Many students select their University major, the field of study which represents their principal academic interest, at the time they fill out their University of California Undergraduate Application for Admission and Scholarship. Some students, however, are not ready to choose a major at the time they apply, and still others may wish to change to a different major after they have enrolled.
In preparation for choosing a major, students need to familiarize themselves as much as possible with UCI and its academic programs. Entering students are exposed to a wide range of areas of study, and it is not unusual for students to become enthusiastic about academic disciplines previously unfamiliar to them. At UCI a number of traditionally separate academic disciplines have strong interrelationships, so that the academic environment is influenced by broad interactions among disciplines. As a complement to classroom study, UCI encourages its students to become involved in a variety of educational experiences such as independent study, laboratory research, field study, writing workshops, computing, and arts productions. Such experiences can help students identify additional areas of interest.
The UCI General Catalogue is a good place to find specific information about programs available and requirements. Students are encouraged to talk to academic counselors and faculty advisors and to go to any department to learn more about its programs of study, its requirements for graduation, and possible enrollment limitations. (Some majors are impacted, that is, more students apply than can be accommodated. See the Undergraduate Admissions section for information.) While advisors may not be familiar with all fields, they can suggest ways to investigate other areas of study and be helpful in planning a lower-division program which will keep several options open. Courses and workshops designed to assist students in choosing a major are offered by the UCI Career Center, the Division of Undergraduate Education, and some of the academic units.
All students are required to choose a major by the time they reach junior status. It is important to look well ahead to this decision and to think about it carefully during the freshman and sophomore years. When considering possible majors, students should keep in mind that some major programs require quite specific preliminary study. At the same time, excessive early concentration could reduce a student's options and could cause the student to need more than four years to obtain the baccalaureate degree. Furthermore, courses required for graduation need to be considered. For these reasons, it is desirable for students to plan their programs carefully and thoughtfully, seeking a balance between exposure to a variety of academic areas and completion of courses which are prerequisite to a major under consideration. A qualified student interested in two areas of study may graduate with a double major by fulfilling the degree requirements of any two programs. Certain restrictions may apply; students should check with their academic advisor.
Each school or program has its own standards for change of major, and some majors are impacted, as indicated above. Once a student selects a major, or decides to change majors, the student should visit the academic counseling office for their prospective major to obtain current information about prerequisites, program planning, and policies and procedures. In addition, a form called the Undergraduate Petition for Change of Major must be completed. The form is available from academic counselors and the Registrar's Office.
Students who enter the University as freshmen or sophomores may be uncertain about which major they should choose and may not feel ready to declare their major or even to identify their interests with a particular school. Such students participate in the Undecided/Undeclared Advising Program which is administered by the Division of Undergraduate Education. The goal of this program is to help students make the best informed and most rational choice of a major that is possible. All students at UCI are required to choose their major by the time they reach junior status.
To make a good decision about what major to declare, students should know what programs UCI offers and have some experience with them, have a good knowledge of their own abilities and interests, have clear educational goals, and have a good sense of their vocational goals and of the academic programs at UCI that will provide appropriate preparation. Students in the Undecided/Undeclared Advising Program receive quarterly individualized faculty and staff counseling that helps them explore the variety of course offerings on campus, become more aware of their own interests and abilities, formulate sound educational goals, and learn how to prepare for graduate education and/or possible careers.
To assist students in choosing a major, the program has created a two-quarter required course designed to expose undecided/undeclared students to a variety of opportunities and resources available to them on the campus such as electronic technology including the World Wide Web and electronic mail, and to introduce students to each of the schools and majors offered. In addition, students learn about research and career opportunities within different disciplines.
Call (949) 824-6987 for more information.
Courses in Undergraduate Education
University Studies 1A-B University Experience: Issues and Options for Undecided/Undeclared Students (2-2). Introduces new undecided/undeclared freshmen to university issues, resources, and options as they learn about the academic undergraduate culture at UCI. Two-quarter course emphasizes necessary skills and tools for being a successful student, followed by exploration of UCI's undergraduate majors and career options with a focus on decision-making skills.
University Studies 3 Freshman Mini-Seminar (1). Designed for freshmen as an introduction to scholarly inquiry. Each section is taught by a faculty member from one of the academic disciplines and presents interesting and challenging topics representing the instructor's interest. Students participate in discussions, presentations, and projects.
University Studies 5 Freshman Seminar (2). Same description as University Studies 3.
University Studies 40 Personal Success and Global Perspective (0). Furthers students' understanding of crucial personal and global issues and develops skills necessary for success in applying for prestigious scholarships and in graduate/professional studies. Seminar course with oral presentations, discussions, and written statements receiving particular emphasis. Two units of workload credit only. Prerequisites: minimum 3.7 GPA, sophomore standing; must submit writing sample and receive consent of instructor.
University Studies 50 International Opportunities Program Study Abroad (12). Approved study at a foreign institution through the International Opportunities Program. To enroll, a student must submit a completed and approved International Study Advance Contract to the Center for International Education (CIE). Contact CIE for complete information. May be taken for credit four times.
University Studies 175 Methods and Application in Small Group Instruction (4). Explores various theories and methods of learning and development and their practical application in small group settings. Peer tutors receive instruction in the design, implementation, and evaluation of an effective learning environment for undergraduate students. Prerequisite: employment as a tutor for the Learning and Academic Resource Center. Formerly University Studies 198.
University Studies 190 Teaching Seminar: Theory and Practice (2). For students selected to be discussion leaders for University Studies 1A-B. Models of teaching, developmental theory applied to college freshmen, curriculum development. Practice of teaching techniques and group management skills. May be taken for credit twice.
University Studies 192 Group Project for Discussion Leaders (4). For discussion leaders for University Studies 1A-B. Weekly discussion group training for leading effective groups in addition to evaluations of weekly discussion sections and completion of a special project on issues of freshman development. Prerequisite: consent of instructor.
University Studies 194 The Washington Seminar (4). Interdisciplinary seminar examines and explores unique aspects (e.g., governmental, cultural, political, the arts, historical, media related) of Washington, D.C. Core course mandatory for all participants in Washington D.C. Center Program. Prerequisite: selected for Washington D.C. Center Program. Same as Social Science 192.
University Studies 195 Washington D.C. Center Internship (4 to 8). Supervised internship (20-40 hours per week) in Washington, D.C. government, nonprofit, or private institution consistent with student's interest. Corequisite: University Studies 194. Prerequisite: selected for Washington D.C. Center Program.
Undergraduate students should keep the possibility of future graduate or professional study in mind as they plan their academic programs, and they should discuss their career goals with their advisors. Students who have an idea of the direction in which they would like to go should familiarize themselves with the basic requirements for postbaccalaureate study and keep those requirements in mind when selecting courses. Furthermore, students should supplement their undergraduate programs by anticipating foreign language or other special requirements at major graduate schools and by intensive work in areas outside their major that are of special relevance to their intended graduate work. Students should consult the graduate advisor or academic counselor in the academic unit corresponding to their area of interest and visit the UCI Career Center which offers a number of services useful to those considering graduate or professional study.
Law schools want to produce lawyers to serve the entire legal spectrum (for example tax, criminal, entertainment, or immigration law), and this requires a wide range of academic backgrounds. Law schools look less for specific areas of study than they do for evidence of academic excellence. A good record in physics or classics, for example, will be preferred over a mediocre record in history or political science. Most law schools give equal preference to students from all academic disciplines. Courses that help develop writing and analytical skills (logic, writing, mathematics, research methods, and statistics, for example) build skills that are the key to doing well on the Law School Admissions Test (LSAT) and succeeding in law school and the legal profession.
UCI offers a number of law-related courses that students in any major may take. The School of Humanities offers a Humanities and Law minor, emphasizing courses that require critical reading and analysis, and courses that focus on theoretical and applied analytical perspectives on ethical, political, and social issues relevant to the law. The School of Social Sciences offers courses in the study of law, international relations, and economics of law and recommends that students take some political science courses as well. The School of Social Ecology offers many law-related courses in both substantive law (such as environmental and criminal law) and in law and society and criminal justice, and offers its majors the opportunity to apply theories learned in the classroom to actual problems through its field study program.
Students should know that law schools look closely at five aspects of a student's application: grades, LSAT results, the applicant's statement of purpose, in-depth letters of recommendation, and extracurricular activities and law-related work experience. Students should be aware that not everyone who applies is admitted to law school. One consideration in selecting an undergraduate major is alternative careers should one's goals change.
Although health science educators strongly recommend that students obtain a bachelor's degree prior to admission to the health sciences, there is no preferred major. Many UCI students who plan to enter the health professions major in Biological Sciences because much of the basic course work for that major is also required for medical school admission; however, students may major in any academic field as long as they also take the courses required by professional health science schools. The minimum amount of undergraduate preparation required includes one year each of English, biology with laboratory, general chemistry with laboratory, organic chemistry with laboratory, physics with laboratory, and college mathematics, especially calculus and statistics, as well as one semester (or two quarters) of biochemistry. Courses in cell or molecular biology, genetics, developmental physiology or comparative anatomy, vertebrate embryology, and computer science are recommended. In addition, some health sciences schools have certain nonscience course requirements or recommendations, for example, English and/or a foreign language. Facility with the Spanish language is very helpful in California medical schools and in other areas of the United States with large Hispanic populations.
Although many factors ultimately are considered when reviewing applicants for admission, admission committees look carefully at: college grade point average (science and nonscience grades are evaluated separately, and evidence of improvement in work during the undergraduate years is important); results of the Medical College Admission Test (MCAT), the Dental Admission Test, and other aptitude examination scores; the student's personal essay and/or personal interview; in-depth letters of recommendation; practical clinical experience in the health sciences, whether paid or volunteer, which is regarded favorably as an indication of exposure to and interest in the health sciences; extracurricular activities which demonstrate the applicant's ability to interact successfully with others; and research experience, especially in a biological, medical, or behavioral science.
Since medical programs cannot accommodate all qualified applicants and competition for entrance is keen, it is important to keep in mind alternative career opportunities should one not be accepted to health science school, or should one decide to pursue instead one of the expanding number of health-related programs now available.
The contemporary executive or manager must be a creative thinker, make complex decisions, and have the ability to perceive and participate in the full scope of an enterprise while understanding its role in the economy. Effective management requires leadership ability, strong problem-solving skills, the ability to successfully deploy and manage information technologies, effective oral and written communication skills, analytical skills, an understanding of global economic trends, and a basic knowledge of behavioral processes in organizations.
Although UCI does not offer an undergraduate degree in business, the Graduate School of Management offers a minor in Management as a supplement to any undergraduate major. This minor can provide students with a broad understanding of management theory and practice and may be helpful to students in determining whether they wish to pursue a career in business or management or undertake graduate-level study in management.
Students can also supplement their major course work to develop the skills needed for business and management by taking electives such as calculus, statistics, economics, psychology, sociology, computer science, and political science, and are encouraged to take intensive course work in the culture, history, geography, economy, politics, and language of specific foreign countries.
For admission purposes, the majority of graduate schools of business look at five areas: grades, scores on the Graduate Management Admission Test (GMAT), the applicant's statement of purpose, in-depth letters of recommendation, and evidence of leadership in school and community activities and work experience. Substantive work experience is becoming an increasingly important prerequisite for many programs.
Students from a variety of undergraduate disciplines including liberal arts, social sciences, physical or biological sciences, computer science, and engineering are encouraged to apply to UCI's Graduate School of Management.
UCI's academic units which offer undergraduate education leading to the bachelor's degree provide students with opportunities to explore a wide range of interests leading to a career choice or to further education at the graduate or professional level. The lists which follow show the varied career areas pursued by UCI graduates. Any major can lead to a number of careers. Additional discussions of careers are presented in individual academic unit sections.
Arts Career Areas
Acting, Advertising, Animation, Arts Administration, Art Therapy, Broadcasting, Choreography, Composition, Conducting, Conservation/Restoration, Consulting, Criticism, Curating, Digital Arts Production, Direction, Environmental Design, Instrument Repair/Tuning, Interior/Industrial Design, Journalism, Librarianship, Lighting, Marketing, Medical Illustration, Performance, Photography, Physical Fitness, Printing, Production, Publicity, Public Relations, Publishing, Set/Stage/Costume Design, Stage Management, Teaching, Tourism, Visual Resources Management, Writing.
The exceptionally talented Claire Trevor School of the Arts graduate may choose to become a professional actor, art historian, artist, dancer, or musician. However, there are many other careers to explore in numerous arts-related areas, or the graduate may wish to combine part-time professional performance with supplemental work. The field of arts administration is an increasingly important career area, offering opportunities to work with opera and dance companies, repertory theatre companies, museums, state and local arts councils, community arts organizations, and arts festivals.
Biological Sciences Career Areas
Bioanalysis, Biochemistry, Biomedical Engineering, Cell Biology, Chiropractic Medicine, Dentistry, Developmental Biology, Dietetics, Environmental Management, Forestry, Genetic Engineering, Health Administration, Industrial Hygiene, Marine Biology, Medical Technology, Medicine, Microbiology, Nurse Practitioner, Occupational Therapy, Oceanography, Optometry, Osteopathy, Plant Biology, Pharmacology, Pharmacy, Physicians' Assistant, Physical Therapy, Podiatry, Public Health, Quality Control, Research, Sales, Speech Pathology, Teaching, Technical Writing and Editing, Veterinary Medicine.
The health field is one of the fastest-growing career areas in the country. Work sites may include private corporations, educational institutions, hospitals, health care complexes, private foundations, city and county governments, state agencies, the federal government, and many others.
Engineering Career Areas
Aerospace, Biochemical, Biomedical, Biotechnology, Chemical Engineering, Communications, Computer Architecture, Computer Engineering, Computer Software, Control Systems, Digital Signal Processing, Earthquake Safety, Electric Power, Electronics, Electro-optics, Environmental Control, Environmental Engineering, Flood Control, Geotechnical, High-Speed Image Processing, Hydraulics, High-Frequency Devices and Systems, Land Development and Urban Planning, Manufacturing Engineering, Materials, Process Control, Propulsion and Power, Public Works, Reliability, Robotics, Structures, Traffic, Transportation, Water Resources, Water Supply.
These are some areas for employment available to UCI engineering graduates. Career paths typically involve one or more of the following: design, research and development, manufacturing or construction, operations, consulting, applications and sales, management, or teaching. At UCI they will have had the choice of Aerospace, Chemical, Civil, Computer, Electrical, Environmental, or Mechanical Engineering, as well as a general program in Engineering. However, they will frequently find challenging positions in related areas such as biomedical or industrial engineering, for which their general and specialty course work at UCI, followed by formal or informal, on-the-job training will qualify them. Approximately half of UCI's Engineering graduates obtain advanced degrees from UCI or other universities, and almost all engage in continuing education to keep abreast of advances in technology. Many Engineering graduates build on their engineering background and enter graduate programs to obtain degrees in the fields of administration, law, medicine, physics, or mathematics.
Humanities Career Areas
Advertising, Banking, Broadcasting, Business, Counseling, Communications, Diplomacy, Education, Film and Television, Foreign Service, Government Service, Human Resources, Insurance, International Relations, Journalism, Law, Library Science, Management/Administration, Marketing, Personnel, Politics, Public Administration, Public Relations, Publicity, Publishing, Research, Retail Sales, Screenwriting, Social Welfare, Teaching, Technical Writing, Tourism, Translating/Interpreting, Writing.
Diverse career fields available to Humanities graduates include entry-level positions in both the public and private sectors or professional-level opportunities combining the degree with further specialization. Humanities graduates may also elect to enter professional programs such as law, library science, medicine (with proper prerequisites), or public administration. Business and industry utilize Humanities graduates for management training programs in banking, retail sales, and insurance. Graduates with special skills in oral and written communications may look to positions with newspapers, advertising agencies, public relations firms, radio and television stations, and publishing houses.
Technical writers are currently in demand, particularly those who have had some preparation in engineering, computer science, and the sciences. Opportunities for graduates fluent in foreign languages exist in government, business, social service, counseling, foreign service, and international trade, among others.
Information and Computer Science Career Areas
Applications Programming, Computer-Aided Design, Computer Animation, Computer Architecture, Computer Networks, Computer Simulation, Computer Systems Design, Databases, Information Systems Design and Consulting, Management Information Systems, Multimedia Applications, Parallel and Distributed Systems, Embedded Systems, Software Design and Development, Software Management and Maintenance, Supercomputing, Systems Administration, Systems Analysis and Design, Systems Programming.
Graduates of the Department of Information and Computer Science pursue a variety of careers. Many graduates specify, design, and develop a variety of computer-based systems comprised of software and hardware in virtually every application domain, such as aerospace, automotive, biomedical, consumer products, engineering, entertainment, environmental, finance, investment, law, management, manufacturing, and pharmacology. ICS graduates also find jobs as members of research and development teams, developing advanced technologies, designing software and hardware systems, and specifying, designing, and maintaining computing infrastructures for a variety of institutions. Some work for established or start-up companies while others work as independent consultants. After a few years in industry, many move into management or advanced technical positions. Some ICS students also use the undergraduate major as preparation for graduate study in computer science or another field (e.g., medicine, law, engineering, management).
Physical Sciences Career Areas
Actuarial Science, Aerospace, Analytical Chemistry, Applied Physics and Chemistry, Astrophysics/Astronomy, Bioscience, Computers, Energy Science, Electronics, Engineering Applications, Environmental Science, Food Chemistry, Forensic Chemistry, Geoscience, Inorganic Chemistry, Instrumentation, Laboratory Science, Lasers, Materials Science, Medicine, Nuclear Science, Optical Devices, Organic Chemistry, Pharmacology, Physical Chemistry, Plasma Physics, Quality Control, Radiation Science, Radiology, Solid State Devices, Space Science, Statistics, Teaching.
Graduates of the School of Physical Sciences have backgrounds appropriate to a variety of areas in research, teaching, and management. Career opportunities for physical scientists are found in federal, state, and local government as well as in private industry. Chemists may work in research and development and in jobs dealing with health, pollution, energy, fuel, drugs, and plastics. Water districts, crime labs, and major chemical and oil companies are also good resources for employment. Earth and Environmental Sciences majors will find employment in areas such as hazardous waste treatment, resource extraction, pollution remediation, and as consultants to government and high-technology fields. Mathematics graduates find employment in both government and the private sector in such technical fields as operations research, computer programming, marketing research, actuarial work, banking, retail management, and scientific research. Physics graduates find professional positions in education, research and development, and in the electronic and aerospace industries. Possible careers include science teaching and writing, computer and electrical engineering, device and instrumentation development, nuclear and reactor physics, environmental and radiological science, laser and microchip development, astronomy, and geophysics.
Social Ecology Career Areas
Administration, Air Quality Control, Architecture, Biostatistics, Clinical Psychology, Corrections/Probation, Counseling, Education Support Services, Environmental Design, Environmental Planning and Consulting, Epidemiology, Government Service, Health Service, Hospital Administration, Housing Development, Law, Management/Administration, Mental Health, Program Coordination, Psychology, Public Health Research, Public Relations, Real Estate/Development, Research and Research Design, Social Service, Teaching, Urban Planning, Urban Sociology, Water Quality Control.
Graduates of the School of Social Ecology may hold positions as urban planners, environmental consultants, juvenile probation officers, counselors, elementary and secondary school teachers, legal aides, coordinators of juvenile diversion programs, social workers, mental health workers, special education teachers, or architectural consultants. Many School of Social Ecology graduates have used their training to enter graduate programs and obtain degrees in the fields of law; clinical, community, social, developmental, and environmental psychology; public health; public and business administration; environmental studies; urban planning; social welfare; criminology; and the administration of justice.
Social Sciences Career Areas
Banking, Correction/Probation, Counseling, Environmental Analysis, Finance, Foreign Service, Government Service, Health Services, Human Services, Industrial Relations, International Affairs, Labor Relations, Law, Library Science, Management/Administration, Marketing, Personnel, Psychology, Public Relations, Publishing, Real Estate, Research, Sales, Statistical Analysis, Teaching, Writing.
Business and industry often look to social science graduates to fill positions in management, finance, marketing and advertising, personnel, production supervision, and general administration. In the public sector, a wide variety of opportunities are available in city, county, state, and federal government. Teaching is a frequently chosen career at all levels from elementary school teacher to university professor. In addition, many graduates enter professional practice, becoming lawyers, psychologists, researchers, or consultants in various fields.
The University Program for High School Scholars (UPHSS) is an early-admission program for exceptionally talented high school seniors who wish to begin university-level work, and for whom UCI is a serious college choice. UPHSS is particularly valuable for students who are intellectually ready for the academic challenges of university work, as it provides access to UCI's outstanding faculty, considerable resources, and university life. Through participation in UPHSS, highly motivated students may enroll concurrently in UCI and begin accumulating college credit while completing their senior year in high school. Credit earned may be transferred to any University of California campus and may apply at other colleges and universities as well. Participating students are granted full access to the campus libraries, laboratories, studios, and recreational facilities.
A High School Scholar continues to place primary academic and social focus on high school and is an officially registered UCI student enrolled in the same courses and evaluated on the same basis as full-time undergraduates. Students may register for the fall, winter, and/or spring quarters, taking one or two courses per term. Enrollment is available for any course for which the UPHSS student has met the necessary prerequisites and restrictions, recognizing that certain courses, particularly those in mathematics, languages other than English, and music, may require a placement examination and possibly an interview with the course instructor. Participation in UPHSS is intended to supplement rather than replace a student's high school curriculum, providing classes which are either unavailable or more advanced than those offered in high school.
UCI makes every effort to encourage and facilitate the participation of all qualified students who have demonstrated the highest academic achievement and can contribute to the strength and diversity of the campus community. Additional information is available in the Undergraduate Admissions section of this Catalogue and from the UPHSS coordinator in the Office of Admissions and Relations with Schools, telephone (949) 824-6703. After matriculation, information is available from the Honors Center; telephone (949) 824-5461.
An alternative to UPHSS is University Extension's Access UCI Program, which allows highly qualified high school seniors to enroll in regular UCI courses without formal admission to the University. For information, call (949) 824-1010.
UCI recognizes and values the contributions of a student community that reflects the cultural, ethnic, and socioeconomic diversity of the people of California. Qualification for the Educational Opportunity Program (EOP) is based primarily on family income level, and all students served by the program must be California residents, with the exception of American Indian students.
Admission. Counselors in the Office of Admissions and Relations with Schools visit high schools and community colleges throughout California and meet with prospective students, parents, teachers, counselors, and school officials to discuss the admission and financial aid processes, housing, and the academic opportunities available at UCI.
Prospective students indicate their interest in being considered for EOP services on the UC Undergraduate Application for Admission and must provide the information requested. Application fee waivers are available for low-income applicants who meet the eligibility criteria.
Housing. UCI guarantees on-campus housing to all new EOP students who meet the housing application deadline.
Prior to enrolling at UCI, a limited number of admitted EOP students are invited to participate in a Summer Bridge Program sponsored by Student Academic Advancement Services (SAAS); telephone (949) 824-6234. SAAS offers a variety of services to EOP students once they enroll at UCI including advising, tutoring, and learning skills services.
The Center for Educational Partnerships supports cooperative educational partnerships among UCI and California schools and colleges, and provides pre-enrollment services to prospective students.
Partnership Programs. Santa Ana Networks includes activities that focus on increasing the educational achievement of at-risk youth. The program is founded on the premise that the educational system must reach and serve students in new far-ranging ways and engage partners who are equally committed to student success. This is accomplished on the strength of Santa Ana 2000, a business/ community/citywide partnership, and other successful partnership efforts.
Summer Scholars Transfer Institute, a collaborative Santa Ana College/UCI residential summer institute, facilitates the transfer of at-risk students to a four-year university and is a successful model of two institutions working together to provide academic readiness.
The Orange County Transfer Consortium partners the leadership of UCI with administrators at the nine Orange County community colleges to improve transfer rates to the University of California. Programs serve potential and current transfer students to UCI with information, support, and counseling services.
Pre-College Initiatives and Services. The Center for Educational Partnerships promotes statewide pre-college initiatives that help disadvantaged students develop the academic skills and background needed to enter college. These initiatives include Mathematics, Engineering, Science Achievement (MESA); Upward Bound; High School Puente Program; and GEAR UP.
Early Academic Outreach programs provide pre-enrollment services. Early Academic Outreach development programs assist intermediate and high school students to become aware of academic opportunities and how to prepare for admission to the University of California. Workshops, special events, and conferences are offered to program participants and their parents. Other programs assist students with mathematics skills and advanced placement courses.
The School-University Partnerships division is dedicated to improved student academic preparation for college success through establishment of K-12/college/university academic partnerships. Staff generate extramural support for discipline-specific and interdisciplinary initiatives for curriculum reform, professional development, and student academic services.
For additional information about the Center for Educational Partnership's programs and services, telephone (949) 824-7482.
In addition, the Center for Educational Partnerships is aligned with the California Alliance for Minority Participation in Science, Engineering, and Mathematics (CAMP), a program for students interested in these disciplines. CAMP provides research opportunities for undergraduates, faculty mentoring, and peer group support. Call (800) 776-5394 or (949) 824-2363 for information.
The McNair/Star Program, funded by the State Department of Education, aims to increase the number of students who pursue doctoral degrees in the same disciplines available in CAMP: engineering, computer sciences, biological and physical sciences. In addition, the program includes those social and behavioral sciences in which qualitative and statistical methods are used. Call (949) 824-8490 for information.
Student Academic Advancement Services (SAAS), a unit of the Division of Undergraduate Education, provides support services to students who are first-generation college students or low-income students, as well as disabled students (those with physical and/or learning disabilities). The goal of SAAS is to help students earn their University degree. See the Division of Undergraduate Education section of the Catalogue for additional information.
The University of California recently reaffirmed that a diverse student and faculty population is integral to academic excellence and is critical to promoting the lively intellectual exchange and the variety of ideas and perspectives that are essential to advanced scholarly research. The University remains committed to expanding outreach, recruitment, and retention efforts. Through the Graduate Diversity Program, steps are taken to increase the participation of diverse groups who may be disadvantaged in graduate education in the United States. See the Research and Graduate Studies section of the Catalogue for additional information.
The College of Medicine's Office of Admissions and Outreach is designed to meet the challenges of California's changing demographics and to contribute to the College's goal of achieving a broad spectrum of diversity in the student population, and ultimately, in the medical profession. The office plays a major role in the recruitment and retention of targeted socioeconomically disadvantaged students who have the potential of service to the medically underserved communities in California. See the College of Medicine section for additional information.