School Requirements for the Bachelor's Degree

Graduate Programs (also, see departments below)

Department of Anthropology

Department of Chicano/Latino Studies

Department of Cognitive Sciences

Department of Economics

Geography

Undergraduate Major in International Studies

Department of Linguistics

Department of Logic and Philosophy of Science

Department of Political Science

Undergraduate Major in Social Science

Department of Sociology

Graduate Program in Social Science

Faculty

Edwin Amenta, Ph.D. University of Chicago, Professor of Sociology

Gian Aldo Antonelli, Ph.D. University of Pittsburgh, Department Chair and Professor of Logic and Philosophy of Science

Deborah D. Avant, Ph.D. University of California, San Diego, Director of International Studies and Professor of Political Science

Marigee Bacolod, Ph.D. University of California, Los Angeles, Assistant Professor of Economics

Stanley Bailey, Ph.D. University of California, Los Angeles, Assistant Professor of Sociology

Nina Bandelj, Ph.D. Princeton University, Assistant Professor of Sociology

Jeffrey A. Barrett, Ph.D. Columbia University, Professor of Logic and Philosophy of Science

William H. Batchelder, Ph.D. Stanford University, Professor of Cognitive Sciences

Frank D. Bean, Ph.D. Duke University, UCI Chancellor's Professor of Sociology and Economics

Matthew N. Beckmann, Ph.D. University of Michigan, Assistant Professor of Political Science

Duran Bell, Ph.D. University of California, Berkeley, Professor Emeritus of Economics

Bruce Berg, Ph.D. Indiana University, Associate Professor of Cognitive Sciences

Victoria Bernal, Ph.D. Northwestern University, Associate Professor of Anthropology

Volodymyr Bilotkach, Ph.D. University of Arizona, Assistant Professor of Economics

Marianne Bitler, Ph.D. Massachusetts Institute of Technology, Assistant Professor of Economics

Tom Boellstorff, Ph.D. Stanford University, Associate Professor of Anthropology

Dan Bogart, Ph.D. University of California, Los Angeles, Assistant Professor of Economics

Catherine Bolzendahl, Ph.D. Indiana University, Assistant Professor of Sociology

John P. Boyd, Ph.D. University of Michigan, Professor Emeritus of Mathematical Anthropology

William A. Branch, Ph.D. University of Oregon, Assistant Professor of Economics

Myron L. Braunstein, Ph.D. University of Michigan, Professor Emeritus of Cognitive Sciences

Alyssa A. Brewer, Ph.D. Stanford University, Assistant Professor of Cognitive Sciences

Susan K. Brown, Ph.D. University of Washington, Associate Professor of Sociology

David Brownstone, Ph.D. University of California, Berkeley, Department Chair and Professor of Economics

Jan K. Brueckner, Ph.D. Stanford University, Professor of Economics

Daniel R. Brunstetter, Ph.D. University of California, Davis, Assistant Professor of Political Science

Alison Brysk, Ph.D. Stanford University, Professor of Political Science

Michael L. Burton, Ph.D. Stanford University, Professor of Anthropology and Economics

Michael Butler, J.F., Society of Fellows, Harvard University, Professor Emeritus of Social Sciences

Carter Butts, Ph.D. Carnegie Mellon University, Associate Professor of Sociology

Robert W. Byde, Ph.D. University of California, Irvine, Lecturer in Cognitive Sciences

Kitty C. Calavita, Ph.D. University of Delaware, Professor of Criminology, Law and Society and of Sociology

Francesca M. Cancian, Ph.D. Harvard University, Professor Emerita of Sociology

Frank Cancian, Ph.D. Harvard University, Professor Emeritus of Anthropology

Christopher S. Carpenter, Ph.D. University of California, Berkeley, Assistant Professor of Management and Economics

Leo R. Chávez, Ph.D. Stanford University, Director of the Center for Research on Latinos in a Global Society and Professor of Anthropology

Jiawei Chen, Ph.D. The John Hopkins University, Assistant Professor of Economics

Charles F. Chubb, Ph.D. New York University, Professor of Cognitive Sciences

Carol M. Cicerone, Ph.D. University of Michigan, Professor Emerita of Cognitive Sciences

Linda R. Cohen, Ph.D. California Institute of Technology, Associate Dean for Graduate Studies, School of Social Sciences, and Professor of Economics and Law

Benjamin N. Colby, Ph.D. Harvard University, Professor Emeritus of Anthropology

Thomas N. Cornsweet, Ph.D. Brown University, Professor Emeritus of Cognitive Sciences

Michel Crozier, Docteur en Droit, University of Paris and University of Lille, and Docteur d'Etat, University of Paris, Professor of Political Science

Russell J. Dalton, Ph.D. University of Michigan, Professor of Political Science

James N. Danziger, Ph.D. Stanford University, Professor Emeritus of Political Science

Louis DeSipio, Ph.D. University of Texas at Austin, Department Chair and Associate Professor of Chicano/Latino Studies and Associate Professor of Political Science

Arthur S. DeVany, Ph.D. University of California, Los Angeles, Professor Emeritus of Economics

John D. Dombrink, Ph.D. University of California, Berkeley, Professor of Criminology, Law and Society and of Sociology

Barbara A. Dosher, Ph.D. University of Oregon, Dean of the School of Social Sciences and Professor of Cognitive Sciences

Michael D'Zmura, Ph.D. University of Rochester, Department Chair and Professor of Cognitive Sciences

David Easton, Ph.D. Harvard University, UCI Distinguished Research Professor of Political Science

Julia Elyacher, Ph.D. Harvard University, Assistant Professor of Anthropology

Jean-Claude Falmagne, Ph.D. University of Brussels, Professor Emeritus of Cognitive Sciences

Katherine Faust, Ph.D. University of California, Irvine, Associate Professor of Sociology

Martha Feldman, Ph.D. Stanford University, Professor of Planning, Policy, and Design, Management, and Sociology, and Roger W. and Janice M. Johnson Chair in Civic Governance and Public Management

Paul J. Feldstein, Ph.D. University of Chicago, Professor of Management, Planning, Policy, and Design, and Economics, and Robert Gumbiner Chair in Health Care Management

Cynthia Feliciano, Ph.D. University of California, Los Angeles, Assistant Professor of Chicano/Latino Studies, Sociology, and Education

Raúl Fernández, Ph.D. Claremont Graduate School, Director of the UC-Cuba Academic Initiative and Professor of Chicano/Latino Studies and Social Sciences

Gordon J. Fielding, Ph.D. University of California, Los Angeles, Professor Emeritus of Social Sciences

James J. Flink, Ph.D. University of Pennsylvania, Professor Emeritus of Social Sciences

David John Frank, Ph.D. Stanford University, Associate Professor of Sociology and Education

Linton Freeman, Ph.D. Northwestern University, Research Professor of Sociology

Creel Froman, Ph.D. Northwestern University, Professor Emeritus of Political Science

Paula Garb, Ph.D. U.S.S.R. Academy of Sciences, Associate Director of International Studies and Associate Adjunct Professor of Anthropology

Lisa García Bedolla, Ph.D. Yale University, Associate Professor of Chicano/ Latino Studies and Political Science

Robert Garfias, Ph.D. University of California, Los Angeles, Professor of Anthropology

Michelle Garfinkel, Ph.D. Brown University, Professor of Economics

Amihai Glazer, Ph.D. Yale University, Professor of Economics

Gilbert Gonzalez, Ph.D. University of California, Los Angeles, Professor of Social Sciences and Chicano/Latino Studies

Michael R. Gottfredson, Ph.D. State University of New York, Albany, Executive Vice Chancellor and Provost, and Professor of Criminology, Law and Society and of Sociology

Susan Greenhalgh, Ph.D. Columbia University, Professor of Anthropology

Bernard N. Grofman, Ph.D. University of Chicago, Director of the Center for the Study of Democracy, Professor of Political Science and Economics, and Jack W. Peltason Endowed Chair

Emily D. Grossman, Ph.D. Vanderbilt University, Assistant Professor of Cognitive Sciences

Jeremy Heis, Ph.D. University of Pittsburgh, Acting Assistant Professor of Logic and Philosophy of Science

Gregory Hickok, Ph.D. Brandeis University, Professor of Cognitive Sciences

Ann Hironaka, Ph.D. Stanford University, Associate Professor of Sociology

Donald Hoffman, Ph.D. Massachusetts Institute of Technology, Professor of Cognitive Sciences

Lawrence A. Howard, Ph.D. University of California, Irvine, Lecturer in Cognitive Sciences

C. Ronald Huff, Ph.D. Ohio State University, Dean of the School of Social Ecology and Professor of Criminology, Law and Society and of Sociology

Matthew L. Huffman Ph.D. University of California, Santa Barbara, Associate Professor of Sociology

Geoffrey J. Iverson, Ph.D. New York University, Professor of Cognitive Sciences

Ivan Jeliazkov, Ph.D. Washington University in St. Louis, Assistant Professor of Economics

Valerie Jenness, Ph.D. University of California, Santa Barbara, Professor of Criminology, Law and Society and of Sociology

Kent E. Johnson, Ph.D. Rutgers University, Associate Professor of Logic and Philosophy of Science

Philippe Jorion, Ph.D. University of Chicago, UCI Chancellor's Professor of Management and Economics

Marek Kaminski, Ph.D. University of Maryland, Associate Professor of Political Science

Diana Kapiszewski, Ph.D. University of California, Berkeley, Assistant Professor of Political Science

Mary-Louise Kean, Ph.D. Massachusetts Institute of Technology, Professor Emerita of Cognitive Sciences

George Kent, Ph.D. University of California, Berkeley, Professor Emeritus of Social Sciences

Claire Jean Kim, Ph.D. Yale University, Associate Professor of Asian American Studies and Political Science

Jerome Kirk, Ph.D. The Johns Hopkins University, Professor Emeritus of Sociology

Igor Kopylov, Ph.D. University of Rochester, Assistant Professor of Economics

Jeffrey Krichmar, Ph.D. George Mason University, Assistant Professor of Cognitive Sciences

David LaBerge, Ph.D. Stanford University, Professor Emeritus of Cognitive Sciences

Charles Lave, Ph.D. Stanford University, Professor Emeritus of Economics

Jennifer Lee, Ph.D. Columbia University, Associate Professor of Sociology

Michael D. Lee, Ph.D. University of Adelaide, Acting Associate Professor of Cognitive Sciences

Karen Leonard, Ph.D. University of Wisconsin, Director of the Center for Asian Studies and Professor of Anthropology

Christine Lofgren, Ph.D. University of California, Irvine, Lecturer in Cognitive Sciences

Elizabeth F. Loftus, Ph.D. Stanford University, UCI Distinguished Professor of Psychology and Social Behavior; Criminology, Law and Society; Cognitive Sciences; and Law

R. Duncan Luce, Ph.D. Massachusetts Institute of Technology, UCI Distinguished Professor Emeritus of Cognitive Sciences and Economics

Cecelia Lynch, Ph.D. Columbia University, Director of the Center for Global Peace and Conflict Studies and Associate Professor of Political Science

Gary S. Lynch, Ph.D. Princeton University, Professor of Psychiatry and Human Behavior and of Cognitive Sciences

Craig MacAndrew, Ph.D. University of Chicago, Professor Emeritus of Psychology

Penelope Maddy, Ph.D. Princeton University, UCI Distinguished Professor of Logic and Philosophy of Science and of Mathematics

David B. Malament, Ph.D. Rockefeller University, UCI Distinguished Professor of Logic and Philosophy of Science

Virginia Mann, Ph.D. Massachusetts Institute of Technology, Professor of Cognitive Sciences and Education

George E. Marcus, Ph.D. Harvard University, UCI Chancellor's Professor of Anthropology

Julius Margolis, Ph.D. Harvard University, Professor Emeritus of Economics

William M. Maurer, Ph.D. Stanford University, Department Chair and Professor of Anthropology

Francesca Mazzolari, Ph.D. University of California, San Diego, Assistant Professor of Economics

Michael McBride, Ph.D. Yale University, Assistant Professor of Economics

Anthony McGann, Ph.D. Duke University, Associate Professor of Political Science

James L. McGaugh, Ph.D. University of California, Berkeley, Research Professor of Neurobiology and Behavior and of Cognitive Sciences

Martin C. McGuire, Ph.D. Harvard University, Professor Emeritus of Economics

Richard B. McKenzie, Ph.D. Virginia Polytechnic Institute and State University, Professor of Management and Economics, and Walter B. Gerken Chair in Enterprise and Society

Marshall Medoff, Ph.D. University of California, Berkeley, Lecturer in Economics

James W. Meeker, Ph.D., J.D. State University of New York, Buffalo, Associate Dean of Student Services and Computing, School of Social Ecology, and Professor of Criminology, Law and Society and of Sociology

David S. Meyer, Ph.D. Boston University, Professor of Sociology and of Planning, Policy, and Design

Fabio Milani, Ph.D. Princeton University, Assistant Professor of Economics

Kristen R. Monroe, Ph.D. University of Chicago, Director of the Interdisciplinary Center for the Scientific Study of Ethics and Morality and Professor of Political Science

Michael J. Montoya, Ph.D. Stanford University, Assistant Professor of Anthropology and Chicano/Latino Studies

Alejandro Morales, Ph.D. Rutgers University, Professor of Chicano/Latino Studies and Spanish

Patrick Morgan, Ph.D. Yale University, Professor of Political Science and Thomas T. and Elizabeth C. Tierney Chair in Global Peace and Conflict Studies

Calvin Morrill, Ph.D. Harvard University, Professor of Sociology

Louis Narens, Ph.D. University of California, Los Angeles, Professor of Cognitive Sciences and of Logic and Philosophy of Science

David Neumark, Ph.D. Harvard University, Professor of Economics

Robert Newcomb, Ph.D. University of California, Santa Barbara, Senior Lecturer with Security of Employment Emeritus, Social Sciences

Nicholas R. Noviello, Ph.D. University of California, Irvine, Lecturer in Social Sciences

Andrew Noymer, Ph.D. University of California, Berkeley, Assistant Professor of Sociology

Kevin Olson, Ph.D. Northwestern University, Assistant Professor of Political Science

Min Ouyang, Ph.D. University of Maryland, Assistant Professor of Economics

Lisa Pearl, Ph.D. University of Maryland, Assistant Professor of Cognitive Sciences

Jack W. Peltason, Ph.D. Princeton University, President Emeritus of the University of California, UCI Chancellor Emeritus, and Professor Emeritus of Political Science

Kristin Peterson, Ph.D. Rice University, Assistant Professor of Anthropology

Mark P. Petracca, Ph.D. University of Chicago, Department Chair and Associate Professor of Political Science and Associate Professor of Planning, Policy, and Design

Joy Pixley, Ph.D. Cornell University, Assistant Professor of Sociology

Dale Poirier, Ph.D. University of Wisconsin, Madison, Professor of Economics

Andrew J. Policano, Ph.D. Brown University, Dean of The Paul Merage School of Business and Professor of Management and Economics

Francesca Athene Polletta, Ph.D. Yale University, Associate Professor of Sociology

Henry N. Pontell, Ph.D. State University of New York, Stony Brook, Professor of Criminology, Law and Society and of Sociology

M. Ross Quillian, Ph.D. Carnegie-Mellon University, Professor Emeritus of Political Science

Giuseppe Ragusa, Ph.D. University of California, San Diego, Assistant Professor of Economics

Priya Ranjan, Ph.D. Columbia University, Associate Professor of Economics

Jen'nan Read, Ph.D. University of Texas at Austin, Associate Professor of Sociology

Gary Richardson, Ph.D. University of California, Berkeley, Associate Professor of Economics

Belinda Robnett, Ph.D. University of Michigan, Associate Professor of Sociology

Jose Antonio Rodriguez-Lopez, Ph.D. University of California, Berkeley, Assistant Professor of Economics

A. Kimball Romney, Ph.D. Harvard University, Professor Emeritus of Anthropology

Ana Rosas, Ph.D. University of Southern California, Assistant Professor of Chicano/Latino Studies and History

Shawn Rosenberg, M. Litt. University of Oxford, Professor of Political Science and Social Psychology

Michael D. Rugg, Ph.D. University of Leicester, Director of the Center for the Neurobiology of Learning and Memory, and Professor of Neurobiology and Behavior, Cognitive Sciences, and Psychology and Social Behavior

Vicki L. Ruiz, Ph.D. Stanford University, Dean of the School of Humanities and Professor of History and Chicano/Latino Studies

Rubén G. Rumbaut, Ph.D. Brandeis University, Professor of Sociology

Donald G. Saari, Ph.D. Purdue University, Director of the Institute for Mathematical Behavioral Sciences and UCI Distinguished Professor of Economics and Mathematics

Kourosh Saberi, Ph.D. University of California, Berkeley, Associate Professor of Cognitive Sciences

Kamal Sadiq, Ph.D. University of Chicago, Assistant Professor of Political Science

Wayne Sandholtz, Ph.D. University of California, Berkeley, Professor of Political Science

Barbara W. Sarnecka, Ph.D. University of Michigan, Assistant Professor of Cognitive Sciences

Evan Schofer, Ph.D. Stanford University, Associate Professor of Sociology

William R. Schonfeld, Ph.D. Princeton University, Professor of Political Science

Tonya L. Schuster, Ph.D. University of California, Riverside, Lecturer in Sociology

John Serences, Ph.D. John Hopkins University, Assistant Professor of Cognitive Sciences

Caesar D. Sereseres, Ph.D. University of California, Riverside, Associate Dean for Undergraduate Studies, School of Social Sciences, and Associate Professor of Political Science

Paul Shirey, Ph.D. University of California, Irvine, Lecturer in Economics and Social Sciences

Stergios Skaperdas, Ph.D. The Johns Hopkins University, Professor of Economics

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

Kenneth A. Small, Ph.D. University of California, Berkeley, Professor Emeritus of Economics

Charles Anthony Smith, Ph.D. University of California, San Diego, Assistant Professor of Political Science

David A. Smith, Ph.D. University of North Carolina, Chapel Hill, Professor of Sociology and of Planning, Policy, and Design

David A. Snow, Ph.D. University of California, Los Angeles, UCI Chancellor's Professor of Sociology

Etel Solingen, Ph.D. University of California, Los Angeles, Professor of Political Science and Chair of the Steering Committee of the UC Institute on Global Conflict and Cooperation (IGCC)

Dorothy J. Solinger, Ph.D. Stanford University, Co-Director of the Minor in Asian Studies and Professor of Political Science

George Sperling, Ph.D. Harvard University, UCI Distinguished Professor of Cognitive Sciences and of Neurobiology and Behavior

Jon Sprouse, Ph.D. Stanford University, Assistant Professor of Cognitive Sciences

Ramesh Srinivasan, Ph.D. Tulane University, Associate Professor of Cognitive Sciences

Preston Kyle Stanford, Ph.D. University of California, San Diego, Associate Professor of Logic and Philosophy of Science

Judith Stepan-Norris, Ph.D. University of California, Los Angeles, Professor of Sociology

Mark Steyvers, Ph.D. Indiana University, Associate Professor of Cognitive Sciences

Yang Su, Ph.D. Stanford University, Assistant Professor of Sociology

Kaushik Sunder Rajan, Ph.D. Massachusetts Institute of Technology, Assistant Professor of Anthropology

James M. Swanson, Ph.D. The Ohio State University, Chief of the Child Development Center and Professor of Pediatrics and Cognitive Sciences

Rein Taagepera, Ph.D. University of Delaware, Professor Emeritus of Political Science

Katherine Tate, Ph.D. University of Michigan, Professor of Political Science

Gary Thom, Ph.D. Yale University, Professor Emeritus of Political Science

Bernard Tranel, Ph.D. University of California, San Diego, Professor of Linguistics

Judith Treas, Ph.D. University of California, Los Angeles, Professor of Sociology

Yuliya V. Tverdova, M.P.A. Binghamton University, Assistant Professor of Political Science

Carole J. Uhlaner, Ph.D. Harvard University, Associate Professor of Political Science and Economics

Robert Uriu, Ph.D. Columbia University, Associate Professor of Political Science

Deborah Vargas, Ph.D. University of California, Santa Cruz, Assistant Professor of Chicano/Latino Studies

Roxanne Varzi, Ph.D. Columbia University, Assistant Professor of Anthropology

Sheila Vaughn, Ph.D. United States International University, Lecturer in Cognitive Sciences

Wang Feng, Ph.D. University of Michigan, Department Chair and Professor of Sociology

W. C. Watt, Ph.D. University of Pennsylvania, Professor Emeritus of Cognitive Sciences

Martin P. Wattenberg, Ph.D. University of Michigan, Professor of Political Science

Kai F. Wehmeier, Ph.D. Westfalische Wilhelms-Universität Münster, Associate Professor of Logic and Philosophy of Science

Christian Werner, Ph.D. The Free University of Berlin, Professor Emeritus of Economics

Douglas R. White, Ph.D. University of Minnesota, Professor of Anthropology

Joseph L. White, Ph.D. Michigan State University, Professor Emeritus of Social Sciences

Charles E. (Ted) Wright, Ph.D. University of Michigan, Associate Professor of Cognitive Sciences

Valerie Wright, Ph.D. Fuller Theological Seminary, Lecturer in Cognitive Sciences and Social Sciences

John I. Yellott, Jr., Ph.D. Stanford University, Professor Emeritus of Cognitive Sciences

Mei Zhan, Ph.D. Stanford University, Assistant Professor of Anthropology and Women's Studies

Visiting Distinguished Professorships

The School sponsors a program of Visiting Distinguished Professorships that exposes students to seminal thinkers in the social sciences. The professorships normally are of a quarter's duration. Participants have included Martin Bronfenbrenner, Professor of Economics (Duke University) and Fellow of the American Academy of Arts and Sciences; Philip Converse, Robert C. Angell Professor of Political Sciences and Sociology (University of Michigan), President of the American Political Science Association, and member of the National Academy of Sciences and the American Academy of Arts and Sciences; Beatrice Whiting, Professor of Anthropology and Education Emeritus, Graduate School of Education (Harvard University), and member of the American Academy of Arts and Sciences; John Whiting, Professor of Social Anthropology (Harvard University) and member of the American Academy of Arts and Sciences; and James Coleman, Professor of Sociology (University of Chicago) and member of the National Academy of Sciences and the American Academy of Arts and Sciences.

OVERVIEW

Undergraduate and graduate education in the School of Social Sciences at UCI represents a commitment to modern social science. The classic subject areas of anthropology, economics, geography, linguistics, political science, psychology, and sociology are included in the School's educational programs, but these programs go well beyond the traditional disciplines and can be characterized by the following emphases.

First, the faculty recognizes the value of systematic empirical observation and quantitative analysis in the study of human behavior. Developments in computer science and in mathematics oriented toward the problems of the social sciences, and the refinement of techniques for the observational, experimental, and statistical study of human behavior, have contributed major new elements to social science. Students in the School of Social Sciences will become familiar with the mathematical, computational, and statistical tools underlying modern social science.

Second, many of the most interesting questions in the study of human behavior cannot be fixed within the traditional disciplinary boundaries. Some of the new and evolving areas which cross orthodox boundaries are political sociology, public policy, cognitive anthropology, and psycholinguistics. Therefore many courses and course modules are built around these interdisciplinary social science phenomena rather than representing social science disciplines.

Third, the School emphasizes the design of hypotheses and of systems of interrelated ideas as an essential part of scientific pursuit. Consequently, the educational programs place substantial emphasis on understanding social science phenomena through the development of theories that can be used to guide empirical studies.

Educational opportunities for students in the School of Social Sciences extend well beyond attendance at courses. Students may develop independent study proposals in cooperation with interested faculty members or may investigate social science applications via off-campus internships. They are invited to participate in the quarterly evaluation of courses and instructors, to propose new courses and other modifications in existing programs, to nominate candidates for visiting faculty appointments, and to serve on School committees. The School provides a variety of opportunities for faculty-student interaction, and students will find the faculty, administration, and academic counseling staff of the School highly accessible and responsive.

Special Facilities

The School of Social Sciences maintains several special facilities for research and education.

The Social Sciences Research Laboratory, used for both faculty and student research, occupies the entire fourth floor of the Social Sciences Laboratory Building. The facility contains 40 experiment and control rooms and several specialized facilities including a virtual reality facility and cognition laboratory.

Three Computer Laboratories provide access to networked systems, where students can work on assignments using full-featured word-processing, database, graphics, and statistical packages. In addition, these computers provide students with access to e-mail, Internet services, and the World Wide Web. The Social Science Plaza facility contains state-of-the-art, high-tech lecture halls and is fully Internet accessible.

The Social Sciences Academic Resource Center (SSARC) provides personal assistance to all Social Sciences students on finding research opportunities, off-campus internships, and graduate and professional programs. The Center maintains a library of graduate school catalogues, Statement of Purpose tips and handouts, and GRE, GMAT, LSAT, and CBEST registration booklets and test preparation information. In addition, it offers a database of community and professional internships for students to attain hands-on experience in their field of study. SSARC is fully staffed and provides Internet access to students, disseminates information on scholarships, and conducts workshops on graduate school and other related post-baccalaureate opportunities.

The Social Sciences Undergraduate Counseling Office provides general and detailed information about UCI, the School of Social Sciences, and specific requirements exclusive to the majors and minors in the School to students, faculty, administrators, and the general public. SSUGCO is fully staffed with academic counselors who speak one-on-one with students regarding their UCI academic career as well as opportunities beyond the classroom. There are also eight peer academic advisors available to undergraduates for walk-in advising regarding requirements and classes. For more information, visit http://www.socsci.uci.edu/ugc/.

Centers for Research

The multidisciplinary Center for Cognitive Neuroscience is aimed at bringing together faculty and students interested in understanding the relation between cognitive abilities and the neural systems that support them. Center participants include 11 faculty and their laboratory members. Active areas of research in participating laboratories include visual and auditory perception, motor control, memory, speech and language, and attention, among others. This research is carried out using a variety of methods such as fMRI, EEG, MEG, TMS, as well as patient-based neuropsychological approaches.

The Center for Decision Analysis, located in the Institute for Mathematical Behavioral Sciences (IMBS) in the School of Social Sciences, is a specialized research center where the objective is to facilitate interaction and common research goals among scientists whose purpose is to formulate precisely and test theories of human behavior. This is to be interpreted in a wide sense as manifested by the membership which spans the following areas: anthropology, cognitive science, economics, engineering, logic and philosophy of science, mathematics, political science, and sociology. Additional faculty come from management science and psychobiology.

To describe the focus, consider the fruitful symbiotic relationship that has existed for millennia between mathematics and the physical sciences. A goal of IMBS is to generate a similar relationship between mathematics and the behavioral and social sciences. With high-power social scientists (several are members of the National Academy) providing insights about the field and working with the mathematicians who are involved, new mathematical approaches to analyze these issues are being developed and new kinds of mathematical questions are being raised. For more information, visit http://www.imbs.uci.edu/.

The Center for the Study of Democracy (CSD) continues the work of the UCI Focused Research Program on Democratization that was founded in 1991 and sponsors research and training on the process of democratic transition and the expansion of the democratic process in already established democracies. CSD includes a multidisciplinary faculty from four UC campuses.

CSD's activities are focused on three areas. First, faculty administer a graduate training program on empirical democratic theory. The National Science Foundation selected UCI in 1995 as a national center for the training of doctoral students in democratization issues; the five-year NSF grant provides funding for graduate fellowships and other training activities.

Second, the Democracy research program aims at improving the democratic process in the United States and other established democracies as we enter the next century. The program focuses on reforms to increase the ability of citizens to express their preferences and have these preferences represented within the democratic process.

Third, CSD supports research on the development of sustainable democracies in Eastern Europe, East Asia, and other new democracies. The New Democracies Initiative contributes to the promotion of democracy in these formerly authoritarian systems. For more information visit the Center for the Study of Democracy's Web site at http://www.democ.uci.edu/democ.

The UCI Interdisciplinary Center for the Scientific Study of Ethics and Morality was established in 2003 by a group of scholars interested in recent scientific research that yields insight on the origins and causes of morality. In creating the Center, UCI faculty both address a topic that is becoming one of the new frontiers in science and reflect critically on the moral implications of this new frontier.

The Center focuses on the etiology of ethical behavior and differs in several important ways from existing centers dedicated to the discussion of ethics. Traditional academic approaches tend to originate in philosophical, foundational, or religious discussions of ethics. They tend to be humanistic in orientation and emphasize abstract, theoretical considerations of what constitutes ethics and morality. The Center complements this traditional approach and explores the scientific and/or the empirically verifiable factors that influence morality, using a variety of methodologies that examine factors contributing to and driving moral action in a variety of social, psychological, and biological contexts. The Center encourages ties between scholars interested in ethics in humanities and the sciences—including social science, social ecology, biological sciences, and medicine—building on the interdisciplinary tradition at UCI, complementing, rather than duplicating, existing efforts. Visit http://www.socsci.uci.edu/ethicscenter/ for more information.

The Center for Global Peace and Conflict Studies (CGPACS) is a multidisciplinary research unit housed in the School of Social Sciences. The mission of CGPACS is to promote research on international problems and processes. The Center's current research emphases include weapons of mass destruction, especially biological weapons; international governance, focusing on the evolution of international norms and institutions; citizen peace building; international environmental cooperation; and religion in international affairs. CGPACS also sponsors research conferences and public colloquia on topics of current significance. The Center's Margolis Lecture brings to UCI high-profile speakers who have played active roles in international affairs. Recent Margolis Lectures have featured Justice Louise Arbour, former chief prosecutor for the International Criminal Tribunals; Chinese democracy activist Wei Jinsheng; Congressman Christopher Cox; former Secretary of State Warren Christopher; and former Secretary of Defense William Perry. For more information about CGPACS visit the Web site at http://hypatia.ss.uci.edu/gpacs.

The purpose of the UCI Center for Research on Immigration, Population, and Public Policy is to foster and conduct basic and policy-relevant research on international migration and other population processes, with a main focus on U.S. immigration. In order to encourage multi-investigator, multidisciplinary, and interdisciplinary research projects, the Center organizes informal discussions of ideas for future research projects, "brainstorming" sessions about research funding opportunities,"brown-bag" presentations of research findings, and workshops and conferences. Much of the Center's research focuses on the multigenerational incorporation experiences of immigrant groups in the United States, especially those occurring in diverse contexts such as Southern California. Investigations of this type often devote as much attention to what happens to the children and grandchildren of immigrants as to what happens to immigrants themselves. For more information, visit http://www.cri.uci.edu/.

The Center for Research on Latinos in a Global Society (CRLGS) was formed in 1999 and has since hosted a research colloquia series, published a series of working papers, provided grants for graduate and undergraduate students, and coordinated a series of focused research groups of faculty and graduate students. Over the next several years, CRLGS research projects will assess the political and social incorporation of Latinos in Orange County and measure community attitudes toward resources and barriers. For more information, visit http://www.socsci.uci.edu/crlgs/index.htm.

Degrees

Anthropology	B.A., M.A., Ph.D.
Chicano/Latino Studies	B.A.
Economics	B.A., M.A., Ph.D.
International Studies	B.A.
Philosophy1	M.A., Ph.D.
Political Science	B.A., M.A., Ph.D.
Psychology	B.A., M.A., Ph.D.
Social Science	B.A., M.A., Ph.D.
Sociology	B.A., M.A., Ph.D.

Within the Ph.D. in Social Science is an optional concentration in Mathematical Behavioral Sciences, supervised by an interdisciplinary group of faculty.

Within the M.A. in Social Science, students may apply directly to the concentration in Demographic and Social Analysis; for those enrolled in a Ph.D. program at another institution, the M.A. concentration in Mathematical Behavioral Sciences is available.

¹ Jointly administered by the Department of Philosophy in the School of Humanities.

HONORS

Graduation with Honors. No more than 12 percent of the graduating seniors, who have completed at least 72 units in the University of California will receive honors: approximately 1 percent summa cum laude, 3 percent magna cum laude, and 8 percent cum laude. The student's cumulative record at the end of the final quarter is the basis for consideration for awarding Latin Honors. To be eligible for consideration for honors at graduation, the student must, before the end of winter quarter of the senior year, have submitted an Application for Graduation; be officially declared a Social Sciences major; have all corrections to the academic record processed by the Registrar's Office; if completing the Language Other Than English general education requirement with a language exemption test, pass the test by the end of winter quarter; and be able to verify completion of all course work by the end of the spring quarter of the senior year. Other factors are also considered (see "Honors Recognition" in the Honors Opportunities information in the Division of Undergraduate Education section).

Dean's Honor List. The quarterly Dean's Honor List is composed of students who have received a 3.5 grade point average while carrying a minimum of 12 graded units.

Departmental Honors Programs. Most departments in the School of Social Sciences offer an Honors Program (refer to the departmental information). Upon successful completion of the Honors Program, students graduate with Honors in their respective majors and their transcripts note that they were in the Honors Program.

Honor Societies. Several departments in the School of Social Sciences belong to a national honor society. Eligibility is based on satisfying the requirements of the specific honor society. In the School of Social Sciences, these national honor societies include Lambda Alpha Kappa (Anthropology), Omicron Delta Epsilon (Economics), Pi Omicron of Pi Sigma Alpha (Political Science), Psi Chi (Psychology), Pi Gamma Mu (Social Science), Sigma Iota Rho (International Studies), and Alpha Kappa Delta (Sociology).

Order of Merit. The Dean of the School of Social Sciences' Order of Merit award recognizes the most outstanding graduating undergraduates and graduate students for their academic achievements, contributions to the School, and service to the campus and community.

Kathy Alberti Award for Graduate Student Excellence. This award recognizes a graduate student who holds truly outstanding promise as a future professor or teacher.

Alumni Academic Excellence Scholarship. This scholarship recognizes an undergraduate for outstanding academic performance and service to the School, campus, and community.

The Ruth Fulton Benedict Prize. This prize recognizes outstanding writing in anthropology by an undergraduate.

David Easton Award. This award is given for the outstanding qualifying paper written by a Political Science graduate student during the preceding academic year.

Harry Eckstein Award for the Outstanding Undergraduate Honors Thesis. This award is given annually for the best honors thesis written by a Political Science major.

Harry Eckstein Memorial Fund. The Harry Eckstein Memorial Fund is presented annually to Political Science graduate students conducting research toward the completion of the Ph.D. in Political Science at UCI. Recipients of the award are designated as Eckstein Scholars.

The Justine Lambert Prize in Foundations of Science. This award is given every other year to the best submitted graduate paper on the foundations of logic, mathematics, and the empirical sciences. The competition is open to all graduate students at UCI, regardless of department or school affiliation.

Alice B. Macy Outstanding Undergraduate Paper Award. This award is given to a Social Sciences undergraduate student in any discipline for a paper that demonstrates original research.

The Malinowski Prize for Undergraduate Research. This award recognizes outstanding original research in the area of anthropology.

Outstanding Legal Scholar Scholarship. This scholarship is given to an undergraduate who has achieved outstanding academic achievement as well as contributing to the UCI Law Forum program.

Outstanding Transfer Student Scholarship. This scholarship is given to an outstanding community college transfer student in the School of Social Sciences.

Thomas W. McGillin Scholarship. This scholarship is given to an undergraduate who is a first-generation citizen of this country with at least one foreign-born parent.

Jack and Suzie Peltason Scholarship. This award is given at the discretion of the department chair to support and facilitate the education of undergraduate Political Science majors. All undergraduate Political Science majors are eligible to apply.

Pi Omicron Award for Outstanding Political Science Major. This award is given annually by UCI's Pi Omicron Chapter of Pi Sigma Alpha to a graduating senior Political Science major who best exemplifies a commitment to academic excellence and public service.

A. Kimball Romney Outstanding Graduate Paper Award. This award is given to a Social Sciences graduate student in any discipline for a paper that demonstrates original research.

David and Kristen Rosten International and Community Service Scholarship. This scholarship is awarded to an undergraduate who is planning a career in public service in either the domestic or international community.

Elena B. and William R. Schonfeld Scholarship. This scholarship is awarded annually in the School of Social Sciences to the outstanding undergraduate who combines excellence in scholarship with dedication to the University community and the highest level of achievement in other fields. The award is available to students with one year remaining prior to graduation.

School of Social Sciences Outstanding Graduate Scholarship Award. This award is for high intellectual achievement by a Social Sciences graduate student.

School of Social Sciences Outstanding Graduate Student Service Award. This award is for contributions to the Social Science community, including the intellectual growth of others.

School of Social Sciences Outstanding Undergraduate Honors Thesis Award. This award is for the outstanding undergraduate honors thesis.

Gary Singer Scholar Athlete Award. This award is for a student athlete who has outstanding academic achievement as well as contributions to their sport.

Robin M. Williams Award. This award is given to an undergraduate student and a graduate student for the best research paper in the field of sociology.

Undergraduate Program

PLANNING A PROGRAM OF STUDY

Since there are many alternative ways to plan a program, some of which may require careful attention to specific major requirements, students should consult with the School of Social Sciences Undergraduate Counseling Office to design an appropriate program of study.

Students who select one of the School majors in their freshman year might begin by taking the one-digit courses required by their major and one of the mathematics sequences listed under Part A of the School requirements. It is a good idea to take these courses early since they include fundamental concepts that will be widely applicable in more advanced courses. In addition, the lower-division writing requirement of the general education requirement (category I) should be completed during the first year. In the sophomore year, the student might complete the course on computing, three courses toward the general education requirement, four courses in the social sciences, and four electives. Students who are planning to go on to graduate school can use their freshman and sophomore years to advantage by taking courses in theory, research methods, mathematics, and other areas important to graduate study. In the junior and senior years, the student should take courses in the major area and should create an individualized program of study through a combination of courses and course modules which fall in an area of interest. Particular attention should be paid to planning a program of study that will ensure that major requirements are met prior to graduation.

Change of Major. Students who wish to change their major to one offered by the school should contact the Social Sciences Undergraduate Counseling Office for information about change-of-major requirements, procedures, and policies. Information is also available at http://www.changeofmajor.uci.edu.

Double Majors

In order to double major within the School of Social Sciences, major and school requirements must be met for both majors with no overlap of courses except for those used to satisfy the mathematics, computer technology, and introductory social science requirements. The mathematics and computer courses need only be taken once. Only two introductory social science classes are needed, provided this also meets the requirements of both major programs. The same two-digit and upper-division courses may not be used to meet the requirements of more than one major program. For example, a student who wishes to major in Psychology and Anthropology may take one of the mathematics sequences, Information and Computer Science 21 or Social Science 3A, and may use Introduction to Psychology and Introduction to Anthropology to meet the major and School requirements for both programs. However, two different sets of two-digit and upper-division courses must be taken to complete the major and School requirements of the two programs.

Mathematics and Social Sciences

The mathematics requirement stems from the nature of modern social science. The concepts and terms of mathematics, statistics, and computers are an important part of the social scientist's vocabulary. Basic knowledge of these tools is necessary to an understanding of current literature in the social sciences, to the analysis of data, and to an intelligent use of social science models. Each candidate for a degree in the School of Social Sciences is expected to have a basic knowledge of probability, statistics, and computing. In addition, for students who are preparing for graduate school in an area of social science, it will be important to supplement the minimal mathematics requirements with additional courses related to mathematics and social science methodology. The particular courses which would be recommended are not specified here, however, since they are highly dependent on the major emphasis of the student. Students who are preparing for graduate study should consult their advisors to determine a program of study which will give them the research skills necessary for successful graduate work.

REQUIREMENTS FOR THE BACHELOR'S DEGREE

University Requirements: See pages 58-63.

School Requirements

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 (Anthropology 10A-B-C; Mathematics 2A-B, and either Mathematics 7, Statistics 7, Biological Sciences 7, or Management 7; Psychology 10A-B-C; Social Science 10A-B-C; or Sociology 10A-B-C). (NOTE: School of Social Sciences majors may not take Social Science 9A-B-C to fulfill the mathematics requirement.) Computer education is essential for a complete social science education. This requirement can be satisfied by passing Information and Computer Science 21, Informatics 41, or Social Science 3A. Departments may have preferences for specific courses. See your major department for acceptable courses. This course requirement should be taken during the student's first year.

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. (Such courses include Anthropology 2A, 2B, 2C, 2D; Economics 1; Linguistics 3; Logic and Philosophy of Science 4A, 4B; Political Science 6A, 6B, 6C; Psychology 7; Social Science 1A, 5A, 5B, 5C, 5D; Sociology 1.) These courses normally should be taken during the student's first year. (NOTE: This requirement may be fulfilled by option B of the departmental requirements for students majoring in Political Science.)

C.   An understanding of important advanced areas in social science. This requirement is met by passing satisfactorily nine four-unit upper-division courses in the School of Social Sciences, where at least three of these courses comprise core courses or a module. (NOTE: The major in Social Science requires 11 four-unit upper-division courses.) For modules which are listed with more than three courses, the student may normally elect to take any subset of three courses in the module. Appropriate substitutions may be made upon petition.

D.   Four additional four-unit social science courses from any level.

Students are reminded that the Pass/Not Pass option is not applicable to course requirements A through D above or to any additional requirements listed for specific major programs. However, Information and Computer Science 21 and Informatics 41 are exceptions to this rule and may be taken Pass/Not Pass.

Courses used to meet requirements B through D above are included in the computation of the grade point average in courses required in the major program.

Maximum Overlap Between Major and Minor Requirements: Students completing both a major and a minor within the School of Social Sciences may count courses taken to fulfill the School's mathematics and computer science requirement toward satisfaction of both the major and the minor. No other course overlap is allowed.

TRANSFER STUDY RECOMMENDATIONS

The School recommends that students wishing to transfer to UCI do the following:

1.   Complete the Intersegmental General Education Transfer Curriculum (IGETC) prior to transfer to UCI.

2.   Refer to http://www.assist.org/ for information about community college courses that will fulfill UCI lower-division major requirements.

Prospective Economics majors: complete a second semester of calculus (in addition to the courses required for transfer-student admission; see the Department of Economics section).

Prospective International Studies majors: complete two semesters of foreign language at the intermediate level

Prospective Psychology majors: complete a three-course sequence in introductory, physiological, and either social or abnormal psychology.

TRANSFER STUDENTS

Freshmen and Sophomores: Students transferring to UCI as freshmen or sophomores will fulfill the regular requirements of the four-year program either through work at UCI or through transfer credit for comparable work elsewhere.

Juniors: Following review by the School of Social Sciences, it may be determined that junior transfer students electing to major in one of the School's degree programs, who have good records at other accredited colleges and universities, have satisfied School requirement B and the University requirements. However, all transfer students must fulfill the upper-division writing general education requirement (category I) while at UCI. Students anticipating transfer to UCI in their junior year should plan their curriculum so as to anticipate the special mathematics requirement (School requirement A). Every effort will be made to accommodate individual variation in background, provided students are prepared to commit themselves to intensive work in areas of deficiency. Ordinarily, the typical two-year program for junior transfers is simply the last two years of the regular four-year program, except that students who have not satisfied the mathematics requirements of the School should plan to do so in the junior year and must do so before graduation.

Seniors: Students wishing to graduate with a degree in the School by transferring to UCI in their senior year should plan their work carefully to ensure that the requirements can be met in one year of residence. In general, differences between the program at UCI and programs elsewhere make senior transfers difficult.

SERVICE LEARNING, COMMUNITY SERVICE, AND INTERNSHIPS

Service learning is a meaningful activity that integrates service within the curriculum. It is an opportunity for students to make positive contributions to underserved and marginalized communities through academic courses, field studies, and internships. Service learning provides out-of-class experiences to reinforce understanding of academic theory while addressing serious community concerns. When combined with a structured curriculum having research components, students can explore the role of the social scientist and help seek solutions to problems affecting society. The School of Social Sciences' philosophy is to practice research, service, and good citizenship.

The School actively supports service learning through its philosophy of enhancing the learning process by motivating, inspiring, and teaching students how to recognize and accept their civic responsibilities. The goal is to educate students about social issues and provide them with the necessary tools to solve the difficult problems society faces. Under the guidance and supervision of faculty and staff, students are offered the opportunity to experience personal, professional, social, and intellectual growth through the following School of Social Sciences programs: public- and private-sector internships, community service, field studies, and the specialization in Public and Community Service within the major in Social Science.

UNDERGRADUATE PROGRAMS IN K-12 EDUCATION

Undergraduate students who wish to pursue a career in the field of K-12 education are well-served in the School of Social Sciences and the Department of Education. The following interrelated programs provide opportunities for students to gain knowledge and experience in this important area.

Minor in Educational Studies

The minor in Educational Studies allows students to explore a broad range of issues in the field of education and provides a strong foundation for K-12 teaching. Both introductory and advanced courses are included, giving students a solid preparation for later teacher credential programs and many related occupations. NOTE: A Statement of Intent is required of all students wishing to enroll in this minor. See the Department of Education section of the Catalogue for more information.

Specialization in Social Sciences for Secondary School Education

Course work in the Social Science major (Social Sciences for Secondary School Education specialization) provides excellent preparation for students interested in teaching. The Counseling Office in 370D Social Science Tower can provide details.

Department of Education Programs

The Department of Education provides many other opportunities for prospective educators, including a mentoring program which provides students with valuable experience while they work with credentialed teachers; UC Links, a program in which undergraduates tutor K-8 students in after-school settings; and advising services provided by counselors who assist students in planning future careers in education. Further information about these programs is available from the Department of Education counselors at 2001 Berkeley Place.

Students interested in obtaining a teaching credential should see the Department of Education section of the Catalogue for information.

SPECIAL PROGRAMS

3-2 Program with The Paul Merage School of Business

Outstanding students who are interested in a career in management may wish to apply for entry into the 3-2 Program with The Paul Merage School of Business. Students normally apply for this program early in their junior year. See The Paul Merage School of Business section for additional information.

Campuswide Honors Program

The Campuswide Honors Program is available to selected high-achieving students from all academic majors from their freshman through senior years. For more information contact the Campuswide Honors Program, 1200 Student Services II; (949) 824-5461; honors@uci.edu; http://www.honors.uci.edu/.

Education Abroad Program

Upper-division students have the opportunity to experience a different culture while making progress toward degree objectives through the Education Abroad Program (EAP). EAP is an overseas study program which operates in cooperation with host universities and colleges throughout the world. Additional information is available in the Center for International Education section.

Interdisciplinary Minors

A variety of interdisciplinary minors are available to all UCI students. The minor in Chicano/Latino Studies, offered by the School of Social Sciences, is designed to provide an awareness, knowledge, and appreciation of the language, history, culture, literature, sociology, anthropology, politics, social ecology, health, medicine, and creative (art, dance, film, drama, music) accomplishments of Chicano/Latino communities.

The minor in Conflict Resolution, sponsored by the International Studies program in the School of Social Sciences, provides skills in conflict analysis and resolution and a useful understanding of integrative institutions at the local, regional, and international levels. The curriculum includes training to become a certified mediator in the State of California.

Information about the following minors is available in the Interdisciplinary Studies section of the Catalogue.

The 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.

The minor in the History and Philosophy of Science explores how science is actually done and how it has influenced history, and 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.

The minor in Native American Studies 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.

Information about the following interdisciplinary minors is available in the School of Humanities section.

The minor in African American Studies offers undergraduate students an opportunity to study those societies and cultures established by the people of the African diaspora and to investigate the African American experience from a variety of disciplinary perspectives and theoretical approaches.

The minor in Archaeology introduces students to modern archaeological theory and practice, to different approaches and theoretical frameworks used in the reconstruction of cultures based on their material remains, and the use of such approaches and frameworks in a comparative context that emphasizes one geographic area.

The minor in Asian American Studies examines the historical and contemporary experiences of Asians after their arrival in the United States and seeks to provide an awareness of the history, culture (e.g., literary and creative art accomplishments), psychology, and social organization of Asian American communities.

The minor in Asian Studies creates opportunities for students to explore Asian topics in a variety of fields, to develop advanced language skills, and to acquire broader perspectives.

The minor in Latin American and Caribbean Studies is designed to develop in students an awareness, knowledge, and appreciation of Latin American issues in the areas of language, history, culture, literary studies, sociology, anthropology, political science, health, folk medicine, and creative (art, dance, film, drama, music) accomplishments.

The minor in Religious Studies focuses on the comparative study of religions in various cultural settings around the world and seeks to provide a wide-ranging academic understanding and knowledge of the religious experience in society.

The minor in Women's Studies fosters critical and creative analysis of the various disciplinary perspectives—historical, political, economic, representational, technological, and scientific—that have (or have not) constituted women, gender, and sexuality as objects of study. Women's Studies also offers a minor in Queer Studies.

CAREERS IN SOCIAL SCIENCES

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 professor. In addition, many graduates enter professional practice, becoming lawyers, psychologists, researchers, or consultants in various fields.

Because all Social Sciences degrees involve an educational program that is interdisciplinary and that prepares students to understand quantitative methods of data analysis, graduates of the School are well-positioned for research and analysis careers at all levels of government and in private firms. Their solid grounding in contemporary social science methods and their familiarity with a broad spectrum of social scientific thinking gives them an excellent foundation for the pursuit of further training in graduate and professional programs.

The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and workshops on resume preparation, job search, and interview techniques. Additional information is available in the Career Center section.

Graduate Program