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First-Year Seminars

December 15, 2005 by Pepperdine Graphic

JOEY MANGANO Staff Writer

Entering college for the first time is difficult for most students. Deciding a major, making new friends, adjusting to a new environment away from one’s parents, and acquiring the apt skills necessary to succeed in a university setting are some of the challenges first-year students will face. The first-year seminar program aims to equip freshman with the proper tools to meet these challenges head-on.

“I want my students to finish the class with a better understanding of themselves and confidence in what they can do as students, friends and citizens,” said Chris Stivers, professor of the first-year seminar “Communication Arts: Tools for Greater Effectiveness.”

All students entering Pepperdine with 30 or less credits are required to take either a first-year seminar course, Great Books Colloquium, or Social Action and Justice Colloquium. Most first-year seminar courses are one semester long while the Great Books Colloquium and Social Action and Justice Colloquium last for four courses.

According to the Pepperdine website’s New Student Orientation, the freshman seminar attempts to “build learning communities, to sharpen critical-thinking and problem-solving skills, to enhance effective communication, to improve information literacy, to apply the University’s Christian mission, and to hone life-management skills.”

“Having a core group with so many people becoming acquainted with not only the professor, but also making so many new friends is a valuable experience,” said J.P. Dominguez, a freshman majoring in political science. “You end up finding about what your purpose in life is”.

Dominguez is taking the course “Preparing for a Life Purpose, Service and Leadership,” taught by Dean of Student Affairs Mark Davis. According to the course description, students “will examine how people find purpose in life, with special emphasis on how Christian beliefs inform this search.”

Dominguez said his favorite part of the class so far was on Step Forward Day when his class went to a homeless shelter. While there they passed out food and played with the children. “It was awesome. I love helping out the community.”

Students may choose from a wide array of courses ranging from historical perspectives such as “Portraits of Resisting Evil in Hitler’s Germany” to musical examinations such as “The Spirit of Mozart.” Other topics include themes that touch on communication, psychology, medicine, theology, community service, politics, leadership, and morality.

Students may not withdraw from a course once they have made their decision. Some of the Pepperdine students and staff disagree with this policy.

“I believe that students should be able to take a different course if it doesn’t work for them,” said Dr. Joe Burke, an adjunct professor in the Humanities and Teacher Education Division at Pepperdine.

Burke instructs the first-year seminar course “On Becoming.” The course is based on education of the mind, heart and soul, from selfishness to serving others, added Burke. “On becoming wise, on becoming good, and on becoming loving.”

Burke asked students this semester to try to balance justice and compassion when he had them assume roles in which they would suggest a sentence for Dennis Rader, the BTK killer. The roles students played included victims, detectives on the case, the wife and friends of the BTK killer, and anyone that would be in a position to suggest a sentence to a judge. “The students had to really think about what’s wise, fair and loving.”

Students who are undeclared and trying to decide on a major can look to their first-year seminars for guidance.

“I help students who aren’t sure yet,” says Dr. Laurie Nelson, an associate professor of sports medicine.

Nelson teaches the “Becoming a Physician: Medical School Preparation Begins Now” course. “I just want them to both be on the right track and know what that track is. I don’t want anyone to get to their junior year and wonder whether they are going to be successful or not.”

The first-year seminar also provides guidance for undeclared students seeking a direction to take their college career.

“I love my first-year seminar and it has helped me decide my major,” said Rachel Robinson, an undeclared freshman who will soon declare business as her major. Robinson says she made the decision after completing the Strength Quest, a quiz designed to help students realize their strengths.

For many students the first-year seminar serves as a change of pace from the everyday classes that some students feel can become tedious. Many Professors design interesting activities, field trips, and even have their students over for dinner.

Dr. John Jones, an assistant professor of communication, says he has his “Rhetoric and Social Influence” students over to his condo on campus to watch and discuss Michael Moore’s documentary Fahrenheit 9/11. Jones says that last year the students from his first-year seminar on Ronald Reagan visited the Reagan Library and the Reagan Ranch, places that are usually not open to the public.

Students in Professor Henry Price’s first-year seminar “The Spirit of Mozart” also have dinner at his house. “I enjoy having the students at my home,” said Price. “We have a meal and watch a music video. We let our hair down.”

Rachel Jones, a senior majoring in psychology, took Dr. Nelson her freshman year. Jones says her most memorable experiences in the class were hiking at Dana Point and doing yoga in Heritage Hall. Jones also said that she still sees many of her classmates around campus. “It helped establish a friends basis for me at Pepperdine.”

When discussing cognition and the “Aha!” moment Stivers has his students tussle with an ostensibly impossible situation until each student finds a solution experiencing their own “Aha!” moment.

Many of my activities take students out of their comfort zone, said Stivers. “I better not say much more because my students may read this and I have plenty of goodies up my sleeve.”

First Year Seminar

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Theses and Dissertations

Helping students succeed in college: the role of a first-year seminar.

Kurt Laudicina

Student retention has been a mystery within colleges and universities for decades. Administrators continue to devote resources to increase student persistence within their institutions. The first-year seminar is a popular intervention found at many colleges and universities. The purpose of this study was to explain how a first-year seminar affected the retention rate of first-time, traditional aged freshman at a medium-sized, 4-year, public university. Using the fall cohort of 2012 students (N=665), this study used a two-phase, sequential, explanatory mixed methods design. Using a stratified random sample and Tinto's (1987) theory of individual departure as the theoretical framework, this study found the students who reenrolled in the fall of 2013 who took the first-year seminar reenrolled at a higher percentage (63.49%; n=160) than the other strata. Furthermore, it was found the students who completed the first-year seminar had higher levels of academic skills and social integration than those who did not take the seminar. All of the strata were concerned about finances including tuition and fees, other costs associated with college, and disposable income. It was further concluded the university should offer more social options for students. It was also recommended that the university should consider requiring the first-year seminar for all freshman students. Moreover, given the level of financial strain it further recommended the university increase financial education to all students. The low response rate (8%; n=48) may have been due to the medium selected for data collection. Further discussion of the viability of the medium is considered.

Library of Congress Subject Headings

Dissertations (EdD) -- Learning technologies; College attendance -- United States; College dropouts -- United States; Academic achievement -- United States; College student orientation -- United States

Date of Award

School affiliation.

Graduate School of Education and Psychology

Department/Program

Degree type.

Dissertation

Degree Name

Faculty advisor.

Goodale, Monica;

Recommended Citation

Laudicina, Kurt, "Helping students succeed in college: the role of a first-year seminar" (2014). Theses and Dissertations . 578. https://digitalcommons.pepperdine.edu/etd/578

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New Catalog Entry

General education program.

Each candidate for the bachelor's degree must complete a series of broad and rigorous learning experiences crossing disciplinary lines. The requirements for general education are designed so that students have core courses in common; other requirements offer a selection of courses so that students can follow their interests. Many courses are sequenced to allow for a progression in students' learning acquisition. The curriculum highlights particular content areas and skill development, especially critical thinking, researching, writing, and speaking.

The requirements for the general education program include 22 courses, totaling 65 to 66 units.

Requirement Descriptions and Goals

  first-year seminar (3).

This requirement introduces the student to both the college experience and to academic inquiry. Topics vary from section to section, but all sections strive to build learning communities, to sharpen critical-thinking and problem-solving skills, to enhance effective communication, to improve information literacy, to apply the university's Christian mission, and to hone life-management skills.

Courses fulfilling the First-Year Seminar requirement: GS 199. Students must take this course during the first semester of college work. Students who enter with thirty or more transferable semester units or who enroll in either the Great Books* or Social Action and Justice Colloquia** in the first semester of their first year are not required to take this course. International students enrolled in ENG 110 will satisfy this requirement. Students may not withdraw from their First-Year Seminar course unless they are withdrawing completely from the university.

In the First-Year Seminar requirement, students will:

• Share one substantial reading assignment to help build learning communities among all first-year students.
• Sharpen critical-thinking and problem-solving skills through study within a specific academic discipline.
• Use written assignments and oral presentations to become more effective written and oral communicators.
• Become aware of and understand the Christian mission of the university.

*Students who complete the four course Great Books Colloquium sequence will receive credit for the following five GE requirements: First-Year Seminar, ENG 101, Literature, REL 301, and one of the following courses: POSC 104, MATH 102, HUM 111, HUM 212, HUM 313, SPE 180, SOC 200. **Students who complete the four course Social Action and Justice Colloquium will receive credit for the following four GE courses: First-Year Seminar, ENG 101, Literature and REL 301.

  English Composition (3)

This requirement engages students in an intensive writing workshop focused on reading and writing critically about current issues. Students read extensively, develop effective writing processes, and produce portfolios demonstrating their ability to write for a variety of purposes, focusing particularly on argumentation and academic writing. Graded A, B, C, and NC only.

Courses fulfilling the English Composition requirement: ENG 101. International students may be required to take ENG 100, Composition for ELL Students, and ENG 110, American Language and Culture, prior to enrolling in ENG 101.

In the English Composition requirement, students will:

• Use writing to construct and communicate meaning as critical thinkers and responsible citizens.
• Learn to write effectively for different audiences and purposes, with an emphasis on argumentation and academic writing.
• Experiment with new forms of writing that may include workplace writing, writing for audiences outside the classroom, creative nonfiction, and writing in different disciplines.
• Apply the rhetorical principles of ethos, logos, and pathos in order to critique written, oral, and visual texts.
• Develop the inductive and deductive skills needed for close reading and lucid writing.
• Learn to assess their writing and address feedback from the writing center, draft workshops, and small group tutorials.

  Junior Writing Portfolio (0)

The Junior Writing Portfolio demonstrates students' writing competency across the curriculum. The portfolio is to be submitted during the student's junior year and shall consist of four papers. Only one paper of the four may come from an English class, and at least two papers must have been written in either the Sophomore or Junior year. Submitted papers must be graded or contain faculty comments, and should be accompanied by a detailed summary of each assignment. Students will purchase a portfolio kit from the bookstore and will compile and submit the portfolio to the Writing Center prior to one of the two portfolio deadlines throughout the year. Students that do not pass the Junior Writing Portfolio will enroll in ENG 201, Junior Writing Portfolio Workshop in order to work toward compiling a passing portfolio. Students not passing ENG 201 will continue to enroll in it until they do pass.

In the Junior Writing Portfolio requirement, students will:

• Choose papers they have written that demonstrate their writing competency across the curriculum.
• Articulate and reflect on their writing process and their writing strengths and weaknesses.

  Writing-Intensive Course (0)

This requirement is designed to develop discipline-specific ways of writing that is important for continuing to study in the major, for careers, and for communication of discipline-specific knowledge to general audiences. This requirement should be fulfilled through writing-intensive courses in the student's major discipline.

Courses that fulfill the Writing-Intensive Course requirement: Each major has designated writing-intensive courses. Please refer to major requirement listings.

In the Writing-Intensive course requirement, students will:

• Use writing to improve learning of subject matter and promote the development of critical thinking.
• Learn discipline-specific ways of thinking and communicating, including writing skills important for continuing study in the discipline, for careers, and for communicating discipline-specific knowledge to audiences outside the discipline.
• Improve writing processes, developing effective strategies for generating ideas, gathering information, drafting, revising, and editing.

  Speech and Rhetoric (4)

This requirement introduces students to the principles of informative, persuasive and ceremonial speaking, with special attention devoted to extemporaneous speaking. This course emphasizes the application of the theory of public discourse to representative speaking situations, the construction of sound argument, and basic principles of rhetorical analysis.

Courses fulfilling the Speech and Rhetoric requirement: SPE 180

In the Speech and Rhetoric requirement, students will:

• Learn the classical origins of public speaking.
• Learn the ethics of public speaking.
• Perform effectively in a variety of rhetorical situations.
• Structure, write, research, support and deliver informative, persuasive and ceremonial speeches.
• Understand basic principles of rhetorical analysis.

  Research Methods/Presentation Skills Requirement (0)

This requirement builds discipline-specific materials, methods and critically evaluative skills necessary for effective research and presentation of research in the major. This requirement should be fulfilled through Research Methods/Presentation Skills courses in the student's major discipline.

Courses that fulfill the Research Methods/Presentation Skills requirement: Each major has designated Research Methods/Presentation Skills courses. Please refer to major requirement listings.

In the Research Methods/Presentation Skills requirement, students will:

• Acquire and demonstrate both introductory and advanced methods of research and discovery used in a particular academic discipline.
• Use research language effectively.
• Develop extensive methods and procedures for conducting and recording effective research in different formats and settings.
• Identify, synthesize and assess research literature.
• Plan, structure and write a research paper.
• Present research findings both formally and dynamically to an academic audience.

  Mathematics (3)

This requirement develops in the student an appreciation of the beauty and creativity of mathematics. It enhances reasoning ability and the grasp of logical principles, improves problem-solving skills, provides exposure to the pervasiveness of mathematics in our modern society and some of its historical underpinnings, and provides an understanding of the basic principles of analyzing numerical data using statistical methods.

Courses fulfilling the Mathematics requirement: MATH 102. This requirement may also be satisfied by MATH 210, MATH 214, POSC/PSYC/SOC 250, MATH 270, or MATH 316. Each of these courses assumes that the student has completed at least two years of high-school algebra or MATH 099 with a grade of C or higher.

In the Mathematics requirement, students will:

• Recognize the beauty of mathematics and be able to cite examples illustrating how mathematics is a creative endeavor similar to many other liberal arts.
• Demonstrate enhanced reasoning ability through the study and application of formal logic.
• Improve their problem-solving skills through the study of various mathematical strategies.
• Recognize the pervasiveness of mathematics in our modern society and be able to cite some of its historical underpinnings.
• Demonstrate an understanding of the creation, use, and limitations of mathematical models.
• Apply knowledge of the basic principles of analyzing numerical data using statistical methods.

  Foreign Language (4)

This requirement helps students attain a functional competency in listening, speaking, reading, and writing at the intermediate level in a foreign language of their choice. The equivalent of third semester foreign language is required. Students are placed at the course level (151, 152, or 251) indicated by the Foreign Language Placement Exam. Students should take the indicated course within one academic year of taking the placement exam. The foreign language requirement is waived for students who place at the 252 level; unit credit may be earned only by the challenge procedure through the Center for International Studies and Languages. The requirement is waived for international students who verify academic study of their native language. Transfer students may receive credit for foreign language courses taken at an accredited college or university; such students do not need to take the Foreign Language Placement Exam.

Courses that fulfill the Foreign Language requirement: CHIN 251, FRE 251, GER 251, ITAL 251, JAPN 251, RUS 251, SPAN 251, GRE 320, HEB 502.

In the foreign language requirement, students will:

• Understand simple phone conversations, announcements and media reports, and face-to-face dialogue using learned material.
• Engage in a variety of communicative tasks in social situations, ask and answer questions using learned materials, and participate in conversations about topics beyond the most immediate needs.
• Recognize sufficient vocabulary when reading at the intermediate level and to consistently read texts dealing with a variety of basic and social needs.
• Write short, simple passages with accuracy, expressing present time and at least one other time frame.

  Christianity and Culture (9)

This three-course sequence gives an introductory overview to the world and literature of the Bible and considers its continuing cultural effects. In REL 101, primary attention is given to the theological and religious dynamics of the Old Testament (Hebrew Bible). Students learn the historical, socio-political, and cultural aspects of the ancient Near East during the period covered by the Old Testament materials, and the formation and composition of the Old Testament literature itself. REL 102 is a study of the New Testament in its larger Jewish and Greco-Roman context, with emphasis on history, theology, and the different literary genres. In REL 301, students study the ways in which Christianity shapes aspects of culture. Topics may include art, literature, music, medicine, law, secularization, ecology, racial and ethnic issues, and education – and ways in which these, in turn, influence Christian life and faith.

Courses fulfilling the Christianity and Culture requirement: REL 101, REL 102, and REL 301. REL 101 is a prerequisite for REL 102 and should be taken by the end of the second semester of enrollment. REL 102 is a prerequisite for REL 301 and should be taken by the end of the student's fourth semester. REL 301 should be taken by the end of the student's seventh semester. ISAR 510 may substituted for REL 301.

In the Christianity and Culture requirement, students will:

• Cultivate an appreciation for religion (especially Christianity).
• Explore the multifaceted relation of religion to ancient and contemporary society.
• Grapple with the implications of living a life of faith.

  Western Heritage (9)

This three-course sequence gives a historical and sequential introduction to the achievements of Western culture from prehistoric times through the late Middle Ages (30,000 BCE - 1300 CE) in the first course, through the Early Modern Period (1300-1813) in the second, and from the Industrial Revolution to the present in the third. Through an integrated, interdisciplinary study of politics, literature, philosophy, and the arts, the sequence explores the interrelationship between the cultural arts and the spiritual, political and intellectual commitments of women and men in the West.

Courses fulfilling the Western Heritage requirement: HUM 111, HUM 212, and HUM 313, taken in sequence.

In the Western Heritage requirement, students will:

• Develop a historical and sequential understanding of the history of Western civilization.
• Experience the West's important primary cultural "texts" (literature, philosophy, art, and music) and explore their historical contexts.
• Discuss the role of Christian religion and Christian faith in shaping these "texts."
• Understand the consequences and costs of Western cultural achievements both to men and women in the West and to other civilizations with which the West has interacted.
• Learn, use, and evaluate ideas of historical periodization, such as "Classical," "Medieval," "Renaissance," "Baroque," "Enlightenment," "Romantic," "Modern," and "Postmodern."

  American Experience (8)

This two-course sequence introduces and develops historical and contemporary issues in history, politics, and government. The first course in the sequence provides a survey of the development and present contours of American democracy. Topics include the creation and development of the constitutional system, the gradual extension of freedom through the expansion of civil liberties and civil rights, and the evolution of the major political institutions of the United States. The second course provides a historical survey of the American peoples from pre-colonial times to the present, exploring the variety of the American experience in the context of political, economic, social, and intellectual developments.

Courses that fulfill the American Experience requirement: POSC 104 and HIST 304, taken in sequence.

In the American Experience requirement, students will:

• Acquire a basic knowledge of American history, including its economic, social, and cultural aspects, with particular attention to its political systems and their historical context.
• Develop the capacity to think critically about the American political system and American history by exploring individual and social identity.
• Consider the experiences of a variety of individuals and groups in American history and politics from various classes, religions, regions, and ethnic and racial groups, as well as according to gender.
• Develop an understanding of the history and challenges of maintaining democratic governance in a pluralistic, ethnically diverse society.

  Non-Western Cultures (4)

This requirement traces the historical development of non-Western civilizations and how they have understood and expressed themselves as cultures. The primary focus is on Asia, but includes Africa, and the pre-colonial cultures of the Americas.

Courses fulfilling the Non-Western Cultures requirement: ART 438, COM 513, ISAC 301, ISAC 310, ISAC 318, ISAC/HIST 330, ISAC/HIST 331, ISAC/PHIL 340, ISAC 341, ISAC 350, ISAC 370, ISAC 380, ISAR 520, REL 501, and REL 526.

In the Non-Western Cultures requirement, students will:

• Identify a non-Western civilization's cultural and geographical features.
• Recognize its cultural and interpersonal dynamics.
• Explain its social and political systems.
• Describe its major historical, philosophical and religious traditions.
• Develop an understanding of how its worldview is expressed in artistic and scientific achievements.

  Fine Arts (2)

This requirement gives students the opportunity to focus on the aesthetics and creative process of a specific art form such as theatre, music, art, or dance. This requirement is designed to foster an awareness of the importance of the arts in one's life and in society, and to instill in the student a desire for life-long involvement with the arts.

Courses fulfilling the Fine Arts Requirement: ART 315, ART 422, ART 424, ART 426, ART 428, ART 430, ART 434, ART 436, ART 438, ART 440, FA 200, MUS 105, MUS 110, MUS 114, MUS 136, MUS 137, MUS 138, MUS 139, MUS 140, MUS 141, MUS 143, MUS 184, MUS 280, MUS 305, MUS 336, MUS 337, MUS 338, MUS 339, MUS 340, MUS 341, MUS 343, MUS 348, MUS 467, MUS 468, THEA 150, THEA 201,THEA 210, THEA 226, THEA 227, THEA 228, THEA 326, THERA 328, THEA 342, THEA 343, THEA 350, PE 124, PE 127, PE 128

In the Fine Arts requirement, students will engage in at least three of the following:

• Develop an awareness of and appreciation for a specific art form.
• Assess an art form critically and analytically.
• Have an applied or hands-on experience with a particular art form.
• Develop an awareness of how a particular art form is interconnected with other disciplines and/or career opportunities.
• Acquire a general understanding of the history and chronology of an art form.
• Develop skills that will enhance and encourage future study and appreciation of the arts.
• Possess a sense of responsibility and activism with regard to the place of the fine arts in the broader community.

  Literature (4)

This requirement trains students to understand and appreciate literary expression. This requirement may be met by a course in English or American literature, the literature of an ancient or modern language, or translated literature of an ancient or modern language.

Courses fulfilling the Literature requirement: ENG 310, ENG 320, ENG 330, ENG 340, ENG 350, ENG 410, ENG 415, ENG 420, ENG 430, ENG 440. ENG 101 is a prerequisite for these courses. FRE 348, FRE 355, FRE 356, ITAL 451, SPAN 449, SPAN 451, SPAN 453, SPAN 455.

In the Literature requirement, students will:

• Develop an understanding of literature and the mastery of written language as an expression of human experience.
• Develop the skills of close reading, analyzing complex texts, explaining their own readings, and examining differing interpretations.
• Practice critical thinking skills, engage new ideas through reading, writing, classroom discussions, and oral argument and presentations.
• Explore spiritual, moral, and ethical standards of other societies and historical periods, as well as those of the society in which they live.

  Health and Lifestyles (2)

This requirement examines physical fitness and how it relates to overall health and wellness. Students will develop an appreciation of the human body as God's intricate creation, increase their knowledge of human movement and its effect on health, be exposed to a variety of lifetime physical activities, and learn motor skills and movement forms that can enhance one's ability to achieve and maintain physical fitness. One hour of lecture and two hours of physical activity per week.

Courses fulfilling the Health and Lifestyles requirement: PE 199. First-year and transfer students are required to take PE 199 during their first year at Seaver College. First-year NCAA athletes should take GSGS 198. The completion of two units of PE 288 will be accepted as a substitute for PE 199 for transfer athletes not required to take GSGS 198. For all students who are not physical-education majors, a maximum of four units of PE (100-199) will count toward the 128 units required for graduation.

In the Health and Lifestyles requirement, students will:

• Learn about physical fitness and understand how being physically fit can maximize quality of life and serve as an important factor in disease prevention by reducing risk factors for chronic disease.
• Identify how they can attain physical fitness and implement an individualized fitness plan based on research in the exercise sciences.
• Experience a variety of physical activities that will help maintain and improve physical fitness.

  Laboratory Science (4)

This laboratory-based requirement demonstrates the applicability of science to everyday life. Students are introduced to the methods used by scientists to investigate and understand the natural world and are taught to assess the reliability and limitations of those methods.

Courses fulfilling the Laboratory Science requirement: BIOL 105, BIOL 107, BIOL 108, BIOL 109, BIOL/SPME 230, BIOL/SPME 235, CHEM 120, NASC 101, NASC 108, NASC 109, NASC 155, NASC 156, NUTR 210, PHYS 102, PHYS 210, SPME 106.

In the Laboratory Science requirement, students will:

• Understand that the scientific method is a system of inquiry that requires curiosity, skepticism, tolerance for ambiguity, openness to new ideas, and ultimately, the communication and sharing of knowledge.
• Discover that scientific understanding is tentative, limited and subject to revision.
• Participate in a laboratory experience that involves data collecting and careful observation.
• Employ those mathematical and statistical concepts that are required to explain scientific phenomena.
• Investigate the distinctive roles that faith and science play in answering important questions about how the world works.

  Human Institutions and Behavior (6)

This requirement develops in students an awareness of the myriad ways that human institutions and interpersonal behavior can be studied, understood, and predicted. The core economics, psychology, and sociology courses in this area enable students to understand how individuals interact within social institutions and provides insights into the development of our ideas about such institutions and relations between people.

Courses fulfilling the Human Behavior requirement (choose two): ECON 200, PSYC 200, SOC 200. Psychology majors should take PSYC 210.

In the Human Institutions and Behavior requirement, students will:

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining;
• Have a command of the basic concepts from two of the disciplines studied (economics, psychology, sociology).
• Understand how theories of human behavior are tested scientifically;
• Recognize that human behavior is affected by factors ranging from individual psychology to transnational ideology.

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• International Students

Applying as an International First-Year Student

Pepperdine considers an international student to be any individual that does not have United States citizenship or a Permanent Resident Visa. However, the International Admissions Committee also evaluates undergraduate applications from US citizens attending school outside of the United States.

When to Apply

Spring term (january intake).

Application deadline: October 1 (First-Year and Transfer Applicants) Decisions sent: November 15 Enrollment deadline: December 1

Fall Term (August Intake)

Early Action deadline: November 1 (First-Year Applicants Only) Decisions sent: January 10 Enrollment deadline: May 1

Regular Decision deadline: January 15 (First-Year and Transfer Applicants) Decisions sent: April 1 Enrollment deadline: May 1

How to Apply

We strongly encourage students to utilize their name as it appears on their passport when submitting their application, documents, and registering for standardized tests to ensure all items are appropriately matched to the student's record. Please avoid using nicknames or abbreviated names.

  STEP 1: Submit All Parts of the Common Application

The Common Application is a multipart process that includes submission of the Common Application, the Pepperdine Questions, and Pepperdine Writing Supplement. All parts must be submitted through the Common Application website. Be sure to review your Common App dashboard to ensure that all parts have been submitted successfully.

• $65 Application Fee (Non-Refundable)
• Common App Personal Essay
• Supplemental Pepperdine Questions

Important: You will receive a final confirmation email from the Seaver College Office of Admission within 48 hours of our office receiving your Common Application submission. Please save and print this final confirmation. This final confirmation ensures successful completion of your application.

Attention applicants from China: If the primary email address used in your Common App features a Chinese domain such as @163.com, @126.com, or @yeah.net, please send an alternate email address with a non-Chinese domain (ex: Yahoo, Outlook, MSN) to [email protected] in order to ensure that you receive all future communications from Pepperdine University.

  STEP 2: Submit Official High School Transcripts

 official high school transcripts or official exam reports.

• Please include your Common Application ID on all documents you submit.
• Pepperdine is committed to ensuring all students are evaluated fairly, therefore transcripts from each high school attended must be sent directly to Pepperdine University for evaluation. Grades transferred or translated from a previous school onto a current transcript are not accepted. If your current high school is within the United States, the U.S. high school may submit a copy of the original official transcript they received from a previous school.
• If transcripts are not in English, English translations should be included.
• Students from educational systems with external exams (i.e. (I)GCSE/AS results, CBSE Board exams, etc.) should submit certified external exam results in addition to internal marks to finalize the high school transcript requirement.
• Students who have completed A levels must request the official exam results from the testing agency (i.e. CIE, Edexcel, AQA) to be sent directly to Pepperdine.
• Students who have completed an IB certificate of diploma, must request the official exam results from the IB organization (IBO) to finalize their high school transcript requirement and be considered for advanced standing credit.
• If applicable, students must submit official transcripts from any dual enrollment college.
• If your school official has already submitted your transcript via the Common Application, please do not send additional hard copies as this will delay our ability to process your application file. Instead, please verify that these items were submitted on the School Forms tab in the Common Application system.
• If an applicant is discovered to have falsified their academic documentation, Pepperdine University reserves the right to deny admission or dismiss the student from course study.

Please note that upon graduation, a final high school transcript must be submitted to ensure high school graduation has been achieved and for advanced standing credit evaluation.

Submit Electronically

Transcripts can either be submitted from the school through the Common Application Naviance system , Parchment ,   National Student Clearinghouse , or SCOIR .

Submit by Mail

If the transcripts are mailed, they must be official with an original signature of the school official(s) or the school seal on the transcript and sent directly from the school or submitted in an envelope sealed by the school. Transcripts should be mailed to the following address:

Pepperdine University Seaver College - Office of Admission 24255 Pacific Coast Highway Malibu, California 90263-4392  

Please note: Faxed or e-mailed copies of transcripts are NOT accepted.

Secondary Credentials Required by Country

Please click on your country or province below to view the secondary credentials necessary to complete the high school transcript requirement. 

  STEP 3: Submit Official SAT I or ACT Scores (Optional)

For the 2021-22 academic year, submission of SAT or ACT scores is optional for all international applicants, including US citizens who are completing their secondary education outside of the United States. Please note, this is an updated policy in response to the sharp decline of exams offered due to COVID-19 and is subject to change for future terms.

Although we do not require test scores, you have the option to submit either official test scores through the testing agency or self reported test scores through our test score form. Once your application has been processed, you will receive access to the Pepperdine Applicant Portal where you can access the test score form. If test scores are self-reported at the time of application, official test scores will be required upon admission to Pepperdine. Please note that self-reported test scores will only be accepted through Pepperdine's test score form. Test scores reported on the Common Application or transcripts will not be accepted.

If you choose to submit scores, the International Admission Committee will consider all official test scores from multiple test dates. We will use the highest composite score from among each test that you've taken. This is called super scoring. There is no limit to the number of test scores you may submit to us for your application.

NOTE: When taking the SAT/ACT, if you have used a different name (e.g. nickname, middle name, etc.) or a different email address from the one used for your Common Application, you MUST notify our office by sending an email to [email protected] , so that your test scores are appropriately matched to your record..

Seaver College of Pepperdine University Codes:

SAT 1: 4630 ACT: 0373

If you wish to have your scores sent by the testing agency, you may contact the centers below:

SAT (Scholastic Aptitude Test) – 866.756.7346 ACT (American College Testing) – 319.337.1313

  STEP 4: Submit One Academic Recommendation

The Academic Letter of Recommendation must be from a core subject (math, science, English, history, foreign language) teacher or counselor who is familiar with the applicant's academic standing.

Include your Common Application ID on all documents you submit. This will assist in the accurate and timely processing of your application file.

Ways to Submit Academic Letter of Recommendation

Option A: Pepperdine Recommendation Form Use this form to submit a request for your recommender to complete your recommendation.

If a recommender is going to submit a recommendation letter through the mail or a Pepperdine recommendation form, you are still required to "assign" and fill in the information on the Common Application. The information needed is the name of your recommender, title, and email address. Tell your recommender to ignore the Common App form, and we will manually link the recommendation letter (sent by mail or via a Pepperdine recommendation form) to your application file.

You must have all areas in the Common Application "assigned" in order to submit your application. Be aware that the "teacher" and "other recommender" both have to be assigned by you. If these recommenders have not been assigned, you will not be able to submit your application. The "other recommender" will not accept recommendations that are peer or family members.

Option B: Common Application Recommendation Form Once in the Common Application, select "My Colleges" in the left-hand menu, and then "Assign Recommenders." Enter the required information for the form. Please note: you will need your recommender's name, position title, email address, and work phone number to complete the form. Your recommender will then be contacted and invited to submit your recommendation through the Common Application system. If your recommender has already submitted your recommendation via the Common Application, please do not send additional hard copies as this will delay our ability to process your application file. Instead, please verify that these items were submitted on the School Forms tab in the Common Application system.

Please note: In order for Pepperdine to receive your recommendation, you must correctly assign your recommender to your Pepperdine application.

Option C: Hard Copy Letters We prefer that recommendations be submitted online using an option above. However, if you are unable to use our forms, written recommendations or traditional letters can be mailed to the address below. Please make sure that the person completing your recommendation includes your first name, last name, current school, city, and state. Include your Common Application ID on all documents you submit. This will assist in the accurate and timely processing of your application file.

Seaver College Office of Admission Pepperdine University 24255 Pacific Coast Hwy Malibu, CA 90263-4392

Please Note: It is the applicant's responsibility to ensure that all required materials for the admission application file are received by the Office of Admission by the applicable deadline in order to be considered by the Admission Committee.

  STEP 5: Submit Proof of English Proficiency

International first-year applicants must submit proof of English proficiency, which may be demonstrated by one of the following:

• SAT I Evidence-Based Reading and Writing of 600 and above
• ACT Reading score of 24 and above
• TOEFL iBT (or TOEFL iBT Home Edition) score of 85 and above - *Please note that Pepperdine does not accept TOEFL "MyBest Scores" 
• C1 Advanced or C2 Proficiency (Cambridge English: Advanced or Proficiency) of 186 and above
• Duolingo English Test score of 120 and above
• IELTS (or IELTS Indicator) overall score of 6.5 and above
• A "B" or better in a transferable English Composition course (not ESL) at an accredited US college or university
• A "C" or better on the UK system AS or A-Level English Exams (not ESL), or Hong Kong system HKALE English Exam
• The ELS Language Centers' Master level 112 class with a grade of B or higher
• IB 1 English grade result of 5 or better (not ESL)
• 4 years of study at a high school in which English is the medium of instruction - subject to verification by an admissions counselor

NOTE: All test scores must be taken within 2 years of time of application.

SAT 1: 4630 ACT: 0373 TOEFL: 4630 IELTS: Pepperdine Seaver College 

All test scores must be sent to us directly from the testing agencies to be considered official. You may contact the centers below to have your scores sent:

SAT (Scholastic Aptitude Test) – 866.756.7346 ACT (American College Testing) – 319.337.1313 TOEFL (Test of English as a Foreign Language) – 877.863.3546 IELTS (International English Language Testing System)

  STEP 6: English Proficiency Supplements - Optional

In order to further demonstrate English communication skills, international applicants may submit interviews from InitialView or Vericant. Application reviewers will consider these supplementary interviews as additional indicators of the applicant’s ability to succeed academically and engage in extracurricular programs.  To learn more about these opportunities, please visit the websites for InitialView and Vericant .

  STEP 7: Monitor Your Application and To-Do Lists

Monitor your application to-do lists via the Pepperdine Applicant Portal to verify that items have been received by the OISS. There will be a delay between submission of an item and reflection in your Applicant Portal to-do list. Do not send multiple copies of the same item. This will cause delay of processing your file. We recommend verifying on your Common Application account and with your school that all materials have been submitted in a timely manner. 

  STEP 8: F-1 Visa Application Process

Pepperdine University renders the I-20 after students accept their offer of admission by submitting their Enrollment Form and Tuition Prepayment (Deposit). Please refer to the ISD form on our International Student Portal for further information regarding obtaining your Pepperdine I-20.

ISD Submission Deadlines Fall semester: July 15 Spring semester: December 9

For additional information on the F-1 Visa process, visit Becoming an F-1 Student . 

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