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Pre-Professional Health Academic Program


Gain the competitive edge for applying to health professional schools. Designed with the flexibility that working adults require, Cal State East Bay’s Pre-Professional Health Academic Program equips you with the knowledge to make your application stand out and paves the way to an exciting and rewarding career in the healthcare field.

 
 

Schools Take Notice

Interested in a healthcare or biomedical career, but don't have a science degree or the desired GPA for applying to Health Professional Schools?

Cal State East Bay’s Pre-Professional Health Academic Program (PHAP) is specifically designed to provide you with the competitive advantage to enter into health professional schools and, ultimately, a career in the health care industry.

Whether you’re interested in a career change or already have an educational background in science but would like to enhance your GPA, the PHAP has a track for you.


Accredited by the Western Association of Schools and Colleges

"Best in the West" college selection by the Princeton Review

Collaborate with other talented professionals through a supportive cohort classroom-learning environment.

Engage in high quality academic instruction with entrance test preparation opportunities.

Develop important interpersonal skills.

Receive mentoring, tutoring, and general advising through each step of the way to ensure that your career is headed in the right direction.


PHAP took a chance on me and gave me the opportunity to become a better applicant for future schools. I got a lot of support from advisors who guided me towards the right direction and encouraged me to take on leadership positions.

Ali LatifPHAP Graduate

With a PHAP Certificate from an accredited university, you’ll quickly be on your way to an exciting and rewarding career in the health profession.

Become an Asset to Your Community

Do you desire a career that is challenging, engaging, and satisfying? Cal State East Bay’s Pre-Professional Health Academic Program is strategically designed to provide the competitive advantage needed to enter a health professional school and launch a rewarding career in medicine, optometry, dentistry, veterinary medicine, physical therapy, and other healthcare fields.


Launch a rewarding career in a variety of healthcare fields.

Occupational and Medical College Trends

New Jobs:

Healthcare occupations are projected to add more jobs than any of the other occupational groups.
—Bureau of Labor Statistics, U.S. Department of Labor

Completion of Premedical Requirements:

Performing well in a premedical post-baccalaureate program demonstrates successful completion of premedical requirements, as well as a continued commitment to your goal of a career in medicine.
—Association of American
Medical Colleges

2.4 million jobs:

Total employment in healthcare related industries is projected to increase 18 percent, or 2.4 million jobs, from 2016 to 2026.
—Bureau of Labor Statistics, U.S. Department of Labor


Develop Your Competitive Edge

Health professional schools today are admitting more post-baccalaureate students than ever before. As a student in Cal State East Bay’s PHAP, you’ll receive the intensive training and preparation needed to succeed in those schools and foster a career in the health profession of your choice.

Join the growing list of Cal State East Bay graduates who are admitted into medical schools across the nation each year by showing promise in scholarship, competitive entrance test scores, quality experience in health/medical settings, and excellent personal characteristics that include maturity, leadership, self-discipline, compassion, and empathy.


A lot of post-bac programs are geared towards people with science backgrounds, and I liked that PHAP had the Career Changers option and offered a full program for me. In the program, I liked building relationships and being surrounded by people with like-minds and similar interests. I wouldn’t be where I am today without PHAP.

Teri WhitePHAP Graduate

PHAP has been very important to me. Instructors made time for me outside of class and really pushed me to succeed. In PHAP, I felt like I was in a supportive community and I was able to study with many of my classmates.

Jaime OrozcoPHAP Graduate

The program is really supportive in getting you to where you want to go and achieving those goals. They have an ample amount of resources to strengthen your application...Overall, PHAP helped boost my self-confidence and motivated me to keep moving and grooving until I made it to the top!

Zandra TruongPHAP Graduate

When I started the program, it gave me a sense of family and the confidence I needed. I felt like the PHAP faculty really knew me and that helped with letters of recommendation. I love this program!

Doan-Trang NguyenPHAP Graduate

Program Objectives

By successfully completing this program, you will:

Acquire the required baseline knowledge in entrance and advanced science courses to competitively apply to health professional schools.

Gain necessary experience in various health settings.

Prepare for national entrance exams such as the MCAT, DAT, GRE, and OAT.

Have opportunities to engage in basic or clinical research and participate in community service.

Receive mentoring and tutoring that prepare you for the health professional school application process.

Develop personal characteristics and acquire skill-based professional training for career advancement.


Program Curriculum

Cal State East Bay’s Pre-Professional Health Academic Program is designed to fit the needs of both non-science and science majors. As a student in the program, you’ll enjoy a goal-oriented curriculum that includes health profession volunteerships/internships, research experience, community service, and pre-health association opportunities.

The program is designed for students who can take classes full-time, with at least three to four classes per semester. However, with classes being offered on the Hayward and Concord campuses with convenient class times, including some weekend courses, you can easily fit classes into your busy schedule.



Choose from Two Tracks Designed to Meet Your Goals

The program includes two different tracks, depending on your academic background:

Track I: Career Changer

Approximately 2 full years, or 8 semesters. Choose this track if you have a non-science degree.

Track II: Academic Enhancer

Approximately 1 full year, or 4 semesters. Choose this track if you already hold a biological sciences or biochemistry degree.


Track I: Career Changer

Requirement: 68-90 units (starts fall semester only)

To finish the Career Changer track, you must complete:

  • 47-59 units (Foundation Science Courses)
  • 21-31 units (Elective Lower and Upper Division Courses)

Foundation Science Courses (47-59 units):

Biology Courses
BIOL 140A - Cell and Molecular Biology (5 units)
BIOL 140B - Organismal Biology (5 units)
Physics Courses
PHYS 125 - Principles of Physics I (4 units)
PHYS 126 - Principles of Physics II (4 units)
Chemistry Courses
CHEM 111 - General Chemistry I (5 units)
CHEM 112 - General Chemistry II (5 units)
CHEM 331 - Organic Chemistry I (5 units)
CHEM 332 - Organic Chemistry II (5 units)
Mathematics Courses
MATH 130 - Calculus I (4 units)
Psychology Courses
PSYC 100 - General Psychology (3 units)
PSYC 330 - Cognitive Psychology (4 units)
Statistics Courses
STAT 303A - Biostatistics for Health Sciences (3 units)
Health Science Courses
HSC 130 - Health Humanities (3 units)
Seminar Courses
BIOL 420 - Cell and Molecular Biology Undergraduate Seminar (2 units)
BIOL 670 - Seminar in Physiology (2 units)

Elective Lower and Upper Division Courses (21-31 units):

Select from the following:
BIOL 420 - Cell and Molecular Biology Undergraduate Seminar (2 units)
BIOL 270 - Human Anatomy and Physiology I (4 units)
BIOL 271 - Human Anatomy and Physiology II (4 units)
BIOL 310 - Genetic Analysis I (4 units)
BIOL 330 - General Microbiology (5 units)
BIOL 410 - Genetic Analysis II (3 units)
BIOL 426 - Advanced Molecular and Cell Biology (3 units)
BIOL 434 - Molecular Microbiology (3 units)
BIOL 440 - Molecular Virology (3 units)
BIOL 441 - Parasitology (3 units)
BIOL 442 - Epidemiology (3 units)
BIOL 444 - Medical Entomology (3 units)
BIOL 445 - Immunology (3 units)
BIOL 470 - Animal Senses (4 units)
BIOL 471 - Neurobiology (3 units)
BIOL 473 - Comparative Physiology (3 units)
BIOL 474 - Biomedical Physiology (3 units)
BIOL 476 - General Endocrinology (3 units)
BIOL 488 - Environmental Physiology (3 units)
CHEM 441 - Biochemistry I (4 units)
CHEM 442 - Biochemistry II (4 units)
CHEM 445 - Protein Structure (3 units)
CHEM 446 - Nucleic Acid Chemistry (3 units)
CHEM 447 - Major Organ Biochemistry (3 units)
CHEM 490 - Independent Study (1-4 units)
HSC 315 - Public Health (3 units)
HSC 355 - Bioethics (3 units)
MATH 131 - Calculus II (4 units)
PHYS 125A - Principles of Physics I (1 units)
PHYS 126A - Principles of Physics II (1 units)

Track II: Academic Enhancer

Requirement: 34-40 units (starts fall and spring semesters)

To complete the Academic Enhancer track, you must complete 34-40 units to be selected from the following list of courses:

Elective Lower and Upper Division Courses (34-40 units):

Biology Courses
BIOL 270 - Human Anatomy and Physiology I (4 units)
BIOL 271 - Human Anatomy and Physiology II (4 units)
BIOL 310 - Genetic Analysis I (4 units)
BIOL 330 - General Microbiology (5 units)
BIOL 410 - Genetic Analysis II (3 units)
BIOL 424 Bioinformatics (3)
BIOL 426 - Advanced Molecular and Cell Biology (3 units)
BIOL 430 Microbial Physiology and Metabolism (3)
BIOL 432 Microbe-Host Interactions (3)
BIOL 434 - Molecular Microbiology (3 units)
BIOL 440 - Molecular Virology (3 units)
BIOL 441 - Parasitology (3 units)
BIOL 442 - Epidemiology (3 units)
BIOL 444 - Medical Entomology (3 units)
BIOL 445 - Immunology (3 units)
BIOL 470 - Animal Senses (4 units)
BIOL 471 - Neurobiology (3 units)
BIOL 473 - Comparative Physiology (3 units)
BIOL 474 - Biomedical Physiology (3 units)
BIOL 476 - General Endocrinology (3 units)
BIOL 488 - Environmental Physiology (3 units)
Physics Courses
PHYS 125 - Principles of Physics I (4 units)
PHYS 126 - Principles of Physics II (4 units)
PHYS 303 - Biophysics (3 units)
Chemistry Courses
CHEM 111 - General Chemistry I (5 units)
CHEM 112 - General Chemistry II (5 units)
CHEM 331 - Organic Chemistry I (5 units)
CHEM 332 - Organic Chemistry II (5 units)
CHEM 441 - Biochemistry I (4 units)
CHEM 442 - Biochemistry II (4 units)
CHEM 445 - Protein Structure (3 units)
CHEM 446 - Nucleic Acid Chemistry (3 units)
CHEM 447 - Major Organ Biochemistry (3 units)
Mathematics Courses
MATH 130 - Calculus I (4 units)
MATH 131 - Calculus II (4 units)
Psychology Courses
PSYC 100 - General Psychology (3 units)
PSYC 330 - Cognitive Psychology (4 units)
PSYC 360 - Social Psychology (4 units)
PSYC 381 - Abnormal Psychology (4 units)
PSYC 421 - 421 Cognitive Neuroscience (4 units)
Statistics Courses
STAT 303A - Biostatistics for Health Sciences (3 units)
English Courses
ENGL 100 College Writing: Stretch I (3)
ENGL 101 College Writing: Stretch II (3)
ENGL 200 College Writing II (3)
Health Science Courses
HSC 130 - Health Humanities (3 units)
HSC 315 - Public Health (3 units)
HSC 355 - Bioethics (3 units)
HSC 405 - Toxicology (3 units)
Seminar Courses
BIOL 420 - Cell and Molecular Biology Undergraduate Seminar (2 units)
BIOL 670 - Seminar in Physiology (2 units)
Independent Study
CHEM 490 Independent Study (1-4 units)
PHYS 125A Principles of Physics I (1 units)
PHYS 126A Principles of Physics II (1 units)

Please note: Students with biomedical undergraduate degrees (like biology, biochemistry, etc.) must complete a minimum of 10 upper division courses (or one full year) as post-baccalaureates to qualify for certification.

Allan Ancheta

PhD

Allan Ancheta received his doctorate in biochemistry and molecular biology from University of California, Riverside.  He has experience in teaching general biochemistry, nucleic acid chemistry, protein chemistry, and biochemical laboratory techniques. His research interests include polyamine metabolism, tumor promotion and initiation, and enzyme kinetics.

Frederic Bauzon

PhD

Don’t expect to learn everything the first time you hear it during lecture.  You’ll need to spend time with it outside of class, by yourself, in study groups, or in office hours to learn it.

Dr. Fred Bauzon believes students should first understand that biology is a part of their everyday lives and that the knowledge they learn is valuable.   He teaches lectures by first covering “big picture” concepts.  Dr. Bauzon loves to tell stories so the concept being taught has meaning to students’ everyday lives.  From the “big picture” he progressively “fills in” the details such as understanding genetic pathways that may lead to areas of plausible treatments. 

As a former Cal State East Bay post-baccalaureate student, Dr. Bauzon  built a strong foundation with his faculty mentors, which prepared him for the rigors of the graduate program at Albert Einstein College of Medicine.  Through hard work and discipline, he completed and earned his doctorate. 

Stephen Benson

PhD

He who attracts success carries with him the magnet of preparation.

Dr. Steve Benson received his Ph.D. in Biochemistry and Molecular Biology from UC Santa Barbara. Following a post-doctoral appointment at Norsk Hydro’s Cancer Institute in Oslo, he began a career at CSUEB. Fields of research at CSUEB included molecular aspects of biominearalization, role of extracellular matrix in development, and drug development for the treatment of psoriasis and type II diabetes. He is the author of over 50 peer reviewed publications, recipient of over $1,000,000 in grants from NIH, NSF, and Boehringer-Ingelheim. While full time at CSUEB he was director of the Cell Culture Facility, department chair and founder of the Biotechnology Training Program. He retired four years ago and continues to teach molecular biology part-time in the PHAP program. 

Stephen Fairclough

PhD

Impress your friends- participate in class.

Stephen Fairclough, Ph.D. believes scientific literacy directly impacts how society will confront climate change, the use of chemicals and genetically engineered organisms, and how we will incorporate genomic science into medical practice. Despite the growing centrality of science to personal and societal decisions, research consistently shows that citizens, including policy makers, are uninformed or—worse—misinformed on a wide range of scientific topics.

Dr. Fairclough believes all of his students, whether as professionals, policy-makers, parents, family members, or scientific researchers will require scientific understanding. It is the goal of Dr. Fairclugh that students leaving his classroom have a sound understanding of the scientific concepts and techniques from the class, but more importantly the skills to assess the intellectual merit and broader impacts of research to allow them to realize their full potential.

Amy Furtiss

PhD

I don’t consider my physics classes to be solely about learning physics.  I utilize my time in the classroom with the students to help them develop fundamental problem solving strategies that will carry them forward to be successful health professionals. Without direction, it is difficult for students to transition from answering questions and solving problems in a classroom to learning how to ask the right questions to get the necessary answers.

Dr. Amy Furniss grew up in the hills of Northern California watching the stars at night and wondering about the nature of the universe. After developing an interest in physics in high school, she went on to receive her BS in Physics at Humboldt State University.Following the receipt of her undergraduate degree, she moved to earn her MS and PhD in Physics at UC Santa Cruz to understand the very high energy gamma-ray emission from extreme galaxies. After the completion of her PhD, Dr. Furniss continued her research at Stanford University but was drawn away from pure research by her love of teaching.

Over the last decade teaching physics, Dr. Furniss has stayed in contact with many of her students, personally helping many attain their goals to complete medical school. Many more are currently on their paths through the system, and she continues to enjoy checking in and hearing from them while they face new challenges and learn what they are really capable of.

In addition to her teaching at Cal State East Bay, Dr. Furniss is currently supported by NASA, the Smithsonian Institution, and the Hubble Space Telescope in her pursuit to understand fundamental questions about the nature of the universe.She is excited to continue this research and tying aspects of it into her courses in order to pique the interest of students and encourage them to continue asking questions as they prepare for their next steps in education.

Oylum Akkus Ispir

PhD

In my classrooms, everybody learns from each other therefore every attempt for participation in pairs, group work, or individual are valuable. We create our learning community in the classroom, and we build our classroom norms together with learners.

Dr. Oylum Akkus Ispir received her PhD degree in mathematics education; MA in measurement and evaluation in education; and BS in mathematics with specialization in mathematics education. She also received tenure in the field of mathematics education and was an associate professor in the Mathematics Education Department of a very prominent university in Turkey. Her combined background and academic interest has allowed her to teach undergraduate, graduate, and postgraduate level statistics and mathematics courses for over 15 years. She has also published over 35 academic papers and supervised master and doctorate theses in her field.

Dr. Ispir joined the Cal State Eastbay family as a part-time faculty member in 2015.

Helen Kwan

Ph.D. Medical Genetics

Yale University

Helen Kwan

PhD

To educate is to learn, to learn is to wonder.

Promoting students to be  creative-critical thinkers and  outstanding communicators in biomedical sciences are the essential objectives of Dr. Helen Kwan’s pedagogy. She uses small group problem-based learning discussion sections, medical case studies, practical examples, biomedical discoveries, and original basic-science-research articles to engage students.

Dr. Kwan taught biomedical classes at Yale University, San Francisco State University, and University of California, Berkeley before coming to CSUEB. She has been teaching various types of biology and biochemistry classes in PHAP, and some  of her past students have converted her medical-physiology-lecture slides into a certified cardiac technician training manual.  Having served as an academic mentor for four years at the Yale College, Dr. Kwan utilizes that experience to provide her academic faculty advisor’s role at PHAP.  

Carol Lauzon

carol.lauzon@csueastbay.edu
(510) 885-3413
SC-N 418

BS
M. Ed.,  Springfield College
Ph.D, The University of Vermont

Carol Lauzon

Professor, PhD

As an educator, I hope to facilitate the means for student success and learning, and the joy that comes with each. Thus, I ascribe to a statement made by Maria Montessori: ‘The greatest sign of a success for a teacher...is to be able to say, ‘The “children” are now working as if I did not exist.

Carol Lauzon, Ph.D. teaches courses in microbiology, biology, and microscopy with research areas in environmental microbiology, symbioses, microbial physiology and biochemistry, and exobiology. She has been nominated for teaching awards, awarded an achievement award from The University of Vermont, has received over two million dollars in external research funding, and is a science advisor for the USFDA and consultant for NASA.

Dr. Lauzon has 16 scientific publications in the last five years and coauthored five book chapters. She has served as vice president of the International Symbiosis Society and on national and international grant panels. Dr. Lauzon earned a BS and M.Ed. from Springfield College, a Ph.D. from The University of Vermont. She did postdoctoral research at the University of Massachusetts, Amherst.

Arnab Mukherjea

Dr PH, MPH

An effective teacher is one who draws out the natural talents and skills individuals possess through their personal experiences and mastery of their own realities.  As an instructor, my role is to have students blend academic knowledge with these important exposures to become competent, innovative, and influential professionals.

Professor Mukherjea has a specific passion for empowering at-risk populations to assume ownership of their own health prospects.  He firmly believes that training and developing diverse and talented students will allow them to return to their communities to positively impact health.  Dr. Mukherjea received his Doctor of Public Health (Dr.P.H.) degree in Applied Health Disparities Research, as well as a Master of Public Health (M.P.H.) degree in Health & Social Behavior with a specialization in Multicultural Health.  His Bachelor of Arts (B.A..) degree is in Molecular & Cell Biology, with a concentration in Neuroscience.  All of his academic training occurred at the University of California, Berkeley.  

Arnab has been involved in both undergraduate and graduate public health education in the University of California and California State University systems since 1998, teaching courses in community health, multicultural health, team building, epidemiology, as well as integration of theory and practice.  In addition to teaching, Arnab has worked in the non-profit sector, encompassing research and practice, with a particular focus on understanding and addressing preventable disparities among understudied Asian American populations.  He has published and lectured on a number of issue related to health disparities in California and throughout the U.S. and has received numerous awards for his research in this area.  

Maria Nieto

PhD

Acknowledging everyday that I work for students keeps me grounded and focused on what needs to happen in the classroom.

Dr. Maria Nieto earned her Ph.D. in Immunology from the University of California, Berkeley in 1989. Currently, Dr. Nieto is a professor in the Department of Biological Sciences at California State University, East Bay  where she has been involved in underrepresented minority recruitment, teaching, and research for over 24 years.

Dr. Nieto’s research interests and science publications have focused on T cell response mechanisms. More recently, she has written popular press articles on the subject of sex and gender, has submitted a biology-based amicus brief to the Supreme Court of the United States in support of marriage equality, and has published an award winning work of fiction-- a murder-mystery/crime-drama entitled Pig Behind the Bear (Floricanto Press/Berkeley Press). Dr. Nieto abhors Power Point driven lectures and is much more comfortable teaching with an improvisational style. 

Ghezal Saffi

Research Fellow

When I explain something to a student and they don’t get it the first time I go back and explain it again, in a different way, and when they get this “aha” moment…for me that is the best part of being a teacher.

Ghezal Saffi is a graduate student in the lab of Dr. Christoph Baysdorfer in the Department of Biological Sciences working on isolating and characterizing active retrotransposons in the Liliaceae family of plants through Next Generation Sequencing. In addition to doing research, she is also teaching Cell and Molecular Biology labs as well as Plant Biology labs. Saffi completed the Biotechnology Certificate Program (BCP) and was a Cal State East Bay Research Fellow. 

Jason Smith

MTS, JD

My goal as an educator is to help students develop the confidence and skills necessary to achieve their goals whether that is working in health care or in any other field. I want my students to learn the value of persistence, vision, inquisitiveness, confidence, and solidarity. I believe these values are critical to working effectively in the modern health care sector and in public health.

Jason Smith’s research interests are in public health law. He is particularly interested in public health as a normative justification for state action. Smith’s recent work explores this in the areas of the First Amendment and, more locally, California's approach to the health effects of climate change. He is also interested in the history of public health in the United States, particularly epidemics through US history. Smith has been particularly interested in issues of gay male subjectivity and the role of culture in understanding the AIDS epidemic and its effect on gay culture.

In the past, he has worked on public health law problems in obesity and food policy, school bullying, and health disparities facing East Asian communities.

Smith earned his Master of Theological Studies (MTS) from Harvard University and his JD from Northeastern University School of Law.

Richard Symmons

PhD

In my view, the most important and vital skill a student can learn is to ask, rather than answer questions.

Dr. Richard Symmons, an Emeritus faculty, has been teaching for over forty years, having taught over 15,000 students at CSUEB. He graduated from CSUEB with a BS degree in biology, obtained his Ph.D. in physiology at UC Davis, then rejoined CSUEB to teach and do research. His areas of expertise include medical and mammalian physiology and human nutrition. 

Dr. Symmon’s classes employ an online component, including a student response system which allows students to use any smart phone or electronic device to participate during lectures. Dr. Symmons has been awarded “Best Lecturer” by CSUEB students and his  student evaluations show that he offers a rigorous course with a fair grading policy.  

 
 Swipe left or right for the next/previous instructor
Allan Ancheta

Allan AnchetaPhD

Frederic Bauzon

Frederic BauzonPhD

Stephen Benson

Stephen BensonPhD

Stephen Fairclough

Stephen FaircloughPhD

Amy Furtiss

Amy FurtissPhD

Oylum Akkus Ispir

Oylum Akkus IspirPhD

Helen Kwan

Helen KwanPhD

Carol Lauzon

Carol LauzonProfessor, PhD

Arnab Mukherjea

Arnab MukherjeaDr PH, MPH

Maria Nieto

Maria NietoPhD

Ghezal Saffi

Ghezal SaffiResearch Fellow

Jason Smith

Jason SmithMTS, JD

Richard Symmons

Richard SymmonsPhD

Admission Requirements

To qualify for entry into the Pre-Professional Health Academic Program at Cal State East Bay, you must:

  • Hold a baccalaureate degree with an overall minimum GPA of 2.8 (average of accepted GPA is 3.0).
  • Have completed Math 1130 (College Algebra) and Math 1300 (Trigonometry and Analytic Geometry) or equivalent before joining the program.
    If you have not completed these two math requirements, you are encouraged to take the courses through Open University before applying to the program.

How to Apply

Once you are ready to apply to the program, you will fill out an online application and submit all transcripts directly from your previous college.



Please note that applications for Career Changers (Track I) are ONLY processed for classes beginning in the fall quarter. Academic Enhancers (Track II) applications are accepted for classes beginning fall and winter quarters.

Due to the growth in the pool of prospective students applying to the program, you are encouraged to apply early. Like biomedical schools, the program follows a rolling admissions format, which leads to students with higher GPAs being accepted further along the application cycle. In short, the earlier you apply, the higher your chances of being accepted.


International Student Applicants

If you are an international student and your preparatory education was principally in a language other than English, you must demonstrate proficiency in English with one of the following:

  • An official transcript showing graduation with a bachelor's degree from a U.S. college or university, or an international college or university where English is the principal language of instruction, or an official letter from the college or university certifying that English was the language of instruction.
  • A TOEFL (Test of English as a Foreign Language) score of 550 (213 computer-based or 79 Internet-based; 92 for MA Economics) or above.
  • An overall test score from IELTS (International English Language Testing System) exam of 6.5 or above for graduate students. 

If you are an international student and have completed a bachelor’s degree in a science or non-science field, you are invited to apply to the program.

To facilitate processing of international applications, you must:

  • Complete an online application through Cal State Apply.
  • Submit official transcripts from the university that awarded your undergraduate degree.
  • Complete the “Declaration of Finances for F1 Students” and send it to the address on the form.
  • If you are already in the US and have a VALID F1 or other visa, you must also complete the "I20/Letter of Consent for F1-International Students".

Admission Deadlines

Track I: Career Changer Track

Quarter Application Filing Period Transcripts & Other Docs Due By
Fall 2018 10/1/2017 - 6/1/2018
7/15/2018

Track II: Academic Enhancer Track

Quarter Application Filing Period Transcripts & Other Docs Due By
Fall 2018 10/1/2017 - 6/1/2018 7/15/2018

Common Questions

What is the withdrawal and refund policy?
Withdrawal and Refund Policies vary depending on the type of program in which you are enrolled. Please review Registration Polices for more details.

Do I need to purchase textbooks or additional materials?
Yes, but wait until the first day of classes for details or contact the instructor listed on the schedule of classes. All materials are available at the bookstore.

What happens when I complete the course?
As the program is cohort-structured, you will continue taking the classes as prescribed until you complete the program.

Am I guaranteed professional school admission and is there career assistance available?
Although admission is not guaranteed for any student, the program will work with you as you complete an application for a health professional school at completion of the program.

What advice do I need to be more successful in my first quarter?
Keep in mind that Cal State East Bay is a quarter system school and it moves rapidly. A quarter is only 11 weeks (10 weeks of instruction and a finals week). The normal academic load for full-time students is 12 units. Because each unit taken normally requires two hours of study per week, you should carefully plan your time.

Applying

How do I apply to the program, how long does it take to be admitted, and how will I be notified?
Please request an information packet, which will include instructions for completing the online application. A decision letter will then be mailed to you. If there are any incomplete items in your application, your admission decision may be delayed. You can check the status of your application at MyCSUEB.

Where do I send my transcripts?
Please send your transcripts directly to the Office of Admissions:

CALIFORNIA STATE UNIVERSITY, EAST BAY 
Office of Admissions 
Attn: Graduate Admissions Office 
25800 Carlos Bee Blvd
Hayward, CA 94542-3035

Financing

Is financial aid available?
Yes. Please access financial aid details on the University’s Financial Aid website.

Search Results

At Cal State East Bay, we pride ourselves on putting students first, from the moment you inquire until you graduate. We hope you've found answers to your questions in this support center, but if not, please get in touch.

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At a Glance

Area of study: Pre-Professional Health Academic Certificate

Ideal for:

  • Those who are empathetic, passionate, and committed to making a difference in peoples' lives.
  • Graduates holding a bachelor's degree in a non-science field who have no professional background in the sciences and those with a bachelor's degree in a science who wish to improve their GPA for admission to medical schools.

Program format: In-class (Hayward and Concord Campus)

Number of courses: Track I: Career Changer: 20-24 courses

Track II: Academic Enhancer: 10-12 courses

Program length: 2 years for Track I: Career Changer

1 year for Track II: Academic Enhancer

Tuition cost: $575 per unit (Tuition fees are subject to change at any time)

Questions?

Please let us know if we can answer any questions about the Pre-Professional Health Academic Program program. Many answers can also be found in our online Support Center.

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