At the core of the educational mission of the humanities is the goal of imparting to students ways of seeing, knowing, explaining, describing, and understanding that will allow them to comprehend the world around them. Consider some of the challenges that we all face: the pressures created by demographic change, rapid economic expansion, and ethnic and cultural diversity; the development of new technological forms, particularly those related to computers and the Internet; and the increasingly complex problem of human interaction with the environment. Equipping students to understand and analyze such phenomena is precisely what a liberal education in the humanities accomplishes. In the words of a "Manifesto for the Humanities," prepared for the President of the University of California, it is humanities that provide "the ability to express oneself clearly and accurately; the skill of critical evaluation, both of ideas and actions; the courage to make choices based on shared values and priorities; the opportunity to conduct an intensive conversation with the traditions, present and past, that help make us who we are, and above all, who we will be; and as a result, the ability to understand and make sense of other people and their cultures." Humanistic inquiry is in no way isolated from the "real world," cordoned off in some ivory tower; rather its central goal is to equip students to enter into that real world as critically thinking citizens.

Because language is the humanist's essential tool and the traditional medium of historical record, philosophical speculation, and literary creation and criticism, the School of Humanities places special emphasis on language and training in composition. The campuswide Writing Program is housed in the School of Humanities, as are our distinguished programs in creative writing, literary journalism, and the Program in Academic English/English as a Second Language.

The School of Humanities also offers programs in more than a dozen languages other than English and requires its majors to take two years or the equivalent of a classical or modern language. The serious study of language other than English is crucial to a university education that aims to foster critical thinking, objective self-reflection, and international awareness. In today's world, the ability to understand more than one language can help Humanities graduates empathize with different cultures and consider societies outside of the United States. In addition, understanding of more than one linguistic system can lead to a more critical understanding of a native language. In 2001, the School established the International Center for Writing and Translation, which sponsors research programs that address the importance of conversations across languages. And in 2008, the School created the Humanities Language Learning Program as a central clearinghouse for language pedagogy and for instruction of less commonly taught languages.

A crucial part of the School's curriculum is the Humanities Core Course, which integrates the study of philosophy, literature, film and the arts, and history along with lower-division writing. Interdisciplinary studies are also an essential feature of the Humanities Honors Program and programs in Film and Media Studies, Comparative Literature, Global Cultures, Religious Studies, and Humanities and Arts. The Department of Asian American Studies, the Department of Women's Studies, and the Interdisciplinary Programs in African American Studies and Latin American and Caribbean Studies are also located in the School. With faculties that draw on the Social Sciences as well, these programs are excellent examples of how the Humanities reaches across boundaries of disciplinary knowledge.

Students majoring in the humanities are particularly well-prepared for careers in all fields in which analysis, judgment, and argument are important. Humanities students have moved into business, the law, education, politics, public policy, academia, and journalism. Employers in all sectors are placing increasing emphasis on the recruitment of college graduates who can write and think critically. These skills are ultimately more important to many employers than a specific form of technical training, and it is these skills that are imparted most effectively in the School of Humanities. For students who leave the School with a solid grounding in critical analysis, research, and communication, the sky is the limit.

DEGREES

African American Studies	B.A.
Art History	B.A.
Asian American Studies	B.A.
Chinese Studies	B.A.
Classical Civilization	B.A.
Classics	B.A., M.A., Ph.D.
Comparative Literature	B.A., M.A., Ph.D.
Culture and Theory	M.A., Ph.D.
East Asian Cultures	B.A.
East Asian Languages and Literatures	M.A., Ph.D.
English	B.A., M.A., M.F.A, Ph.D.
European Studies	B.A.
Film and Media Studies	B.A.
French	B.A., M.A., Ph.D.
German	M.A., Ph.D.
German Studies	B.A.
Global Cultures	B.A.
History	B.A., M.A., Ph.D.
Humanities	B.A.
Humanities and Arts	B.A.
Japanese Language and Literature	B.A.
Korean Literature and Culture	B.A.
Latin	B.A.
Literary Journalism	B.A.
Philosophy	B.A., M.A., Ph.D.
Religious Studies	B.A.
Spanish	B.A., M.A., Ph.D.
Visual Studies	M.A., Ph.D.
Women's Studies	B.A.

Honors at Graduation

Campus criteria for honors at graduation are described in the Division of Undergraduate Education section under Honors Recognition. In addition to campus criteria, the School of Humanities uses cumulative GPA as the criterion for the awarding of Honors at Graduation. The official designation of Honors on the diploma and transcript will be based upon the candidate's cumulative GPA and total units completed at the end of the final quarter.

HUMANITECH^®

(949) 824-7445
http://www.humanities.uci.edu/humanitech

HumaniTech's mission is to work with Humanities faculty and graduate students in the discussion, incorporation, problem solving, and facilitation of technology in their teaching and research. This mission is accomplished through a variety of functions: (1) education and outreach for Humanities faculty through faculty workshops, one-on-one consultations, and group consultations; (2) research, collection, and dissemination of information on intellectual property rights, particularly in digital formats; (3) sponsorship of annual teaching colloquia; (4) sponsorship of annual lecture series on intellectual issues regarding the intersection of humanities and technology; (5) liaison with the Humanities bibliographers in the coordination of both the School's and the Library's efforts to support technologically based instruction and research; (6) liaison with the UC system's online library (CDL, or California Digital Library); and (7) liaison with the various technological arms of the UCI campus, such as NACS (Network and Academic Computing Services), the Instructional Resource Center, and EEE (the Educational Electronic Environment).

HUMANITIES CENTER

(949) 824-3638
http://www.humanities.uci.edu/hctr/
Catherine Liu, Director

The UCI Humanities Center supports research and debate on a wide range of issues that draw vital connections between culture, history, literature, technology, media, and the arts. The Humanities Center works to strengthen and enhance the public and academic reputation of UCI by promoting creative, pragmatic, and theoretical engagements with global and local questions of culture and community, progress and tradition.

Through the events it sponsors and the projects it funds, the UCI Humanities Center showcases original Humanities scholarship in action, allowing faculty, students, and the public to pursue conversations that they simply cannot find elsewhere. In addition to its programming, the UCI Humanities Center works to support faculty and graduate student research through two annual grant cycles. Humanities teaching and research anchor the intellectual life and service mission of an outstanding public University. It does so by nurturing dialogue and communication in the academic community, the public sphere, and the democratic process.

HUMANITIES INSTRUCTIONAL RESOURCE CENTER AND COMPUTING FACILITY

The Humanities Instructional Resource Center (HIRC) and the Humanities Computing Facility (HCF) share space in Humanities Hall and provide comprehensive technology support for instruction, research, and faculty and staff development. HIRC and HCF also serve as the center for innovative technology-mediated instruction within the School of Humanities.

HIRC services and facilities include video and audio libraries and audiovisual equipment. HCF includes the computer labs, fee-based laser printing, support for wireless networking in the Humanities quad, and computing consultation. Both facilities provide technology-related research and development assistance for faculty, graduate, and undergraduate students. HCF houses two PC labs, one Macintosh lab, and one drop-in lab (with both Macs and PCs). The facility has more than 100 stations. HCF also provides a wide range of computer services (scanning, document conversion, workshops, and more).

Both HCF and HIRC labs provide a wide variety of instructional resources including, among others, multimedia applications and development stations, foreign language word processing, Web browsing (including support for non-Roman alphabets), and language learning materials. The labs are available to Humanities students, instructors, and staff for class instruction and drop-in purposes.

Additional information may be obtained from the HIRC Web site at http://www.humanities.uci.edu/hirc, or the HCF Computer Consulting Office, 217 Humanities Hall, (949) 824-7609, or the HIRC main offices, 269 Humanities Hall, (949) 824-6344.

HUMANITIES OUT THERE (H.O.T.) PROGRAM

168 Humanities Instructional Building; (949) 824-9735
Lynn Mally, Director

H.O.T. is an outreach program between UCI's School of Humanities and local schools. The program consists of a series of five-week workshops on selected topics in the humanities. Each quarter, there are roughly 15 workshops on topics such as U.S. Literature, World Literature, U.S. History, and World History. Each workshop sends out a team of five or more undergraduates to a K-12 classroom, supervised by faculty and advanced graduate students in the humanities.

Requirements for undergraduates include attending at least five training sessions at UCI; attending at least five tutoring sessions at a local school; a number of electronic journal entries; and a three- to five-page paper with an academic focus. Undergraduates can earn two or four units of H.O.T. credit each quarter through Humanities 195.

INTERNATIONAL CENTER FOR WRITING AND TRANSLATION

(949) 824-1948
http://www.hnet.uci.edu/icwt

Established in 2001, the International Center for Writing and Translation (ICWT) in the UCI School of Humanities fosters writing, translation, and criticism in multilingual and international contexts. It links existing faculty research interests in cultural literacy to general discussions about linguistic and cultural issues relevant to the diverse, multiethnic, and multilingual student population at UCI and the population of California more generally. The Center's programs are premised on the principle that knowledge is a result of reciprocal contact and linkages based on equality and respect. In this model, the Center is dedicated to highlighting and supporting literary works, languages, performance, and oral traditions of cultures that span the globe.

The following goals are integral to the general mission of the Center: (1) supporting writers working in various languages and diverse genres, including creative nonfiction, through grants and fellowships; (2) fostering research and discussion of the theory, practice, aesthetics, and politics of translation, broadly conceived; (3) supporting translations of work of literary merit; (4) sponsoring conferences, workshops, and public fora on writing and translation, as well as reading and performances; and (5) supporting activities of UCI faculty, students, and the surrounding community involving the far-reaching themes of cultural and media literacy and cross cultural transposition.

DR. SAMUEL M. JORDAN CENTER FOR PERSIAN STUDIES AND CULTURE

(949) 824-1662
http://www.humanities.uci.edu/persianstudies/
Nasrin Rahimieh, Director

The Dr. Samuel M. Jordan Center for Persian Studies and Culture serves as an umbrella organization for various activities related to the study of Iran and the Persianate world conducted at the University of California, Irvine.

Courses, offered by the affiliated faculty, are the backbone of the Center's academic and pedagogical mission. These include courses on language, literature, history, music, and culture at undergraduate and graduate levels.

The academic courses are administered through different departments. The Department of Classics offers courses on Persian language. Courses in ancient, medieval, and modern Persian history are administered by the Department of History. Courses on modern Persian literature and the literature of Iranian diaspora are offered through the Department of Comparative Literature, and courses on Persian music are housed within the Department of Music.

Undergraduate Programs

HUMANITIES UNDERGRADUATE STUDY

143 Humanities Instructional Building; (949) 824-5132
http://www.humanities.uci.edu/undergrad/
Rodrigo Lazo, Associate Dean

In addition to 25 majors and 30 minors, the School also offers a formal concentration in Medieval Studies and courses in Arabic, Hebrew, Italian, Persian, Portuguese, and Russian.

The academic counselors in the Humanities Undergraduate Counseling Office, located in 143 Humanities Instructional Building, help all students in planning a program of study. Transfer students in particular need to consult an academic counselor to determine major requirements. Students who expect to pursue graduate study also should consult with appropriate faculty members to ensure proper preparation.

The academic counselors assist freshmen and sophomores who are interested in the humanities but who have not chosen a major in the School. They are especially knowledgeable about University regulations, requirements in and outside the School, course content, options to major, and other matters that may present difficulties. For the first two years, students in Humanities are encouraged to explore the various disciplines represented in the School. During that time the academic counselors are prepared to help the undeclared student keep options to a major open, plan a coherent program of humanistic study, and reach an eventual decision about the major.

Generally each major stipulates a one-year course that is both an introduction to the discipline and a prerequisite to the major itself. Students who plan wisely will construct programs that include a good number of such courses.

NOTE: In many undergraduate courses in the School of Humanities, additional meetings between individual students and the instructor may be required. Many courses are composed of both lectures and required discussion sessions.

Undergraduate students in the School of Humanities participate in the affairs of the School in a number of ways: by serving on committees in various departments, by sitting with the faculty in its meetings, by participating as mentors for new Humanities majors, and by working as peer academic advisors in the Undergraduate Counseling Office.

Humanities Peer Mentor Program

The Humanities Peer Mentor Program is designed to address some of the academic, cultural, and social needs of freshmen in the School of Humanities. The program features two-tiered mentoring, with successful upper-division students mentoring small groups of new students, and the student mentors in turn working with faculty and staff. Another focus of the program is to encourage and assist student mentors to go on to graduate school.

Participants attend workshops on topics such as study skills, library research, time management, and careers, as well as take part in a variety of social events, and keep journals in which they express their ideas and raise issues for their mentors. Call (949) 824-5132 for additional information.

HUMANITIES HONORS PROGRAM

143 Humanities Instructional Building; (949) 824-5132
Alice Fahs, Director

The Honors Program of the School of Humanities is a two-year, upper-division program designed to challenge superior students from all fields by providing special opportunities for interdisciplinary work within an intellectually charged framework. Small seminars and the opportunity for independent research are some of the advantages offered by the program, which is open by invitation to all UCI students regardless of their majors.

Students in the program benefit from their involvement in the campus community of Humanities scholars. They enjoy a close relationship with the faculty and profit from intense interaction with their intellectual peers. A comprehensive advising program involving Honors faculty advisors as well as specially trained Honors peer advisors ensures that Humanities Honors students continually receive timely, individualized advice about their academic careers. Formal as well as informal gatherings, including student-organized social activities ranging from coffee hours to theater parties, augment a wide range of campus activities. Humanities Honors students have the opportunity to become some of the campus's best informed scholars on a broad range of topics, from artificial intelligence to medical ethics, from Shakespeare to Gilbert and Sullivan, from problems of the ancient Near East to the dilemmas of modernity.

Humanities Honors students complete a two-part course of study. In their junior year, students take three quarters of an interdisciplinary Proseminar (Humanities H120) organized about a single topic or problem, such as crime and punishment, the other, the development of religion in the West, the self, nature, or the American dream. The sequence is designed to compare and contrast modes of analysis and critical thinking in history, literary studies, and philosophy. In a small seminar setting, students are encouraged to become reflective about their own chosen disciplines.

In their senior year, students take a sequence beginning in the fall with a Senior Honors Seminar (Humanities H140), and continuing in the winter and spring with the Senior Honors Thesis (Humanities H141) and the Senior Honors Colloquium (H142), prepared as an independent research project under the direction of a faculty member on a topic chosen by the student. Students present their theses in an informal gathering with their faculty advisors in the spring, and a prize is awarded for the year's outstanding thesis.

In both sequences the Honors students benefit from their close association with exceptional scholars and the challenge and support of their intellectual peers.

Students interested in learning how the Humanities Honors Program will fit into their regular courses of study are encouraged to contact the Senior Academic Counselor in Humanities; telephone (949) 824-5132.

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/.

HUMANITIES INTERNSHIP PROGRAM

166 Humanities Instructional Building; (949) 824-1392
http://www.humanities.uci.edu/intern/
Rodrigo Lazo, Director

The Humanities Internship Program is designed to bring highly qualified Humanities majors together with public sector employers and nonprofit companies in the Orange County area who are looking for employees with excellent skills in writing and communication. Local employers who participate in the program believe that Humanities students' education in critical thinking, writing, communication, and analysis equip them to be successful employees in their firms.

Interns are placed for the academic year and preceding summer, working 10-15 hours a week for hourly salaries of $12. (No course credit is earned.) Employers offer committed supervisors to student interns, and interns are involved in a meaningful aspect of the firm's ongoing business. The internship relationship can become the basis for long-term employment with the firm.

Interns participate in quarterly meetings with a program coordinator at UCI to discuss their work experiences and benefit from one another's insights. At the end of each quarter of the internship, the student provides an assessment of the experience. The program coordinator also conducts on-site visits with the interns and their supervisors.

The Internship Program is open to all Humanities majors who are in good academic standing and will have completed at least two quarters of academic work at UCI as a Humanities major by the end of the quarter in which they are selected for the program. Only students who will have completed the Humanities Core Course (or the Core Course substitution) by the end of that quarter will be eligible.

Applications are available online and in the Humanities Undergraduate Study Office, 143 Humanities Instructional Building, in mid- to late-winter quarter. The deadline for submission of all application materials is early April.

CENTER FOR INTERNATIONAL EDUCATION

The Center for International Education, which includes the Education Abroad Program (EAP) and the International Opportunities Program (IOP), assists students in taking advantage of the many worldwide opportunities that exist for study, work, internship, volunteering, and research. School of Humanities majors and minors can benefit from a broader perspective of their fields by studying for one year at a university in such countries as China, France, Germany, Italy, Japan, Russia, Spain, or the United Kingdom through EAP. Students can also augment their exposure to other cultures with programs sponsored through IOP. See the Center for International Education section of the Catalogue or an academic counselor for additional information.

LANGUAGE OTHER THAN ENGLISH PLACEMENT AND PROGRESSION

Language Other Than English Placement. Placement tests are required for the following languages: Chinese, Japanese, Korean, Spanish (for students with no previous college course work), and Vietnamese. Contact the UCI Academic Testing Center for information; telephone (949) 824-6207; e-mail: testoff@uci.edu; http://www.testingoffice.uci.edu/. Placement tests are recommended but not required for French and German language courses. The purpose of placement testing is to ensure success in UCI language courses.

For languages other than English which are not listed above, students entering UCI with previous high school language training are placed as follows: in general, one year of high school work is equated with one quarter of UCI work. Thus, students with one, two, three, or four years of high school language other than English will normally enroll in 1B-, 1C-, 2A-, or 2B-level language courses, respectively. Students who opt to "go back" one quarter will earn credit (i.e., a student with three years of high school language other than English may opt to take 1C instead of 2A). If it has been five or more years since the last high school course, the student may begin at 1A for credit. Exceptions must have the approval of the appropriate course director and the Associate Dean of Humanities for Undergraduate Study. Transfer students will not receive credit for repeating at UCI language other than English courses for which they received credit upon matriculation to UCI even if they are placed by testing into the equivalent of a previously taken course.

Language Other Than English Advanced Placement Credit. Students cannot earn units or grade points at UCI in courses from which they have been exempted on the basis of Advanced Placement credit. However, since Advanced Placement awards a maximum of 8 units for scores of 4 and 5, students may elect to take 2C or the equivalent for credit.

Native Speakers of Languages Other Than English. A native speaker of a language other than English, defined by the University as someone who attended the equivalent of secondary school in another country where the language of instruction was other than English, may be exempted from taking third-year language study in that language for some majors offered by the School of Humanities. In this case, the student must substitute appropriate upper-division courses in the major to replace the number of exempted courses. For example, if a native speaker of French is exempted from French 100A and 100B, that student must replace those two courses with two other upper-division French courses offered by the Department of French and Italian.

Repeating Deficient Foreign Language Other Than English Grades. First- and second-year language other than English courses and third-year language other than English composition courses are sequential and each is prerequisite to the next. This is generally true also of fourth-year Chinese, Japanese, and Korean. Students wishing to repeat a deficient grade in one of these courses must repeat it prior to continuing on to the next level of the language. A student may not take a lower-level course for credit once a more advanced level has been completed with a passing grade.

REQUIREMENTS FOR THE BACHELOR'S DEGREE

University Requirements: See pages 58-63.