Francisco — a private, Jesuit university — reflects the energy, diversity, and opportunities of the city that surrounds it. USF gives students from all backgrounds an education that is intensely personalized, intellectually inspiring, and designed expressly to help them change the world for the better.

USF enrolls 6,847 undergraduate and 3,674 graduate students, offers over 100 undergraduate and graduate degree programs, and boasts a network of over 110,000 alumni who live in all 50 states, six US territories, and 139 countries. The school's hilltop campus, in the geographic center of the city, puts students in the middle of everything San Francisco has to offer.

Overall

From The School


Overview

Applicants
18,411
Acceptance Rate
65%
Average HS GPA
3.54

GPA Breakdown

32%
Over 3.75
24%
3.50 - 3.74
20%
3.25 - 3.49
18%
3.00 - 3.24
6%
2.50 - 2.99

Need to boost your grades? We can help.

Learn More

SAT & ACT Test Scores

SAT Evidence-Based Reading and Writing
25th-75th percentile
(enrolled students)
570 - 660
SAT Math
25th-75th percentile
(enrolled students)
560 - 670
ACT Composite
25th-75th percentile (enrolled students)
23 - 29

Testing Policies


ACT Writing Policy
ACT with or without Writing accepted

SAT Essay Policy
SAT with or without Writing accepted

Deadlines

Early Decision — November 1

Early Action — November 1

Regular — January 15


Other Admission Factors

Academic

Rigor of Secondary School Record
Academic GPA

Selectivity Rating


Get a personalized plan for a competitive application from an admissions expert.

Learn More

Overall

From The School



Faculty and Class Information

Student/Faculty
13:1
Total Faculty
1,179
with Terminal Degree
712

682
Women
497
Men
330
Minority
22
International

Most frequent class size
2 - 9
Most frequent lab / sub section size
2 - 9


Graduation Rates

Graduate in 4 years
66%
Graduate in 5 years
74%
Graduate in 6 years
75%

Majors

  • ARCHITECTURE AND RELATED SERVICES.

  • Architecture.

  • AREA, ETHNIC, CULTURAL, GENDER, AND GROUP STUDIES.

  • Area Studies, Other.
  • Asian Studies/Civilization.
  • Latin American Studies.

  • BIOLOGICAL AND BIOMEDICAL SCIENCES.

  • Biology/Biological Sciences, General.

  • BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES.

  • Accounting.
  • Business Administration and Management, General.
  • Entrepreneurship/Entrepreneurial Studies.
  • Finance, General.
  • Hospitality Administration/Management, General.
  • International Business/Trade/Commerce.
  • Marketing/Marketing Management, General.

  • COMMUNICATION, JOURNALISM, AND RELATED PROGRAMS.

  • Advertising.
  • Mass Communication/Media Studies.
  • Speech Communication and Rhetoric.

  • COMPUTER AND INFORMATION SCIENCES AND SUPPORT SERVICES.

  • Computer Science.
  • Data Processing and Data Processing Technology/Technician.
  • Information Technology.

  • ENGLISH LANGUAGE AND LITERATURE/LETTERS.

  • English Language and Literature, General.

  • FOREIGN LANGUAGES, LITERATURES, AND LINGUISTICS.

  • Comparative Literature.
  • French Language and Literature.
  • Japanese Language and Literature.
  • Spanish Language and Literature.

  • HEALTH PROFESSIONS AND RELATED PROGRAMS.

  • Health Services Administration.
  • Registered Nursing/Registered Nurse.

  • HISTORY.

  • History, General.

  • MATHEMATICS AND STATISTICS.

  • Mathematics, General.

  • NATURAL RESOURCES AND CONSERVATION.

  • Environmental Science.
  • Environmental Studies.

  • PARKS, RECREATION, LEISURE, AND FITNESS STUDIES.

  • Kinesiology and Exercise Science.

  • PHILOSOPHY AND RELIGIOUS STUDIES.

  • Philosophy.

  • PHYSICAL SCIENCES.

  • Chemistry, General.
  • Physics, General.

  • PSYCHOLOGY.

  • Psychology, General.

  • SOCIAL SCIENCES.

  • Applied Economics.
  • Development Economics and International Development.
  • Econometrics and Quantitative Economics.
  • Economics, General.
  • Economics, Other.
  • International Relations and Affairs.
  • Political Science and Government, General.
  • Sociology.
  • Urban Studies/Affairs.

  • THEOLOGY AND RELIGIOUS VOCATIONS.

  • Theology/Theological Studies.

  • VISUAL AND PERFORMING ARTS.

  • Art History, Criticism and Conservation.
  • Design and Visual Communications, General.
  • Fine/Studio Arts, General.
  • Visual and Performing Arts, General.


Students Say

Students find the quality of University of San Francisco’s “location” to be inseparable from the school’s “small-ish private liberal arts college” appeal: “San Francisco is a global city with a wealth of opportunity.” However, USF is more than a “diverse education in an even more diverse setting” in its “dedication to social justice.” “USF is known for its Jesuit pursuit of social justice, and does so through philanthropy and a relatively left and liberal style of teaching.” Undergrads love USF’s “small class sizes, good work opportunities in the city,” and “comprehensive core curriculum.” “USF is interested in developing the individual into a strong leader with a particular emphasis on the forces of self reflective and self awareness,” and the school’s “Jesuit education…is outstanding for students who care about their community and the world beyond themselves.” Holding true to its command to students to “change the world from here,” a USF education empowers students to make “an impact in the world in an area that you are passionate about.” The “extremely talented, well-educated, hard-working, and passionate professors” are “well qualified and deeply care for my education,” facilitating “fun and learning combined” in “interesting, engaging classes that are small.” In class, students find “the opportunity to discuss, to ask questions, and to give feedback. It was not the professor’s classroom, where the professor was controlling the classroom, it was our classroom, all of us together.” Students are encouraged to think for themselves in an intellectual atmosphere that “emphasizes acceptance, diversity, and critical thinking.” That said, the university offers plenty of support: “We have academic success advisers who help make sure we are on track with graduation, help with major changes, and choosing class schedules.” USF’s “very prestigious nursing program” and a “five-year program for obtaining a Masters in Education” stand out as major attractions, as do its “financial aid” resources.

Degrees

Bachelor's
Doctoral/Professional
Doctoral/Research
Master's
Post-Bachelor's certificate
Post-Master's certificate

Career Services

On-Campus Job Interviews Available
Yes

Career Services

Alumni Network
Alumni Services
Classes
Interest Inventory
Internships
Regional Alumni
Opportunities at School

Experiential
Internship

Notable Faculty


Prominent Alumni


Ming Chin
California Supreme Court Justice

London Breed
Mayor of San Francisco

Pierre Salinger
Press Secretary for President Kennedy

Pete Rozelle
Former NFL commissioner

Gordon Bowker
Cofounder of Starbucks and co-owner of Peet's Coffee & Tea

Bill Russell
NBA pro-player

Paul Otellini
Former president and CEO of Intel Corporation

Academic Rating

Graduation Rates

Graduate in 4 years
66%
Graduate in 5 years
74%
Graduate in 6 years
75%

Career Services

On-Campus Job Interviews Available
Yes

Career Services

Alumni Network
Alumni Services
Classes
Interest Inventory
Internships
Regional Alumni
Opportunities at School

Experiential
Internship

ROI & Outcomes

Overview

From The School



Dates

Application Deadlines
Jan 15
Notification Date
Apr 1

Required Forms

Business Farm Supp
FAFSA
Forms CSSProfile
Forms Divorced Parent
School
State Aid

Financial Aid Statistics

Average Freshman Total Need-Based Gift Aid
$31,593

Average Undergraduate Total Need-Based Gift Aid
$30,051

Average Need-Based Loan
$4,037

Undergraduates who have borrowed through any loan program
52%

Average amount of loan debt per graduate
$33,475

Average amount of each freshman scholarship/grant package
$5,929

Financial aid provided to international students
Yes

Expenses per Academic Year

Tuition
$49,740
Required Fees
$542
Average Cost for Books and Supplies
$1,600

Tuition / Fees Vary by Year of Study
No
Board for Commuters
$4,940
Transportation for Commuters
$700

On-Campus Room and Board
$15,410
Comprehensive Fee

Available Aid

Financial Aid Methodology
Federal and Institutional

Scholarships and Grants

Need-Based
 

Need-Based College/University Scholarship or Grant Aid from Institutional Funds
Need-Based Federal Pell
Need-Based Private Scholarships
Need-Based SEOG
Need-Based State Scholarships

Non-Need-Based
Institutional non-need-based scholarship or grant aid is available

Federal Direct Student Loan Programs
Direct PLUS Loans
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans

Federal Family Education Loan Programs (FFEL)
Federal Nursing Loans
Federal Perkins Loans

Is Institutional Employment Available (other than Federal Work Study)
Yes

Direct Lender
No

Financial Aid Rating

Overall

From The School


Student Body Profile

Total Undergraduate Enrollment
6,704
Foreign Countries Represented
67

Demographics

23.93%
Asian
4.22%
African-American
21.47%
Hispanic
25.43%
Caucasian
1.79%
Unknown
14.10%
International

63% female
37% male
26% are out of state
96% are full time
4% are part time

Students Say

At USF, students combine in “in one of the best cities in the world” to form what they perceive as “a culturally diverse community that teaches, respect, dignity, and honor for all individuals.” They describe themselves and their peers as “artistic, smart, morally sound,” “quirky and interesting.” True to San Francisco’s long history as a haven for all kinds of refugees and trailblazers, at USF, students will find a “very LGBT friendly environment” where it may even be “more normal to be diverse and weird or queer.” Students “care about the community and believe in taking action to demonstrate their beliefs,” and “the average student may be working for an NGO or volunteering regularly at one of the many nonprofits in San Francisco.” They “come from all over the world,” as well as from many “different cultural backgrounds and hobbies and interests,” but hold a common interest of being “committed to their education” and, for the most part, “everyone gets along very well.”

Overview

From The School



Campus Life

Undergrads living on campus
36%
Help finding off-campus housing
Yes

First-Year Students living on campus
89%

Campus Environment
Large Urban

Housing Options

Apartment Single
Disabled Student
Dorms Coed
Dorms Female
International Student
Other
Theme Housing

Students Say

To many students, USF is all about “getting to know each other academically, socially and morally while allowing ourselves to get distracted by the city of San Francisco.” One can’t help but note that the campus is “in a beautiful location” that’s “the ultimate city to be in as a young person,” and “USF is located near the Haight, which means that there’s always something to do even near the campus.” “The Muni bus pass that USF gives you” makes it easy to get around the city (and also means that “public transportation becomes your best friend”), and “students very very often go off-campus on weekends to visit tourist attractions, go hiking, explore new food places, go shopping,” “hit the nightclubs and bars around the city,” and enjoy “concerts and trips to various museums, shows, and performances.” “The city is full of activities and free, fun things to do,” and “whether you enjoy hiking and nature (Golden Gate Park) or enjoy small coffee shops for a nice read, you’ll always be able to find something.” USF tends not to “care for Greek life/ sports,” and on “weekends campus is barren because everyone is out exploring,” but campus is still a “welcoming, second home for all of its students.”

Special Needs Admissions

Program / Service Name
Student Disability Services

Type of Program
For all students with disabilities

Director
Tom Merrell

College Entrance Tests Required
Yes

Interview Required
No

Documentation Required for LD

Documentation The following guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and to support requests for reasonable accommodations, academic adjustments, and/or auxiliary aids. The learning specialist in SDS is available to consult with diagnosticians regarding any of these guidelines. Testing must be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis or establishing that substantial limitation in a major life activity currently exists in individuals with a previous diagnosis of LD. Minimally, domains to be addressed must include (but not be limited to): Aptitude: Appropriate assessment instruments include: The Wechsler Adult Intelligence Scale­ III (WAIS-III); The Woodcock Johnson Psychoeducational Battery-III (WJ-III): Tests of Cognitive Ability; and The Stanford-Binet Intelligence Scale: 4 th Edition. All assessments must include subtest scores. Achievement: Current functioning levels in reading, mathematics, and written language are required. Appropriate assessment instruments include: The Woodcock-Johnson Psychoeducational Battery-III: (WJ-III) Tests of Achievement; Wechsler Individual Achievement Test-II; (WIAT II) Stanford Test of Academic Skills (TASK); Test of Written Language-3 (TOWL-3). Information Processing: Specific areas of information processing (e.g. short-term and long­ term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Appropriate assessment instruments include information from subtests on the WAIS-Ill, the WJ-III Tests of Cognitive Ability, or the Detroit Tests of Learning Aptitude-Adult (DTLA-A) as well as other instruments relevant to the presenting learning problem(s) may be used to address these areas. This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as vocational interests and aptitudes. Testing must be current. In most cases, this means testing that has been conducted within the past three years. Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student's disabilities on his/her academic performance, it is in a student's best interest to provide recent and appropriate documentation. There must be clear and specific evidence and identification of a learning disability. Individual "learning styles" and "learning differences" in and of themselves do not constitute a learning disability. Actual test scores must be provided. Standard scores are the preferred measurement; although percentiles and grade equivalents may used only if accompanied by standard scores. This is important since certain university policies and procedures (e.g. petitioning for permission to substitute courses) require actual data to substantiate eligibility. In addition to actual test scores, interpretation of results is required. Test protocol sheets or scores alone are not sufficient. Professionals conducting assessment and rendering diagnoses of learning disabilities must be qualified to do so. Trained, certified, and/or licensed school psychologists, neuropsychologists, clinical psychologists, learning disabilities specialists, and other professionals with training and experience relevant to adults and their evaluation are typically involved in the process of assessment. Experience working with the adult population is essential. Tests used to document eligibility must be technically sound (i.e. statistically reliable and valid) and standardized for use with an adult population. Diagnostic reports must include the names, titles, and professional credentials (e.g. licensed psychologist) of the evaluators as well as the date(s) of testing. All reports must be typed. Handwritten scores or summary sheets are not acceptable. A written summary of or background information about the student's relevant educational, medical, and family histories that relate to the learning disability must be included. Any recommendation for an accommodation should be based on objective evidence of a substantial limitation to learning supported by specific test results or clinical observations. Reports should establish the rationale for any accommodation that is recommended, using test data to document the need. A description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level should be discussed. Individual Education Programs (IEP's) and Section 504 plans are useful but are not, in and of themselves, sufficient documentation to establish the rationale for accommodations.

Documentation Required for ADHD

Comprehensive Documentation Documentation should be comprehensive and must include the following: Evidence of Early Impairment Relevant historical information is essential since ADHD is by definition, first exhibited in childhood and manifests itself in more than one setting. Evidence of Current Impairment In addition to providing evidence of childhood history of impairment, please also include evidence of ongoing impulsive/hyperactive or attentive behaviors that significantly impair functioning in two or more settings. Please also include diagnostic interviews including self-reports and third party sources. Rule out of Alternative Diagnoses or Explanations The evaluator must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological and/ or personality disorders that may confound the diagnosis of ADHD. Specific Diagnosis The report must include a specific diagnosis of ADHD based on the DSM-IV diagnostic criteria The diagnostician should use direct language in the diagnosis and avoid using terms such as "suggests", "is indicative of", or "attention problems". Individuals who report only problems with organization, test anxiety, memory or concentration in selective situations do not fit the prescribed diagnostic criteria for ADHD. Please note that a positive response to medication by itself does not confirm a diagnosis, or does use of medication in and of itself either support or negate the need for accommodation. Relevant Testing Neuropsychological or psychoeducational assessment is important in determining the current impact of the disorder on the individual's ability to function in academically­related settings. The evaluator should objectively review and include within the evaluation report relevant background information to support the diagnosis. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles. Test scores or subtest scores alone should not be used as a sole measure for the diagnostic decision regarding ADHD. Selected subtest performance tests do not in and of themselves establish the presence or absence of ADHD. Checklists and/ or surveys can serve to supplement the diagnostic profile but in and of themselves are not adequate for the diagnosis of ADHD and do not substitute for clinical observations and sound diagnostic judgment. All data must logically reflect a substantial limitation to learning for which the individual is requesting the accommodation.

Special Need Services Offered

Calculator allowed in exams
Yes

Dictionary allowed in exams
Yes

Computer allowed in exams
Yes

Spellchecker allowed in exams
Yes

Extended test time
Yes

Scribes
Yes

Proctors
Yes

Oral exams
Yes

Notetakers
Yes

Distraction-free environment
Yes

Accommodation for students with ADHD
Yes

Reading machine
Yes

Other assistive technology
Yes

Student Activities

Registered Student Organizations
134
Number of Honor Societies
7

Number of Social Sororities
6
Number of Religious Organizations
4

4% join a fraternity
9% join a sorority

Sports

Athletic Division
Division I

10% participate in intramural sports
3% participate in intercollegiate sports

Men's Sports (Dons)
7 Sports

Baseball
Basketball
Cross Country
Golf
Soccer
Tennis
Track Field Outdoor
Women's Sports (Dons)
8 Sports

Basketball
Cross Country
Golf
Sand Volleyball
Soccer
Tennis
Track Field Outdoor
Volleyball

Student Services

Health
LGBT Support Groups: We have many resources for LGBTQ undergraduates such as the LGBTQ caucus and the Gender & Sexuality Center. Some url websites to reference: http://www.usfca.edu/GSC https://myusf.usfca.edu/lgbtq-caucus

Minority Support Groups: USF's Cultural Centers include the Gender & Sexuality Center and the Intercultural Center. The centers serve as both physical spaces on campus where students build community, and as outlets for student run programs that explore social issues and identity. https://www.usfca.edu/student-life/student-activities/cultural-centers https://myusf.usfca.edu/lgbtq-caucus

Army ROTC Offered on-campus
Air Force ROTC Offered at cooperating institutions: UC Berkeley

Sustainability

75/99

Campus Security Report

Campus Security Report

The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.

Please visit The Princeton Review’s page on campus safety for additional resources: http://www.princetonreview.com/safety

The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education: http://ope.ed.gov/security


Other Information

Campus-wide Internet Network
Yes

% of Classrooms with Wireless Internet
95

Fee for Network Use
No

Partnerships with Technology Companies
Yes

Personal computer included in tuition for each student
No

Discounts Available with Hardware Vendors
Yes

Description
Apple through bookstore DELL through Educational Discount Program

Campus Visits Contact

Contact
April Crabtree
Assistant Vice Provost for Undergraduate Admission

Address
Admissions Office
2130 Fulton St.
San Francisco, CA 94117

Phone
415-422-6563

Email
admission@usfca.edu

Experience College Life

Most Popular Places On Campus
Koret Health and Recreation Center
War Memorial Gym
Lo Schiavo Science Center
Gleeson Library
Lone Mountain Campus

Most Popular Places Off Campus
Golden Gate Bridge
Mission District shopping and dining
Baker Beach
Golden Gate Park
de Young Museum

Campus Tours

Campus Visiting Center
Monday-Friday
8:30am-5pm
415-422-6563

Campus Tours
Appointment Required: Yes
Dates: Year-round
Times: Varies
Average Length: 2 hours

On Campus Interview

Campus Interviews
Yes

Information Sessions
Available

Times
Before Campus tours

Faculty and Coach Visits

Dates/Times Available

Class Visits

Dates/Times Available
Varies

Arrangements

Overnight Dorm Stays

Overnight Dorm Stays
Not Available

Transportation

Types of Transportation Available to Campus
San Francisco International Airport (SFO) is a 20-minute drive from campus. Visitors can take shuttle services at the airport without making advance arrangements.

Driving Instructions to Campus
If you enter the city from the airport or the Bay Bridge, follow the signs to the Golden Gate Bridge. Exit the Freeway on Fell St. and proceed for approximately 3 miles. Turn right at Masonic, and then left on Golden Gate Ave. The entrance to the university is on the left. If you enter the city from the Golden Gate Bridge, follow Park Presidio to Fulton St. Turn left and the university is at the top of the hill. From I-280, follow 9th Ave. for 3 miles. Go through Golden Gate Park and turn right on Fulton Street.

Local Accommodations
The small, 36-room Stanyan Park Hotel (750 Stanyan St.; 415-751-1000) is about 6 blocks away. Rooms here are comfortable and romantic, and the moderate rate includes continental breakfast. The joggers among you will particularly appreciate being across from Golden Gate Park. The Laurel Motor Inn (444 Presidio Ave.; 415-567-8467), about 8 blocks away, is moderately priced (including continental breakfast) and convenient.


Articles & Advice