History and Philosophy of Science
UCI offers a variety of formally designated Interdisciplinary Programs (IDPs) which provide students with opportunities to pursue subject areas deriving from the interaction of different disciplines. These programs span the boundaries of traditional academic scholarship. Faculty participation is determined by research and teaching interests and, as such, faculty may be drawn from various departments and schools across the campus.
As described below, the IDP in Chicano/Latino Studies offers a major, an honors program, and a minor. The IDPs in Global Peace and Conflict Studies and in History and Philosophy of Science offer minors. A graduate degree program is offered by the IDP in Transportation Science. In addition, interdisciplinary minors in Asian Studies, Global Sustainability, Native American Studies, and Religious Studies are offered.
Information about the IDPs in African-American Studies, Asian American Studies, Latin American Studies, and Women's Studies is available in the School of Humanities section.
383 Social Science Tower; (949) 824-7180
E-mail: clsp@uci.edu
World Wide Web: http://www.socsci.uci.edu/clstudies
Leo Chávez, Director
Core Faculty
Héctor L. Delgado, Ph.D. University of Michigan, Assistant Professor of Chicano/Latino Studies and Sociology
Lisa Garcia Bedolla, Ph.D. Yale University, Assistant Professor of Chicano/Latino Studies and Political Science
Jeff Garcilazo, Ph.D. University of California, Santa Barbara, Assistant Professor of Chicano/Latino Studies and History
Vicki L. Ruiz, Ph.D. Stanford University, Professor of Chicano/Latino Studies and History
Affiliated Faculty
Juan Bruce-Novoa, Ph.D. University of Colorado, Professor of Spanish
Leo Chávez, Ph.D. Stanford University, Director of Chicano/Latino Studies and Professor of Anthropology
John D. Dombrink, Ph.D. University of California, Berkeley, Professor of Social Ecology
Raúl Fernández, Ph.D. Claremont Graduate School, Professor of Social Sciences
Robert Garfias, Ph.D. University of California, Los Angeles, Professor of Anthropology
Gilbert González, Ph.D. University of California, Los Angeles, Professor of Social Sciences and Education
Louis F. Mirón, Ph.D. Tulane University, Chair of the Department of Education and Associate Professor of Education and Social Sciences
Alejandro Morales, Ph.D. Rutgers University, Professor of Spanish and Chicano/Latino Studies
Arthur Rubel, Ph.D. University of North Carolina, Professor Emeritus of Family Medicine
Jacobo Sefamí, Ph.D. University of Texas at Austin, Chair of the Department of Spanish and Portuguese and Associate Professor of Spanish
Caesar D. Sereseres, Ph.D. University of California, Riverside, Associate Dean for Undergraduate Studies, School of Social Sciences, and Associate Professor of Political Science
Rodolfo D. Torres, Ph.D. Claremont Graduate School, Associate Professor of Education and Political Science
Luis Villarreal, Ph.D. University of California, San Diego, Professor of Molecular Biology and Biochemistry and of Neurology
Chicano/Latino Studies is an interdisciplinary program designed to provide undergraduate students with an opportunity to examine the historical and contemporary experiences of Americans of Latin American origin. This diverse population includes people who trace their heritage to Mexico, Puerto Rico, Cuba, El Salvador, Guatemala, Nicaragua, and many other Latin American and Caribbean nations. The curriculum seeks to provide an awareness, knowledge, and appreciation of the language, history, culture, literature, sociology, anthropology, politics, social ecology, health, medicine, and creative (art, dance, drama, film, music) accomplishments in Chicano/Latino communities. The Program offers a major leading to the B.A. degree in Chicano/Latino Studies and a minor.
Center for Research on Latinos in a Global Society. Interdisciplinary research in Chicano/Latino Studies is conducted under the auspices of the Center for Research on Latinos in a Global Society (CRLGS). Its multifold goals are: (1) to examine the emerging role of Latinos as actors in global economic, political, and cultural events; (2) to promote Latino scholarship; (3) to enhance the quality of research in Latino studies; (4) to provide a forum for intellectual exchange and the dissemination of research finding; and (5) to promote the participation of undergraduate and graduate students in research on Latino issues. The use of the term "global society" underscores the faculty's perception that, as a society, the United States is becoming "globalized," meaning that it is increasingly affected by worldwide economic, political, demographic, and cultural forces and that Latinos are at the center of this. Latinos in the United States, individually and as a sociopolitical group, play important roles in the multiple processes--immigration, trade, international capital flow, and international political movements--which are changing the traditional demarcation between domestic and foreign, and national and international politics, economics, and society.
Scholarship Opportunities. The Hispanic Scholarship Fund (HSF), formerly the National Hispanic Scholarship Fund, awards scholarships annually to students enrolled in and attending an accredited college full-time from the fall through the spring (or summer) terms.
Many career opportunities exist for students who graduate with a B.A. degree in Chicano/Latino Studies, such as service with national and international organizations which seek knowledge of American multicultural society in general, and of Chicano/Latino peoples and cultures in particular; positions as area specialists with state and federal government agencies; careers in the private sector with corporations or private organizations which have a significant portion of their activities in the U.S. and Mexico, Puerto Rico, Cuba, El Salvador, Guatemala, and other Latin American countries; and positions of service and leadership within Chicano/Latino communities such as education, human services, law, health fields, journalism, and public policy. Students may also continue their education and pursue professional or graduate degrees. Employers and admission officers understand that many of their employees and graduates will one day work in communities with significant Chicano/Latino populations, and for this reason they give due consideration to applicants who have in-depth knowledge of Chicano/Latino culture.
University Requirements: See pages 54-59.
Requirements for the Major
A. Familiarity with basic mathematical, computational, and statistical tools underlying modern social sciences. This requirement is met by passing a three-course sequence in mathematics selected from Anthropology 10A-B-C, Economics 10A-B, 30, Mathematics 2A-B, 7, Psychology 10A-B-C, Social Science 10A-B-C, Social Science 100A-B-C, or Sociology 10A-B-C. Computer education is essential for a complete social science education. This requirement can be satisfied by passing Information and Computer Science 10A, 10B, or 21, or Social Science 3A. This course requirement should be taken during the student's first year. (NOTE: ICS 10A, 10B, 21, and Social Science 100A may be taken Pass/Not Pass.)
B. An understanding of the fundamental concepts, analytical tools, and methods of social science. This requirement is met by taking two four-unit introductory courses in the School of Social Sciences bearing a one-digit course number. These courses normally should be taken during the student's first year.
C. Six core courses: Chicano/Latino Studies 61, 62, 63, 100A, 100B, 100C.
D. Spanish 2A or its equivalent; students are encouraged to continue their Spanish language education through Spanish 2C.
E. One comparative ethnic studies course selected from either African-American Studies or Asian American Studies. (An interdepartmental list of approved courses is available from the School of Social Sciences Counseling Office.)
F. Four upper-division electives, one from each of the following areas: Literature, Arts, Media, Culture (Chicano/Latino Studies 110-129); History (Chicano/Latino Studies 130-139); Society, Labor, Politics, Law, Gender, Race, Ethnicity (Chicano/Latino Studies 140-159); Globalization, Transnationalism, Immigration, U.S.-Mexico Border (Chicano/Latino Studies 160-169).
G. Three additional elective courses, two of which must be upper-division, selected from Chicano/Latino Studies courses. Electives may include Field Research/Independent Studies courses (Chicano/Latino Studies 190-199). Students may request, by petition to the Chicano/Latino Studies Program Committee, to have Special Topics courses count as electives.
Residence Requirement for the Major: A minimum of five upper-division courses required for the major must be completed successfully at UCI. Courses taken through the UC Education Abroad Program will be counted toward satisfaction of the residence requirement by student petition and upon prior approval of course content by the Chicano/Latino Studies Program Committee.
Optional Senior Research Project
Students are encouraged to pursue field research and write a substantial research paper on topics of their choice under the guidance of Chicano/Latino faculty members. Often, this project will grow out of issues examined in the Chicano/Latino Research Seminar (100C). Research projects typically involve a combination of library research and fieldwork in one of the local Chicano/Latino communities. Methods and analytical frameworks vary depending on the student and faculty advisors. Interested students should enroll in Chicano/Latino Studies 196 (Field/Research Senior Project), which may be taken for credit three times.
Honors Program in Chicano/Latino Studies
The Honors Program in Chicano/Latino Studies is designed to allow undergraduates to pursue field research and write an honors thesis on topics of their choice under the guidance of Chicano/ Latino Studies faculty members. Research projects typically involve a combination of library research and field research. The program is open to all senior Chicano/Latino Studies majors with a grade point average of 3.3 or better overall, with 3.5 in Chicano/ Latino Studies courses (at least five courses). Successful completion of the Honors Program and the honors thesis satisfies the upper-division writing requirement.
Although course work for the Honors Program does not start until the senior year, it is highly recommended that during the spring quarter of the junior year, students find a professor willing to serve as their research project advisor on the basis of a mutually acceptable abstract that indicates the goal and significance of their project. If extensive research is to be undertaken at this time, students enroll in Chicano/Latino Studies 196.
During the fall quarter of the senior year, students enroll in Chicano/Latino Studies H190A and write a proposal describing their research question, the relevant background literature, and the method of data collection and analysis. Field work for the project may begin during this quarter.
In the winter quarter of the senior year, students begin or continue their research by enrolling in Chicano/Latino Studies H190B. In the spring quarter of the senior year, students enroll in Chicano/ Latino Studies H190C and complete a senior honors thesis that is typically 40 to 80 pages long. Honors theses are read and evaluated by the advisor and a second faculty member chosen by the Director of the Chicano/Latino Studies Program in consultation with the advisor.
Requirements for the Minor
Completion of four core courses: Chicano/Latino Studies 61, 62, 63, 100C; four upper-division courses selected from Chicano/ Latino Studies 100-169, 190-199; and Spanish 2A or its equivalent.
Residence Requirements for the Minor: Other than the language requirement, no more than two courses taken at other academic institutions may be used toward satisfaction of minor.
While students will be responsible for designing their minor according to the above requirements, the curriculum should be planned in consultation with Chicano/Latino Studies Program (CLSP) faculty. Curricula must receive approval from one faculty member in CLSP as well as the Director or designated representative. Students must also file intent to pursue the minor with the CLSP office.
In addition to satisfying the requirements for the major or minor, students are encouraged to take advantage of the variety of unique educational opportunities available at UCI. Through the Education Abroad Program (EAP), students receive academic credit while studying at universities in Mexico, Chile, Costa Rica, Brazil, or Spain. Internship opportunities with private and public institutions concerned with the Chicano/Latino communities are available in Orange County, Sacramento, and Washington, D.C. Independent research with faculty on Chicano/Latino issues is also encouraged. Student research is conducted and given academic credit through independent study or group research courses offered in each academic unit. The Summer University Research Fellowship (SURF), the Summer Academic Enrichment Program (SAEP), and the Pregraduate Mentorship Program (PGMP) are examples of programs at UCI which allow students to work as research assistants with professors.
61 Introduction to Chicano/Latino Studies I (4). Introduces links between culture, history, and sociology of Chicano/Latino communities. Examines the formation, evolution, and adaptation of Chicano/Latino communities within a national and international perspective. Reviews literature on Chicano/Latino Studies as a field of intellectual inquiry. Formerly Social Science 61. (III, VII-A)
62 Introduction to Chicano/Latino Studies II (4). Foundations of Latinos from pre-history to present with emphasis on race, class, gender, and culture. Examines institutions/processes of: indigenous culture; conquests, colonialism/neocolonialism; racialization; capitalist industrialization; immigration; Americanization. History, literary, and artistic materials/texts of Latino subgroups. Formerly Social Science 62. (III, VII-A)
63 Introduction to Chicano/Latino Studies III (4). An introduction to Chicano/Latino Studies through inter- and intra-group comparisons of various Latino groups in the United States. Issues examined include immigration, political participation and protest, socioeconomic status, gender relations and sexuality, and ethnic and racial discrimination. Formerly Social Science 63. (III, VII-A)
100A Comparative Latino Populations (4). Provides foundation for understanding of Chicano/Latino Studies as an interdisciplinary field of inquiry. Focus on the history, arts, cultures of distinct (Mexican, Cuban, Puerto Rican, Central American) Latino communities. Topics include: precolonial history and culture, conquest, mestizaje, colonialism/neocolonialism, resistance. Same as Social Science 173K. (VII-A)
100B Latinos in a Global Society (4). Examines interconnections between diverse Latino groups in the U.S. and the effects of globalization on their social, cultural, political realities. Topics include: immigration, demographics, socioeconomic differentiation, familial relations, political protest/resistance, law and policy, and links to "homeland" issues. Prerequisite: Chicano/Latino Studies 100A. Same as Social Science 173L. (VII-A)
100C Chicano/Latino Research Seminar (4). Taught as a writing and research seminar in Chicano/Latino Studies. Student develops own project; engages in peer editing; drafts, writes, and presents paper at spring research conference. Prior course work in Chicano/Latino Studies helpful, i.e., Chicano/Latino Studies 61, 62, 63. Prerequisites: satisfactory completion of the lower-division writing requirement and upper-division standing. Formerly Social Science 168. (VII-A)
110-129: LITERATURE, ARTS, MEDIA, CULTURE
110A, B Chicano Literature (4, 4). Focus on contemporary Chicano literature, in relation to Chicana literature, women's literature, American literature, and Latino literature. Prerequisite: Spanish 10A or equivalent; Spanish 10B highly recommended. Same as Spanish 140A, B. (VII-A)
111A Critical Issues in Chicano Studies (4). A critical survey of social science literature on the Chicano experience and a general discussion of the various models and theories applied by social scientists to the study of oppressed national minorities. Discussion of race and class within the context of the Chicano experience. Formerly Social Science 172D. (VII-A)
111B Chicano Culture (4). Current research and perspectives on different aspects of Chicano culture: political, economic, sociological, artistic, and folkloric. Prerequisite: Spanish 10A; Spanish 10B recommended. May be taken for credit twice as topics vary. Same as Spanish 142. (VII-A)
113 Literature and Ethnicity (4). Examines the works of several American minority authors in order to discuss the relationship of ethnicity as a social phenomenon to literature. Same as Social Science 175A. (VII-A)
114 Film Media and the Latino Community (4). Uses film as a resource for understanding contemporary issues and problems facing the Chicano/ Latino community. (Does not study cinema as a genre.) Same as Social Science 173G. (VII-A)
115A Latino Music: A View of Its Diversity and Strength (4). A survey of the music of the many Latin cultures of the Americas including Mexico, Central and South America, as well as the Caribbean, and of those many Latin cultures which thrive and survive in the United States. Same as Anthropology 138Q. (VII-B)
115B Music of Greater Mexico (4). A wide range of musics exists in Mexico, and in the Mexican traditions within the United States. From the indigenous traditions of Mexico and the ancient Aztec and Mayan civilizations through the Colonial and Revolutionary periods, the variety of Mexican music is explored. Same as Anthropology 138S.
115C Afro-Latin American Music (4). Musical culture of Afro-Latin American peoples, emphasizing Spanish-speaking Caribbean. Topics include: background in West Africa, the persistence of traditions in the Caribbean, the commercial music of the twentieth century, the connections between musical culture, religion, and the economy. Same as Social Science 176A. (VII-B)
116 Reading Images Culturally (4). Students are provided with the analytical tools necessary to undertake research on visual representations. Images, as cultural productions, are steeped in the values, ideologies, and taken-for-granted beliefs of the culture which produced them. Of concern are representations of race, identity, gender, and the "Other." Same as Anthropology 137A.
129 Special Topics in Literature, Arts, Media, Culture (1 to 4) F, W, S. Prerequisites vary. May be repeated for credit as topic varies.
130-139: HISTORY
130 Twentieth-Century Chicano Experience (4). A survey of the history of the Spanish-speaking people of the Southwest. Includes Mexican settlement, American conquest, and the development of the Chicano national minority. Chicano/Latino Studies 130 and 132B may not both be taken for credit. Formerly Social Science 173F. (VII-A)
131 History of Chicano Education (4). Examines the relationship between the development of the public education system and the Chicano community in the U.S. Same as Social Science 173H. (VII-A)
132A Chicana/Chicano History: Pre-Colonial to 1900 (4). Examines social history of the Southwest region from antiquity to 1900. Discusses major questions, theory and research methods pertinent to Chicanas/Chicanos. Themes include: indigenous empires, conquest, colonialism, social stratification, ideology, marriage, sexuality, industrial capitalism, accommodation and resistance. Same as History 151A. (VII-A)
132B Chicana/Chicano History: Twentieth Century (4). Examines social history of the Southwest with emphasis on Mexican-origin people. Discusses major questions, theory, and research methods pertinent to Chicana/Chicano history. Themes explored include: immigration, xenophobia, class struggle, leadership, generational cohorts, unionization, education, barrioization, ethnicity, patriarchy, sexuality. Chicano/Latino Studies 130 and 132B may not both be taken for credit. Same as History 151B. (VII-A)
133A Nineteenth-Century Mexico (4). Examines the history of Mexico in the nineteenth century. Focuses on the social, economic, political, and cultural transformation of Mexico in the 1800s. Same as History 161B. (VII-B)
133B Twentieth-Century Mexico (4). Examines the history of contemporary Mexico beginning with the Mexican Revolution and concluding with the present administration. Social, economic, and political effects of the Revolution; formation of a "one-party democracy"; economic transformation of the nation; the present crisis. Same as History 161C. (VII-B)
134 Chicano History (4). Explores the cultural history of the Chicano from pre-Columbian cultures, Colonial and Modern Mexico, to the Chicano experience in the United States. Prerequisite: Spanish 10A or equivalent. Same as Spanish 110C. (VII-A)
139 Special Topics in Chicano/Latino History (1 to 4) F, W, S. Prerequisites vary. May be repeated for credit as topic varies.
140-159: SOCIETY, LABOR, POLITICS, LAW, GENDER, RACE, ETHNICITY
140 Latino Social Movements and Organizations (4). An examination of social movement theories and organizational theories and research through an analysis of ways in which Latinos have organized to confront discrimination and secure full and fair participation in the labor market, education, politics, and other societal institutions. Same as Social Science 166.
141 Chicano/Chicana Labor History (4). Examines origins of Latino/Latina labor from colonial period to present. Emphasis on the issues of race, culture, class, and gender. Focus on processes and institutions including: encomienda, migration, unions, informal economies, Bracero program, domestic work. Same as Social Science 167. (VII-A)
142 Latinos and the Law (4). Examines a range of theoretical, empirical, and policy approaches to legal issues affecting the Latino population, with emphasis on California. Discusses topics concerning the purpose of law, the creation of law, and the enforcement of law. Same as Criminology, Law and Society JIII.
143 Mexican-Americans and Politics (4). Examines political development of Mexican-Americans. Topics include their "territorial" roots in the Southwest, demographics, political leadership and organization; policy issues of immigration, bilingualism, education, and economics; relations with other minority groups; the role of Mexican-Americans in U.S.-Mexico relations. Same as Political Science 126A. (VII-A)
144 Chicano/Latino Families (4). Introduction to the research, literature, and issues surrounding the topic of Chicano/Latino families in the United States. Topics include: cultural history of Chicano/Latino families, demographic changes, social organization, traditions, lifestyles, values, beliefs, generational differences, ethnic identity, immigration, regional variation. (VII-A)
145 Chicano/Latino Psychology (4). Examines research and literature investigating Chicano/Latino ethnicity as a variable influencing behavior. Explores mental health needs and issues of Chicano/Latinos and discusses competent, sensitive methods of mental health service delivery. Prerequisite: Psychology 7A or 9A-B-C. Same as Psychology 174F. (VII-A)
146 Culture and Health (4). Explores America's cultural diversity by examining differing systems of belief and behavior in relation to illness, curing, disease, practitioner behavior, and use of conventional medical services. Groups focused on include Native Americans, African-Americans, Latinos, and Asians. Same as Anthropology 134D.
147 Comparative Minority Politics (4). Examines the political experiences of Blacks, Latinos, and Asian Americans in the United States from roughly 1950 to the present. Focuses on how each group has pursued political empowerment via both conventional political channels and social movements. Same as African-American Studies 151, Asian American Studies 132, and Political Science 124C. (VII-A)
148 Racial and Ethnic Relations in the United States (4). Examines central questions and issues in the field of race and ethnicity; the emergence, maintenance, and consequences of the ethnic and racial stratification system in the United States; the future of racial and ethnic relations; and relevant public policy issues. Prerequisite: satisfactory completion of the lower-division writing requirement. Same as Sociology 167A.
159 Special Topics in Society, Labor, Politics, Law, Gender, Race, Ethnicity (1 to 4) F, W, S. Prerequisites vary. May be repeated for credit as topic varies.
160-169: GLOBALIZATION, TRANSNATIONALISM, IMMIGRATION, U.S.-MEXICO BORDER
160 Perspectives on the U.S.-Mexican Border (4). Economic aspects of the historical development of the U.S.-Mexican border. The current economic situation in the Southwest and border areas as it affects both Mexico and the Latino/Chicano population is also examined. Same as Social Science 173I. (VII-A)
161 Immigration in Comparative Perspective (4). Examines issues related to the migration and settlement of immigrants. Although the focus is on the Mexican migration to the United States, comparisons are also made to immigrant groups from Korea, Japan, Southeast Asia, Central America, the Caribbean, and Europe. Same as Anthropology 125X. (VII-A)
162 Social Ecology of the Borderlands (4). An introduction to the most important socioeconomic issues affecting the urban-regional context of the U.S.-Mexico border area. Borderlands regional development, urbanization, migration, industrialization, labor market, and environmental issues are considered. Prerequisite: Environmental Analysis and Design E8. Same as Environmental Analysis and Design E143U. (VII-B)
163 U.S. Immigration Policy (4). Examines selected immigration policy debates since the nineteenth century, rationale and consequences of immigration law since 1965, problems of administration, implementation and enforcement, impact of immigration policy on foreign relations, and contemporary debate regarding the future of U.S. policy. Same as Political Science 126C. (VII-A)
164 U.S.-Mexican Relations (4). Realism and interdependence theories are applied to this asymmetric relationship. Analysis of NAFTA, relations with Canada, current issues in trade, capital flows, migration, narcotics control, and energy. Emphasis on interplay of domestic politics (California, Mexican-Americans) and foreign policy. Same as Political Science 145B. (VII-B)
169 Special Topics in Globalization, Transnationalism, Immigration, U.S.-Mexico Border (1 to 4) F, W, S. Prerequisites vary. May be repeated for credit as topic varies.
190-199: SPECIAL COURSES
H190A Honors Research Preparation (4). Students write a proposal describing their research question, the relevant background literature, and the method of data collection and analysis. Field work for the project may begin during this quarter. Prerequisites: open only to students in the Honors Program in Chicano/Latino Studies; consent of instructor.
H190B Honors Field Research (4). Students begin or continue their research for their senior honors thesis. Prerequisites: Chicano/Latino Studies H190A; consent of instructor.
H190C Honors Thesis (4). Students draft a senior honor thesis (typically) with the following sections: problem statement, literature review, description of the methods, results, and conclusions. Prerequisites: Chicano/Latino Studies H190A-B; satisfactory completion of the lower-division writing requirement; consent of instructor.
196 Field/Research Project (4). Allows students the opportunity to apply classroom knowledge to projects in local businesses and agencies. Groups of five to ten students work with faculty and graduate students to research and propose solutions to agency-posed questions. Prerequisites: satisfactory completion of the lower-division writing requirement and consent of instructor. Limited to School of Social Science majors and Chicano/Latino majors. May be taken for credit three times.
721 Social Science Tower; (949) 824-6410
Patrick Morgan, Director
Faculty
Dennis Aigner, Ph.D. University of California, Berkeley, Professor of Management and Economics
Scott A. Bollens, Ph.D. University of North Carolina, Chair of the Department of Urban and Regional Planning and Professor of Social Ecology
Peter A. Bowler, Ph.D. University of California, Irvine, Director of the UCI Arboretum, UC Natural Reserve System Academic Coordinator, and Lecturer in Ecology and Evolutionary Biology and in Environmental Analysis and Design
Teresa P. Caldeira, Ph.D. University of California, Berkeley, Associate Professor of Anthropology
Russell Dalton, Ph.D. University of Michigan, Director of the Center for the Study of Democracy and Professor of Political Science
Joseph DiMento, Ph.D., J.D. University of Michigan, Professor of Social Ecology and Management
Paula Garb, Ph.D., U.S.S.R. Academy of Sciences, Associate Director of Global Peace and Conflict Studies and Associate Adjunct Professor of Social Sciences and Social Ecology
Michelle Garfinkel, Ph.D. Brown University, Professor of Economics
John Graham, Ph.D. University of California, Berkeley, Professor of Management
Susan Greenhalgh, Ph.D. Columbia University, Associate Professor of Anthropology
Lawrence A. Howard, Ph.D. University of California, Irvine, Lecturer in Social Sciences
Karl Hufbauer, Ph.D. University of California, Berkeley, Professor Emeritus of History
Helen Ingram, Ph.D. Columbia University, Professor of Social Ecology and Political Science, and Drew, Chace, and Erin Warmington Chair in the Social Ecology of Peace and International Cooperation
Jon Jacobson, Ph.D. University of California, Berkeley, Professor of History
Jon Lawrence, Ph.D. University of Rochester, Professor of Physics
Herbert Lehnert, Ph.D. University of Kiel, Research Professor of German
Guy de Mallac, Ph.D. Cornell University, Professor Emeritus of Russian
Lynn Mally, Ph.D. University of California, Berkeley, Associate Professor of History
Julius Margolis, Ph.D. Harvard University, Professor Emeritus of Economics
Richard Matthew, Ph.D. Princeton University, Assistant Professor of Social Ecology and Political Science
William M. Maurer, Ph.D. Stanford University, Associate Professor of Anthropology
Richard McCleary, Ph.D. Northwestern University, Professor of Social Ecology
Martin C. McGuire, Ph.D. Harvard University, Professor of Economics and Management, and Clifford and Elaine Heinz Chair in the Economics and Public Policy of Peace
Calvin McLaughlin, Ph.D. Massachusetts Institute of Technology, Professor of Biological Chemistry, Biological Sciences, Ophthalmology, and Community and Environmental Medicine
Seymour Menton, Ph.D. New York University, Research Professor of Spanish and Portuguese
Patrick Morgan, Ph.D. Yale University, Director of Global Peace and Conflict Studies, Professor of Political Science, and Thomas T. and Elizabeth C. Tierney Chair in Peace Studies
Keith Nelson, Ph.D. University of California, Berkeley, Professor of History
Riley Newman, Ph.D. University of California, Berkeley, Professor of Physics
Margot Norris, Ph.D. State University of New York, Buffalo, Department Chair and Professor of English and Comparative Literature
Richard W. Perry, J.D. Stanford, Ph.D. University of California, Berkeley, Assistant Professor of Social Ecology
Shawn Rosenberg, M. Litt. University of Oxford, Associate Professor of Political Science
F. Sherwood Rowland, Ph.D. University of Chicago, Research Professor of Chemistry and Earth System Science, and Bren Chair
Wayne Sandholtz, Ph.D. University of California, Berkeley, Associate Professor of Political Science
Roland Schinzinger, Ph.D. University of California, Berkeley, Professor Emeritus of Electrical and Computer Engineering
Gabriele Schwab, Ph.D. University of Konstanz, Director of the Critical Theory Institute and UCI Chancellor's Professor of English and Comparative Literature
Caesar Sereseres, Ph.D. University of California, Riverside, Associate Dean for Undergraduate Studies, School of Social Sciences, and Associate Professor of Political Science
Stergios Skaperdas, Ph.D. The Johns Hopkins University, Associate Professor of Economics
David A. Smith, Ph.D. University of North Carolina, Chapel Hill, Professor of Sociology and Social Ecology
Etel Solingen, Ph.D. University of California, Los Angeles, Professor of Political Science
Alec Stone Sweet, Ph.D. University of Washington, Professor of Political Science
Rein Taagepera, Ph.D. University of Delaware, Professor Emeritus of Political Science
John Torpey, Ph.D. University of California, Berkeley, Associate Professor of Sociology
John M. Whiteley, Ed.D. Harvard University, Professor of Social Ecology
Murray Wolfson, Ph.D. University of Wisconsin, Adjunct Professor of Economics
The minor in Conflict Resolution, sponsored by the IDP in Global Peace and Conflict Studies, is an interdisciplinary curriculum that can help students both discover and prepare themselves for professional careers. The course of study provides skills in conflict analysis and resolution and a useful understanding of integrative institutions at the local, regional, and international levels. Conflict plays a key role in all areas of our lives, and has placed a shaping role in the history of nations. It can have destructive or constructive potential. This program explores how conflict arises, how it is represented and discussed, how it is prevented, mitigated, managed, and used for change in interpersonal relations, within and between organizations and other kinds of groups inside nations, and between nations. The minor consists of seven four-unit courses and two two-unit courses.
Course descriptions are available in the academic unit sections of the Catalogue.
Requirements for the Minor
Three core courses: History 11 (Introduction to Peace and Conflict), Political Science 43D (Global Security and Cooperation), and Political Science 154G/Anthropology 136D (Conflict Management in Cross-Cultural Perspective).
Two relevant upper-division courses: These are examples of courses offered: Economics 148A-B (Political Economy of National Defense I, II); English and Comparative Literature CL 100 (The Literature of World War I, Imagining War and Peace), E 105 (The Literature of Modern War); Environmental Analysis and Design E100 (International Environmental Issues), E113, E122 (Social Ecology of Peace I, II); Environmental Analysis and Design E105U/Criminology, Law and Society J128 (Environmental Law); History 190 (Multinationals and Tribes); Management 181 (Managing Organizational Behavior); Political Science 142G (U.S. Coercive Diplomacy), 143C (Arms Control and International Security); 147A (International Cooperation); Psychology and Social Behavior P175P (Violence in Society); Sociology 141 (Organizations), 178 (Sociology of Peace and War).
The GPACS Forum: Social Sciences/Social Ecology/Humanities 183A. Students attend forum lectures presented by scholars from a variety of institutions on topics related to peace, conflict, and global cooperation. The course must be taken twice and carries two units of credit, Pass/Not Pass only.
Senior Seminar in Conflict Resolution: Social Sciences/Social Ecology/Humanities 183B-C. Designed for seniors (juniors may also enroll) who are pursuing the minor in Conflict Resolution and/or the International Studies major. The courses provide a forum in which students refine skills and theory in the study of cooperation and conflict, from local to global arenas. Each course carries four units of credit. The second course (183C) confers upper-division writing credit when completed with a grade of C or better.
The GPACS Theme House Discussions
Students are encouraged to participate in the weekly discussions and other events on international peace and conflict held at the GPACS Theme House. Students enroll in the Theme House course (Social Science 184D) for two units of credit per quarter.
(949) 824-6495
Brian Skyrms, Director
Participating Faculty
Francisco J. Ayala, Ph.D. Columbia University, Founding Director of the Bren Fellows Program, Bren Chair, and Professor of Ecology and Evolutionary Biology and of Philosophy
Jeffrey A. Barrett, Ph. D. Columbia University, Associate Professor of Social Sciences
William H. Batchelder, Ph.D. Stanford University, Director of the Institute for Mathematical Behavioral Science and Professor of Cognitive Sciences
Bruce M. Bennett, Ph.D. Columbia University, Professor of Mathematics and Cognitive Sciences
Paul C. Eklof, Ph.D. Cornell University, Professor of Mathematics
Matthew D. Foreman, Ph.D. University of California, Berkeley, Professor of Mathematics and Philosophy
Douglas M. Haynes, Ph.D. University of California, Berkeley, Assistant Professor of History
Donald Hoffman, Ph.D. Massachusetts Institute of Technology, Professor of Cognitive Sciences and of Information and Computer Science
Karl G. Hufbauer, Ph.D. University of California, Berkeley, Professor Emeritus of History
Mary-Louise Kean, Ph.D. Massachusetts Institute of Technology, Professor of Cognitive Sciences and Linguistics
Stuart M. Krassner, Sc.D. The Johns Hopkins University, Professor of Developmental and Cell Biology
J. Karel Lambert, Ph.D. Michigan State University, Professor Emeritus of Philosophy
Howard M. Lenhoff, Ph.D. The Johns Hopkins University, Professor Emeritus of Developmental and Cell Biology
R. Duncan Luce, Ph.D. Massachusetts Institute of Technology, UCI Distinguished Professor Emeritus of Cognitive Sciences and Economics
Penelope Maddy, Ph.D. Princeton University, Department Chair and Professor of Logic and Philosophy of Science and Professor of Mathematics
Robert May, Ph.D. Massachusetts Institute of Technology, Professor of Linguistics and Philosophy
Louis Narens, Ph.D. University of California, Los Angeles, Professor of Cognitive Sciences
Alan Nelson, Ph.D. University of Illinois at Chicago, Department Chair and Professor of Philosophy
Riley Newman, Ph.D. University of California, Berkeley, Professor of Physics
Robert Newsom, Ph.D. Columbia University, Associate Dean of the Division of Undergraduate Education and Professor of English
Terence D. Parsons, Ph.D. Stanford University, Professor of Philosophy, UCLA
A. Kimball Romney, Ph.D. Harvard University, Professor Emeritus of Anthropology
Michael R. Rose, Ph.D. University of Sussex, Professor of Ecology and Evolutionary Biology
Jonas Schultz, Ph.D. Columbia University, Professor of Physics
Brian Skyrms, Ph.D. University of Pittsburgh, Director of the Minor in the History and Philosophy of Science and UCI Distinguished Professor of Social Sciences and Economics
Norman M. Weinberger, Ph.D. Case Western Reserve University, Professor of Neurobiology and Behavior and of Cognitive Sciences
Peter Woodruff, Ph.D. University of Pittsburgh, Professor Emeritus of Philosophy
The minor in the History and Philosophy of Science is intended for students who wish to study the history of science, the philosophical foundations of scientific inquiry, and the relationship between science and other fields. The history of science explores how science is actually done and how it has influenced history. This may involve tracking down an idea's source or its influences, evaluating the cultural forces at work in the generation of a scientific theory or the reaction of culture to science, or taking a detailed look at the work of a particular scientist or movement within science.
The philosophy of science is concerned with determining what science and mathematics are, accounting for their apparent successes, and resolving problems of philosophical interest that arise in the sciences. Philosophy of science courses cover such topics as the role of logic and language in science and in mathematics, scientific explanation, evidence, and probability. These courses may also cover work that has been done on the philosophical problems in specific sciences--for example, the direction of time in physics, the model of mind in psychology, the structure of evolution theory in biology, and the implications of Gödel's incompleteness theorems for mathematics.
The minor is available to all UCI students. Course descriptions may be found in the academic unit sections of the Catalogue.
Requirements for the Minor
Completion of seven courses as follows:
1. Two courses selected from: Logic and Philosophy of Science 31, 40; History 60.
2. Two courses selected from: History 135A, 135B, 135C, 135D, 135E, 135F; Philosophy 110-115 (when topic is science); Political Science 136B; Psychology 120H.
3. Three courses selected from: Linguistics 141, 143, 152; Logic and Philosophy of Science 106, 107, 108, 140, 141A, 141B, 141C, 141D, 142, 143, 144, 145, 146, 147A, 147B.
(949) 824-5989, -5906; Fax (949) 824-8385
Michael McNally, Director
Faculty
Marlon G. Boarnet, Ph.D. Princeton University, Associate Professor of Social Ecology and Economics
David Brownstone, Ph.D. University of California, Berkeley, Professor of Economics and Social Ecology
Joseph F. DiMento, Ph.D., J.D. University of Michigan, Professor of Social Ecology and Management
Gordon J. Fielding, Ph.D. University of California, Los Angeles, Professor Emeritus of Social Sciences
R. Jayakrishnan, Ph.D. University of Texas at Austin, Associate Professor of Civil Engineering
Charles Lave, Ph.D. Stanford University, Professor Emeritus of Economics
Michael McNally, Ph.D. University of California, Irvine, Director of Transportation Science and Associate Professor of Civil and Environmental Engineering
Wilfred W. Recker, Ph.D. Carnegie-Mellon University, Director of the Institute of Transportation Studies and Professor of Civil Engineering
Amelia C. Regan, Ph.D. University of Texas, Austin, Assistant Professor of Civil Engineering
Stephen G. Ritchie, Ph.D. Cornell University, Professor of Civil Engineering
Jean-Daniel Saphores, Ph.D. Cornell University, Assistant Professor of Social Ecology and of Civil and Environmental Engineering
Kenneth A. Small, Ph.D. University of California, Berkeley, Professor of Economics and Social Ecology
Jing-Sheng (Jeannette) Song, Ph.D. Columbia University, Associate Professor of Management
Affiliated Faculty
Arthur S. DeVany, Ph.D. University of California, Los Angeles, Professor of Economics
Amihai Glazer, Ph.D. Yale University, Professor of Economics and Social Ecology
Sandra S. Irani, Ph.D. University of California, Berkeley, Associate Professor of Information and Computer Science
Raymond W. Novaco, Ph.D. Indiana University, Professor of Social Ecology
Luis Suarez-Villa, Ph.D. Cornell University, Professor of Social Ecology
Carole J. Uhlaner, Ph.D. Harvard University, Associate Professor of Political Science
Christian Werner, Ph.D. The Free University of Berlin, Professor Emeritus of Economics
The graduate program in Transportation Science is administered by faculty from three academic units: the Department of Civil and Environmental Engineering, the Department of Economics, and the School of Social Ecology. The program is designed to educate students in a broad set of competencies and perspectives that mirror the actual practice of current transportation research. It leads to the M.S. and Ph.D. degrees in Transportation Science.
Admission
Admission is limited to a small number of exceptionally talented, independent, and self-disciplined students. The deadline for application for admission is January 15 for fall quarter. Students are admitted for winter or spring quarters only under exceptional circumstances. Late applications are considered on a space-available basis. All applicants must take the Graduate Record Exam (GRE) prior to the application deadline. Foreign applicants must also submit Test of English as a Foreign Language (TOEFL) scores.
Requirements
All students must complete a core curriculum consisting of eight courses from Civil Engineering, Economics, and Social Ecology plus the graduate colloquium. Students may apply to the Director of Graduate Studies for exemption from specific courses based upon the evidence of prior course work. Students also must successfully complete at least six courses from among the four specialization areas: (1) Methods and Analysis, (2) Transportation Economics, (3) Traffic Analysis, and (4) Planning and Policy Analysis. At least four of these six courses must be from one specialization.
Other requirements include: a replication project, in which students replicate the empirical work of a published paper from a major transportation journal; the qualifying examination, which consists of the oral defense of the student's dissertation proposal; and completion of the dissertation.
Research Facilities
UCI is a major research university and has an excellent library collection, as well as special interlibrary loan arrangements with other University of California libraries including the Transportation Library at Berkeley. Research is coordinated with the Irvine branch of the Institute of Transportation Studies (ITS). About 25 to 30 graduate students are employed as research assistants each year in ITS.
Research covers a broad spectrum of transportation issues. Current funded research projects focus upon: intelligent transportation systems (ITS), particularly advanced transportation management systems; planning and analysis of transportation systems; transportation systems operation and control; artificial intelligence applications; transportation engineering; transportation safety; road and congestion pricing; environmental and energy issues and demand for alternative fuel vehicles; public transit operations, transportation-land use interactions, demand for autos, and travel demand.
ITS is part of the University of California Transportation Center, one of ten federally designated centers of excellence for transportation research. The transportation research program at UCI is also supported by the Advanced Transportation Management Systems (ATMS) Laboratories.
The Institute maintains a regular publications series documenting research conducted within its programs and is the editorial headquarters of four international journals: Transportation Research, parts A, B, and C, and Accident Analysis and Prevention.
