INTERDISCIPLINARY STUDIES
History and Philosophy of Science
Graduate Program in Networked Systems
Graduate Program in Transportation Science
UCI offers a variety of interdisciplinary programs 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.
At the undergraduate level, Chicano/Latino Studies offers a major, an honors program, and a minor. In addition, interdisciplinary minors in Asian Studies, Global Sustainability, the History and Philosophy of Science, Native American Studies, and Religious Studies are offered.
At the graduate level, degree programs in Networked Systems and Transportation Science are offered.
Information about the interdisciplinary programs in African-American Studies, Latin American Studies, and Women's Studies is available in the School of Humanities section. Information about the interdisciplinary minor in Conflict Resolution is available in the School of Social Sciences section.
UNDERGRADUATE STUDY
383 Social Science Tower; (949) 824-7180
World Wide Web: http://www.socsci.uci.edu/clstudies
Leo Chávez, Director
Core Faculty
Louis DeSipio, Ph.D. University of Texas at Austin, Associate Professor of Chicano/Latino Studies and Political Science
Cynthia Feliciano, Ph.D. University of California, Los Angeles, Assistant Professor of Chicano/Latino Studies and Sociology
Raúl Fernández, Ph.D. Claremont Graduate School, Professor of Social Sciences
Lisa García Bedolla, Ph.D. Yale University, Assistant Professor of Chicano/Latino Studies and Political Science
Gilbert González, Ph.D. University of California, Los Angeles, Professor of Social Sciences
Vicki L. Ruiz, Ph.D. Stanford University, Professor of Chicano/Latino Studies and History
Rodolfo D. Torres, Ph.D. Claremont Graduate School, Associate Professor of Education, Social Ecology, and Political Science
Deborah R. Vargas, Ph.D. University of California, Santa Cruz, Assistant Professor of Chicano/Latino Studies and Sociology
Affiliated Faculty
Frank Bean, Ph.D. Duke University, Professor of Sociology
Leo Chávez, Ph.D. Stanford University, Director of Chicano/Latino Studies and Professor of Anthropology
Susan Bibler Coutin, Ph.D. Stanford University, Associate Professor of Social Ecology
Robert Garfias, Ph.D. University of California, Los Angeles, Professor of Anthropology
Alejandro Morales, Ph.D. Rutgers University, Professor of Spanish and Chicano/Latino Studies
Caesar D. Sereseres, Ph.D. University of California, Riverside, Associate Dean for Undergraduate Studies, School of Social Sciences, and Associate Professor of Political Science
James Diego Vigil, Ph.D. University of California, Los Angeles, Professor of Social Ecology
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 B.A. degree in Chicano/Latino Studies and a minor.
Change of Major. Students who wish to change their major to Chicano/Latino Studies should contact the program office for information about change of major requirements, procedures, and policies. Information is also available at http://www.due.uci.edu/Change_of_Major.html.
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 Jeff Garcilazo Fellowship/Scholarship Fund, in honor and memory of the late Chicano/Latino Studies and History professor, was established to provide opportunities for students to examine the historical and contemporary experiences of Americans of Latin American origin. Funds are awarded to current UCI students.
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.
CAREER OPPORTUNITIES
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.
REQUIREMENTS FOR THE BACHELOR'S DEGREE
University Requirements: See pages 56-61.
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. Five core courses: Chicano/Latino Studies 61, 62, 63, 101, 102.
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 (102). 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 should 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, 102; 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.
Courses in Chicano/Latino Studies
LOWER-DIVISION
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)
64 Introduction to Minority Politics (4). Examines major theories that attempt to explain the roles of race and ethnicity in U.S. politics, while also looking at the political attitudes and behaviors of ethnic and racial populations in order to measure their contemporary political influence. Same as Political Science 61A. (III, VII-A)
UPPER-DIVISION
101 Research in the Latino Community (4). Students engage in firsthand research in the local Orange County environment. Students identify a research problem, conduct a literature review, develop questions and/or hypotheses, appropriate methods, and write a proposal. Formerly Chicano/Latino Studies 195A.
102 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 Chicano/Latino Studies 100C. (VII-A)
103 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. Formerly Chicano/Latino Studies 100A. (VII-A)
104 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 103. Same as Social Science 173L. Formerly Chicano/Latino Studies 100B. (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 10B or consent of instructor. 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 10B or equivalent. 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.
117 Chicano/Latino Experience: History, Society, and Culture in Autobiography (4). Examines how history, society, and culture are manifested in autobiography and studies how Chicano/Latino subjects have recorded their life experience before and during the twentieth century. Same as Social Science 173J. (VII-A)
119 Chicana, Chicano/Latina, Latino Cultural Studies (4). Explores sites of cultural production within the scholarship area of Chicano/Latino Cultural Studies. Considers questions pertaining to social structural processes as they relate to cultural productions and considers potential political strategies for challenging inequality within cultural sites. (VII-A)
120 Chicana Feminisms (4). Surveys the development of Chicana feminist thought and practice. Focuses on historical contemporary writings by and about Chicana feminists. Draws from interdisciplinary scholarship in order to survey the diversity of Chicana feminisms. (VII-A)
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
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. 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 U.S. Latino Cultures (4). Focuses on some aspect--literature, art, cultural production, history--of the multifaceted Latino cultures that have developed within the United States. Can focus on one group, such as Caribbean Americans, Chicanos, Central Americans, or take a comparative perspective of several groups. Prerequisite: Spanish 10B or equivalent. Same as Spanish 110C. (VII-A)
135 Latinas in the Twentieth-Century U.S. (4). Latinas in the U.S. from 1900 to present, offering a diversity of their cultures, regional histories, sexualities, generations, and classes. Same as History 151C. (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 C171.
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.
149 The Chicana/Latina: A Psychosocial Perspective (4). Provides an in-depth psychosocial perspective of the Chicana/Latina experience in the U.S. Topics include the historical contributions of Latina women in Latino communities; Chicana feminist theories, gender roles and sexuality, ethnic identity, education, health, and models of multicultural counseling. Prerequisite: satisfactory completion of the lower-division writing requirement. (VII-A)
150 Multicultural Counseling (4). Covers both theories and application of multicultural counseling that are of greatest relevance to psychology. Topics include the historical foundations of multicultural counseling; theories and models of multicultural counseling; multicultural assessment and prediction; counseling and effective interventions for minorities. Prerequisite: satisfactory completion of the lower-division writing requirement. (VII-A)
151 Latinos in U.S. Politics (4). Comparing the political issues facing Latino groups by examining their migration histories, voting behavior, nonelectoral participation, and policy issues. Latino issues are examined on the national, state, and local levels, including formal representation, immigration, affirmative action, and language policy. Same as Political Science 124B. (VII-A)
152 Race and Citizenship in America (4). The role U.S. citizenship policy has played in the social construction of race. Looks comparatively at citizenship experiences of different racial/ethnic groups to understand how the meaning of being a U.S. "citizen" has varied over time and across groups. Same as Political Science 124D. (VII-A)
153 Cross-Cultural Research on Urban Gangs (4). Taking an urban policy approach, examines the background and contemporary traditions of gangs in several ethnic groups including African-, Asian-, and Mexican-Americans. Cross-cultural exploration of the varied facets of gang life. The major social-control institutions affecting them. Same as Criminology, Law and Society C156.
154 Latino Metropolis (4). Explores the processes of Latino urbanization in the United States and the spatialization of Latino identities, particularly in the context of Southern California with selected comparisons drawing from other cities. Same as Environmental Analysis and Design E190U. (VII-A)
155 Culture Change and the Mexican People (4). Reviews culture contact and colonization, innovation diffusion, acculturation, assimilation, culture conflict and marginality, modernization, urbanization, legal transformations. Mexico and the Southwestern U.S. are reviewed through several centuries to better appreciate the indigenous base of the Mexican people. Same as Criminology, Law and Society C172. (VII-A)
156 Latinos/Latinas and Medicine (4). Introduction to medical social science perspectives of Latinos/Latinas in a variety of settings. Emphasis placed on understanding the intersection of immigration, mental health, gender, reproduction, and spirituality in analyzing how the experience of health and illness is shaped by these factors. Same as Anthropology 133A. Formerly Chicano/Latino Studies 118. (VII-A)
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.
198 Group Directed Study (1 to 4). Prerequisite: consent of instructor. May be repeated for credit as topics vary.
199 Independent Study (1 to 4). Prerequisite: consent of instructor. May be repeated for credit as topics vary.
Minor in Asian Studies
Dorothy Solinger, Co-Director
Anne Walthall, Co-Director
Participating Faculty
Chuansheng Chen, Ph.D. University of Michigan, Department Chair of Psychology and Social Behavior and Associate Professor of Social Ecology (cross-cultural psychology, socialization of achievement, adolescent development)
Chungmoo Choi, Ph.D. Indiana University, Associate Professor of Korean Culture (modern Korea, post-colonial and colonial discourse, popular culture, anthropology)
Edward Fowler, Ph.D. University of California, Berkeley, Professor of Japanese (modern Japanese literature, cultural studies, film)
James Fujii, Ph.D. University of Chicago, Associate Professor of Japanese (modern Japanese literature; critical theory and cultural studies)
Michael A. Fuller, Ph.D. Yale University, Interim Department Chair of East Asian Languages and Literatures and Associate Professor of Chinese (Chinese poetry and poetics, the cultural and intellectual contexts for poetry, aesthetic theory, linguistic issues in classical Chinese)
Susan Greenhalgh, Ph.D. Columbia University, Professor of Anthropology (political economy, transnational studies, feminism/gender, politics of reproduction, critical demography, disciplinarity, China, Taiwan, Pacific Rim)
Judy C. Ho, Ph.D. Yale University, Associate Professor of Art History (Chinese art, archaeology, common religion, Buddhist art)
Hu Ying, Ph.D. Princeton University, Associate Professor of Chinese (narrative literature, translation theory, feminist theory)
Martin W. Huang, Ph.D. Washington University, Associate Professor of Chinese (narrative theories and traditional Chinese fiction)
Kyung Hyun Kim, Ph.D. University of Southern California, Associate Professor of Korean Culture (East Asian China, modern Korea, cultural theory)
Susan B. Klein, Ph.D. Cornell University, Director of Religious Studies and Associate Professor of Japanese (premodern and modern theater and dance, Japanese religions, feminist critical theory)
Karen Leonard, Ph.D. University of Wisconsin, Professor of Anthropology (social history of India, caste, ethnicity and gender, Asian-Americans in the United States)
Kenneth L. Pomeranz, Ph.D. Yale University, Department Chair of History and Professor of History and of East Asian Languages and Literatures (modern Chinese)
David A. Smith, Ph.D. University of North Carolina, Chapel Hill, Professor of Sociology and Social Ecology (urbanization, comparative historical sociology, political sociology, world-system analysis)
Dorothy Solinger, Ph.D. Stanford University, Co-Director of the Minor in Asian Studies and Professor of Political Science (Chinese domestic politics and political economy, comparative politics, history of political philosophy)
Robert Uriu, Ph.D. Columbia University, Assistant Professor of Political Science (international relations, international political economy, Japanese political economy)
Anne Walthall, Ph.D. University of Chicago, Co-Director of the Minor in Asian Studies and Professor of History and of East Asian Languages and Literatures (early modern and modern Japan)
Wang Feng, Ph.D. University of Michigan, Associate Professor of Sociology (demography, social change, economy and society)
Bert Winther-Tamaki, Ph.D. Institute of Fine Arts, New York University, Associate Professor of Art History (Modern Japanese art, Asian American art, East/West discourses in modern visual culture)
R. Bin Wong, Ph.D. Harvard University, UCI Chancellor's Professor of History, Economics, and East Asian Languages and Literatures (modern Chinese, comparative economic history)
The countries and cultures of Asia are significant participants in the world community. They present compellingly different models for social organization, historical development, and cultural commitments. The many countries of this large and complex region provide challenges and opportunities whether one plans to be a scholar, a business person, or a diplomat. The minor in Asian Studies draws upon the expertise of faculty throughout UCI to create opportunities for students to explore Asian topics in a variety of fields, to develop advanced language skills, and to acquire a broader perspective as they apply the disciplinary training of their major field to effective and informed studies of Asian subjects.
The minor is open to all UCI students. Course descriptions are available in the academic department sections.
Requirements for the Minor
Students choose one country and language of specialization.
Requirements for the minor are met by taking eight courses (of which no more than four may be lower-division) as specified below:
A. One course selected from History 170D, 170E, 170F (Premodern East Asia, East Asia 1600-1895, East Asia Since 1895).
B. Three quarters of course work in one Asian language of specialization beyond the first-year level. Approved courses are:
1. Second-, third- or fourth-year language: Chinese 2A-B-C, 3A-B-C, 101A-B-C; Japanese 2A-B-C, 3A-B-C, 101A-B-C; Korean 2A-B-C, 3A-B-C, 101A-B-C. NOTE: These courses require placement examinations given by the Department of East Asian Languages and Literatures. Students who, for example, place out of Chinese 2B would then take Chinese 2C, 3A-B to meet the requirement.
2. Classical Chinese (Chinese 100A-B-C), or Classical Japanese (100A-B) plus a third quarter of Japanese language study.
3. Literature courses taught in the original language: Chinese 115, Japanese 115, Korean 115, or graduate seminars. NOTE: These courses have a prerequisite of completion of the fourth-year language sequence or its equivalent.
C. Four additional courses selected from an approved list available in the Center for Asian Studies and on the World Wide Web at http://www.humanities.uci/edu/cas/asm.htm.
1. At least two of these courses must be taken in one (or more) department(s) other than the student's major department.
2. The courses must cover at least two different Asian countries, one of which is the country of language specialization.
3. No more than two of the courses may be lower-division.
NOTE: A maximum overlap of four courses is permitted between this minor and a student's major.
Residence Requirement for the Asian Studies Minor: Four upper-division (or graduate) courses must be successfully completed at UCI.
Representative Courses. The following courses are representative of those appearing on the approved list: Anthropology 135H (Religion in South Asia), 138P (Music of Asia), 163H (State and Society in Contemporary China), 163K (Korean Society and Culture); Art History 42A, B, C (History of Asian Art), 150 (Studies in Asian Art), 152 (Studies in Chinese Art and Religion), 153 (Studies in Early Chinese Painting), 154 (Studies in Later Chinese Painting), 159 (Japanese Buddhist Art), 161 (Studies in Early Japanese Painting), 162A, B, C (Later Japanese Art and Design); Chinese 100A-B-C (Classical Chinese), 115 (Chinese Literature: Advanced Texts), 180 (Topics in Chinese Literature); East Asian Languages and Literatures 55 (Introduction to East Asian Cultures), 110 (Topics in Chinese Literature and Society), 113 (Linguistic Structure of Chinese), 117 (Topics in East Asian Philosophy), 120 (Topics in Japanese Literature and Society), 123 (Linguistic Structure of Japanese), 130 (Korean Society and Culture), 133 (Linguistic Structure of Korean), 150 (Topics in East Asian Literature in Translation), 160 (East Asian Cinema); History 170A, B, C (Chinese History), 171A, B, C (Japanese History), 172A, B, C (Korean History); Japanese 100A-B-C (Classical Japanese), 115 (Japanese Literature: Advanced Texts), 180 (Topics in Japanese Literature); Korean 115 (Korean Literature: Advanced Texts), 180 (Topics in Korean Literature); Linguistics 165A (Linguistic Structure of Chinese), 165B (Linguistic Structure of Japanese), 165C (Linguistic Structure of Korean); Political Science 142C (International Relations of Japan), 151A (East Asian Politics), 151B (Introduction to Chinese Politics), 151C (Chinese Politics: Policy, Leadership, and Change), 151D (Japanese Politics: State and Economy in Modern Japan), 151F (Korean Politics and Society); Psychology and Social Behavior P124D (Human Development in Cross-Cultural Perspective); Sociology 77 (Social Change in East Asia), 175A (Korean Society and Culture), 175B (Comparative Societies: China), 175C (Japanese Society).
Minor in Global Sustainability
321 Steinhaus Hall; (949) 824-6006; Fax (949) 824-2181
Peter J. Bryant and Peter A. Bowler, Co-directors
Core Faculty
Peter A. Bowler, Ph.D. University of California, Irvine, Director of the UCI Arboretum, UC Natural Reserve System Academic Coordinator, and Lecturer with Security of Employment, Ecology and Evolutionary Biology, and Environmental Analysis and Design
Peter J. Bryant, Ph.D. University of Sussex, Director of the Graduate Program in Molecular Biology, Genetics, and Biochemistry and Professor of Developmental and Cell Biology
Michael L. Burton, Ph.D. Stanford University, Director of International Studies, Department Chair and Professor of Anthropology, and Professor of Social Ecology
William S. Reeburgh, Ph.D. The Johns Hopkins University, Department Chair and Professor of Earth System Science
Susan E. Trumbore, Ph.D. Columbia University, Professor of Earth System Science
The interdisciplinary minor in Global Sustainability trains students to understand the changes that need to be made in order for the human population to live in a sustainable relationship with the resources available on this planet.
As a result of population growth and the pursuit of higher standards of living, humanity has initiated many global trends that cannot be sustained indefinitely. Some of these trends are physicochemical in nature, such as the rapid depletion of fossil fuels and the increasing pollution of our environment, including the accumulation of ozone-depleting chemicals with consequent increase of ultraviolet radiation at the earth's surface, and the buildup of carbon dioxide that is almost certainly causing global warming. Other trends are biological ones including the degradation of agricultural land, the destruction of many kinds of wildlife habitat with associated high rates of species extinction, and the depletion of wildlife populations by over-exploitation. Global changes are also taking place in the human situation including loss of cultural diversity, a growing income gap between rich and poor nations leading to deepening poverty and additional pressure for biological resource exploitation, accelerating urbanization with associated social problems, and regional population and economic imbalances leading to escalating political tensions and potential for conflict. This program examines the causes of, and interrelationships between, these problems and considers new approaches to solving them. Its goal is to provide broad, interdisciplinary training that will allow students to better understand and effectively deal with the serious environmental problems that we will face in the twenty-first century.
The minor is open to all UCI students. Course descriptions are available in the academic department sections of the Catalogue.
Requirements for the Minor
Completion of an introductory sequence of three core courses: Earth System Science 1 (The Physical Environment), Biological Sciences 65 (Biodiversity and Conservation), and Environmental Analysis and Design E8 (Introduction to Environmental Analysis and Design).
Three relevant elective courses (12 units): One elective course must be taken in each of the following three disciplines, and at least two of these must be upper division. Students may select from the following list and must have their choices approved by a panel of participating faculty:
Biological Sciences: 55 (Introduction to Ecology), 94 (Patterns of Diversity, Ecology, and Evolution), 96 (Processes of Ecology and Evolution), 150 (Conservation Biology), 175 (Restoration Ecology), 178 (Ocean Ecology), 179 (Limnology and Freshwater Biology), 181 (Conservation in the American West), 186 (Population and Community Ecology).
Physical Sciences/Engineering: Earth System Science 3 (Oceanography), 5 (The Atmosphere); Engineering 20 (Energy and Society); Civil and Environmental Engineering CEE121 (Transportation Systems I: Analysis and Design), CEE122 (Transportation Systems II: Operations and Control), CEE123 (Transportation Systems III: Planning and Forecasting); Physics 16 (Physics and Global Issues), 20C (Observational Astronomy).
Social Sciences/Social Ecology: Anthropology 125A (Economic Anthropology), 125B (Ecological Anthropology); Environmental Analysis and Design E3 (Human Environments), E5 (Introduction to Environmental Quality and Health), E15 (Native American Religions and the Environmental Ethic), E105U (Environmental Law), E106 (Human Ecology), E111 (Dynamics of Human Populations), E160 (Microbial Ecology of Natural and Polluted Waters); Economics 145E (Economics of the Environment); Political Science 149 (when topic is Global Environmental Politics); Social Science 172E (Native American Culture); Sociology 44 (Populations).
Senior Seminar on Global Sustainability I, II, III: During their final year in this program, students complete Biological Sciences 191A-B-C (same as Earth System Science 190A-B-C and Social Ecology 186A-B-C) which includes a seminar, directed study, and independent research in a relevant area. This work forms the basis for a senior research paper which is completed and presented near the end of spring quarter in a colloquium.
Minor in the History and Philosophy of Science
(949) 824-6495
Brian Skyrms, Director
Participating Faculty
Francisco J. Ayala, Ph.D. Columbia University, University Professor and Donald Bren Professor of Biological Science and Philosophy
Jeffrey A. Barrett, Ph. D. Columbia University, Department Chair and Associate Professor of Logic and Philosophy of Science
William H. Batchelder, Ph.D. Stanford University, Professor of Cognitive Sciences
Paul C. Eklof, Ph.D. Cornell University, Department Vice Chair for Undergraduate Studies and 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, Associate Professor of History
Donald Hoffman, Ph.D. Massachusetts Institute of Technology, Professor of Cognitive Sciences and Philosophy
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
R. Duncan Luce, Ph.D. Massachusetts Institute of Technology, UCI Distinguished Professor Emeritus of Cognitive Sciences and Economics
Penelope Maddy, Ph.D. Princeton University, UCI Chancellor's Professor of Logic and Philosophy of Science and of Mathematics
Robert May, Ph.D. Massachusetts Institute of Technology, Professor of Logic and Philosophy of Science
Louis Narens, Ph.D. University of California, Los Angeles, Professor of Cognitive Sciences
Alan Nelson, Ph.D. University of Illinois at Chicago, Professor of Philosophy
Riley Newman, Ph.D. University of California, Berkeley, Professor of Physics
Robert Newsom, Ph.D. Columbia University, 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 Logic and Philosophy of Science and of 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 department 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; Philosophy 110-115 (when topic is science); Political Science 136B; Psychology 120H.
3. Three courses selected from: Linguistics 141, 143; Logic and Philosophy of Science 106, 107, 108, 140, 141A, 141B, 141C, 141D, 142, 143, 145, 146, 147A, 147B.
Minor in Native American Studies
Participating Faculty
Jaime E. Rodríguez, Ph.D. University of Texas, Director of Latin American Studies and Professor of History
Gabriele Schwab, Ph.D. University of Konstanz, UCI Chancellor's Professor of Comparative Literature
Tanis Thorne, Ph.D. University of California, Los Angeles, Lecturer in History
Steven C. Topik, Ph.D. University of Texas, Professor of History
Affiliated Faculty
John Carlos Rowe, Ph.D. State University of New York, Buffalo, Professor of Comparative Literature
The minor in Native American Studies is an interdisciplinary, interschool program which focuses on history, culture, religion, and the environment. The three core courses serve as an introduction to the Native American experience from the perspective of different historical periods and frameworks of analysis. Study in the minor is enriched by the research and teaching interests of faculty from different departments.
The minor is open to all UCI students. Advising information is available from the undergraduate counseling offices in the Schools of Humanities, Social Ecology, and Social Sciences.
Course descriptions are available in the academic department sections and on the World Wide Web at http://eee.uci.edu/clients/tcthorne/idp/.
Requirements for the Minor
Core courses: Environmental Analysis and Design E15 (Native American Religions and the Environmental Ethic); History 15A (Native American History); and Sociology 65 (Cultures in Collision: Indian-White Relations Since Columbus; same as Anthropology 85A).
Four upper-division courses selected from: Anthropology 121D (Cross-Cultural Studies of Gender), 135A (Religion and Social Order), 162A (Peoples and Cultures of Latin America); Art History 175 (Studies in Native and Tribal Art); Education 124 (Multicultural Education in K-12 Schools); History 161A (Indian and Colonial Societies in Mexico); Philosophy 131E (Race and Gender); Social Science 172E (Native American Culture), 175B (Ethnic and Racial Communities); Spanish 100C (Introduction to Latin American Literature: Pre-Hispanic to Nineteenth Century); Women's Studies 162 (Race and Gender), 163 (Women of Color).
Students may also select from the following courses when the topics presented relate to Native American Studies: Anthropology 149 (Special Topics in Archaeology), 169 (Special Topics in Area Studies); Comparative Literature CL 105 (Multicultural Topics in Comparative Literature); English E 105 (Multicultural Topics in English-Language Literature); Sociology 149 (Special Topics: Structures), 169 (Special Topics: Age, Gender, Race, and Ethnicity).
Minor in Religious Studies
168 Humanities Instructional Building: (949) 824-8119
Susan B. Klein, Director
Participating Faculty
Elizabeth Allen, Ph.D. University of Michigan, Assistant Professor of English (medieval literature; theories of reception; exemplary and didactic literature; literature and ethics; literature and affect; history of English language; Old English)
Linda Freeman Bauer, Ph.D. Institute of Fine Arts, New York University, Professor of Art History (Renaissance and Baroque art)
Victoria Bernal, Ph.D. Northwestern University, Associate Professor of Anthropology (feminist theory and gender; civil society, globalization, cyberspace, transnationalism; the Islamic revival; peasants, labor migration; Africa, Muslim societies)
William Bristow, Ph.D. Harvard University, Assistant Professor of Philosophy (Kant; nineteenth-century idealist tradition)
Dickson D. Bruce, Jr., Ph.D. University of Pennsylvania, Professor of History (American culture; African American history of the South)
Carol Burke, Ph.D. Maryland University, Associate Professor of English (folk belief, folklore; creative non-fiction)
Yong Chen, Ph.D. Cornell University, Associate Dean, Graduate Studies, and Associate Professor of History and Asian American Studies (Asian-American history; late-nineteenth and twentieth-century American social and cultural history; immigration history)
Chungmoo Choi, Ph.D. Indiana University, Associate Professor of Korean Culture (Modern Korea; post-colonial and colonial discourse; Marxism and Christianity; popular cultures and anthropology)
Susan Bibler Coutin, Ph.D. Stanford University, Associate Professor of Criminology, Law and Society (immigration and border issues; law; Central America; political and religious activism; human rights)
Edward Fowler, Ph.D. University of California, Berkeley, Professor of Japanese (Modern literature; cultural studies; film)
Michael A. Fuller, Ph.D. Yale University, Interim Department Chair of East Asian Languages and Literatures and Associate Professor of Chinese (Classical Chinese poetry and poetics; the cultural and intellectual contexts for poetry; aesthetic theory; linguistic issues in classical Chinese)
Alexander Gelley, Ph.D. Yale University, Professor of Comparative Literature (eighteenth-century English and comparative literature; nineteenth-century English and comparative literature and philosophy; German-Jewish literature and culture)
Linda Georgianna, Ph.D. Columbia University, Professor of English (medieval literature and culture; nineteenth-century medievalism)
James B. Given, Ph.D. Stanford University, Professor of History (medieval Europe; social and political history)
Anna Gonosová, Ph.D. Harvard University, Associate Professor of Art History (Byzantine and Medieval art and architecture)
Michelle Hamilton, Ph.D. University of California, Berkeley, Assistant Professor of Spanish (medieval Spanish literature)
Lamar M. Hill, Ph.D. University of London, Professor of History (Tudor-Stuart England; early modern Europe)
Judy C. Ho, Ph.D. Yale University, Associate Professor of Art History (Chinese art and archaeology; Buddhist art and popular religions)
S. Nicholas Jolley, Ph.D Cambridge University, Professor of Philosophy (seventeenth and eighteenth-century philosophy; political philosophy)
Bonnie Kent, Ph.D. Columbia University, Associate Professor of Philosophy (ethics; medieval philosophy)
Susan B. Klein, Ph.D. Cornell University, Director of Religious Studies and Associate Professor of Japanese (premodern and modern theater and dance; medieval commentaries; Japanese religions; new historicism and feminist critical theory)
Richard W. F. Kroll, Ph.D. University of California, Los Angeles, Professor of English (eighteenth-century English and comparative literature; history of literary theory; literature and philosophy; cultural studies and criticism; history and theories of rhetoric)
Karen Leonard, Ph.D. University of Wisconsin, Professor of Anthropology (social history of India; caste ethnicity and gender; Asian-Americans in the United States)
Mark LeVine, Ph.D. New York University, Assistant Professor of History (modern Middle East and Islam; globalization; popular culture)
Julia Reinhard Lupton, Ph.D. Yale University, Associate Professor of English (Shakespeare; Renaissance literature; religious studies; Jewish studies; humanities and the public sphere)
Cecilia Lynch, Ph.D. Columbia University, Associate Professor of Political Science (international relations theory; international organization and law; international ethics and political philosophy; social movements in world politics; peace and security)
Keith L. Nelson, Ph.D. University of California, Berkeley, Professor of History (American foreign relations; Soviet-American relations; war and society)
Steven Mailloux, Ph.D., University of Southern California, UCI Chancellor's Professor of Rhetoric (American literature; contemporary theory; cultural studies and criticism; history and theories of rhetoric)
Sanjoy Mazumdar, Ph.D. Massachusetts Institute of Technology, Associate Professor of Social Ecology (environmental design research: cultural aspects, environmental psychology; architecture, planning, organizational studies; work environments, home environments, ethnic neighborhoods)
Margaret M. Miles, Ph.D. Princeton University, Associate Professor of Art History and Classics (Greek and Roman art, architecture and archaeology)
Alan Nelson, Ph.D. University of Illinois at Chicago, Professor of Philosophy (early modern rationalism and empiricism; philosophy and history of science; history of analytic philosophy)
Maria C. Pantelia, Ph.D. Ohio State University, Professor of Classics and Director, Thesaurus Linguae Graecae (Greek epic poetry, Hellenistic poetry, computer applications to Classics)
Kenneth L. Pomeranz, Ph.D. Yale University, Department Chair of History and Professor of History and of East Asian Languages and Literatures (Modern China; origins of world economy; global context of environmental change; peasant protest and collective violence; popular religions)
Michael Ryan, Ph.D. University of Iowa, Professor of English and Creative Writing (American literature; creative writing; poetry, poetics; autobiography)
Thomas P. Saine, Ph.D Yale University, Professor of German (eighteenth-century German literature; Goethe; Germany and the French Revolution; eighteenth-century popular philosophy and theology)
Daniel J. Schroeter, Ph.D. University of Manchester, Professor of History and Teller Family Chair in Jewish History (Jewish history; North Africa and the Middle East)
Martin Schwab, Ph.D. University of Bielefeld, Director of the Minor in Humanities and Law and Professor of Philosophy and Comparative Literature (nineteenth and twentieth-century continental philosophy; literature and other arts, literature and philosophy)
Victoria Silver, Ph.D. University of California, Los Angeles, Associate Professor of English (Renaissance studies; feminist and gender studies; cultural studies and criticism; history of literary theory; histories and theories of rhetoric)
John H. Smith, Ph.D. Princeton University, Director of the Critical Theory Institute and Professor of German (eighteenth and nineteenth-century literature and intellectual history; literary theory)
Daniel Stokols, Ph.D. University of North Carolina, Chapel Hill, Professor of Planning, Policy, and Design (theory development in environmental psychology and social ecology; environmental design research; community and worksite health promotion; effects of environmental stressors on behavior and health; environmental psychology of the Internet)
Ulrike Strasser, Ph.D. University of Minnesota, Associate Professor of History (Early Modern Europe and Germany; comparative women's history; social and cultural history)
Timothy Tackett, Ph.D. Stanford University, Professor of History (The Old Regime and the French Revolution; social, religious, and cultural history; violence and terror)
Roger N. Walsh, M.B.B.S., Ph.D. University of Queensland (Australia), Professor of Psychiatry and Human Behavior and of Philosophy (Asian psychologies, philosophies, and religions; ecology; meditation; exceptional psychological well-being; post-conventional development; transpersonal psychology)
Duncan R. Williams, Ph.D. Harvard University, Assistant Professor of Japanese (Buddhist studies; Japanese religions; Japanese American Buddhism)
Religious Studies is an interdisciplinary minor that focuses on the comparative study of religions in various cultural settings around the world. The curriculum seeks to provide a wide-ranging academic understanding and knowledge of the religious experience in society through study in the Schools of Humanities, Social Sciences, Social Ecology, and the Arts.
The minor is open to all UCI students. Course descriptions are available in the academic department sections of the Catalogue.
Requirements for the Minor
Three Core courses: Humanities 5A, 5B, 5C (World Religions I, II, III). The first quarter is an introduction to the history, doctrine, culture, and writing of Judaism, Christianity, and Islam. The second quarter is an introduction to various religious traditions in selected areas of the world, including India, East Asia, Africa, the Americas, or elsewhere. The third quarter examines aspects of religious expression, including symbolization of the sacred, collective religious behavior, and religious dissent.
Four upper-division courses, two of which must be outside of the student's major. At least one of these course should focus on a primarily Asian religion, and at least one should focus on Judaism, Christianity, or Islam. Students select their courses, in consultation with the Religious Studies faculty, from a quarterly list which is available at http://www.hnet.uci.edu/religious_studies/.
The following courses are representative of those available: Anthropology 135H (Religion in South Asia); Art History 112 (Studies in Early Christian and Byzantine Art), 152 (Studies in Chinese Art and Religion); Classics 165 (New Testament Literature); East Asian 120 (when topic is Religion in Japanese Literature); English and Comparative Literature CL 103 (when topics are Jews and Muslims in Renaissance, Bible and Interpretation); History 110D (Topics in Medieval Europe: Heresy), 130B (Modern Jewish History), 135B (Science and Religion); Philosophy 123 (Topics in Philosophy of Religion); Women's Studies 150 (Feminist Cultural Studies: Feminism and Religion).
One relevant lower-division course may be substituted for an upper-division course. The following are courses that could apply: Dance 90A (Dance History); Philosophy 11 (History of Medieval Philosophy); Sociology 56 (Society and Religion), 59 (when topic is Religion, Women, Society). A list of acceptable lower-division substitutions is available on the Religious Studies Web site at http://www.hnet.uci.edu/religious_studies/.
A two-quarter Senior Seminar in Religious Studies (Humanities 105A-B), or a two-quarter Humanities 199 on a relevant Religious Studies topic, either of which must include the completion of a senior paper.
