SCHOOL OF HUMANITIES
SPECIAL PROGRAMS
Minor in Humanities
and Law
Interdisciplinary
Minor in Asian Studies
Interdisciplinary
Minor in Jewish Studies
Interdisciplinary
Minor in Latin American Studies
Concentration in
Medieval Studies
Academic English/English
as a Second Language Program
Courses in Humanities
Humanities Language
Learning Program
Ph.D. Emphasis in
Critical Theory
208 Humanities
Office Building II; (949) 824-4032
http://www.humanities.uci.edu/humlaw/
Martin
Schwab, Director
Participating Faculty
Jeffrey Barrett, Department of Logic and Philosophy of Science
Ermanno Bencivenga, Department of Philosophy
Yong Chen, Department of History
James B. Given, Department of History
Gail K. Hart, Department of European Languages and Studies
Bonnie Kent, Department of Philosophy
Alejandro Morales, Departments of Chicano/Latino Studies and Spanish
Martin Schwab, Departments of Philosophy and Comparative Literature
Victoria Silver, Department of English
Preston Kyle Stanford, Department of Logic and Philosophy of Science
Brook Thomas, Department of English
The minor in Humanities and Law is comprised of courses in the School of Humanities that UCI graduates have found to be useful in developing skills and knowledge that prepare them for law-related careers. One set of courses develops skills in critical reading, writing, and analysis that are necessary in dealing with legal issues. Another set presents theoretical and analytical perspectives on ethical, political, and social issues relevant to the law. A final set focuses on specific legal issues from a humanistic perspective. Lower-division requirements primarily develop foundational skills in the first set, whereas upper-division requirements build on these skills by addressing the concerns from the other sets. The minor does not include how-to courses on particular legal practices.
Requirements for the Minor
A. Philosophy 29.
B. Either one of the following four-course combinations: Humanities 1A-B-C (or the Humanities Core Alternative) and one course from Philosophy 4, 5, or 9 (if not used for the Humanities Core Alternative), or Philosophy 1, 4, and either 5 or 9, plus one course from Philosophy 10, 11, 12, 13, or 9 (if not taken above).
C. Six courses from among a list of quarterly approved courses, at least one each from philosophy, history, and literature or classics. Consult the Humanities and Law Web site (http://www.humanities.uci.edu/humlaw) for currently approved courses.
Students considering a career in law are strongly encouraged to take advantage of other law-related courses offered across the campus and of extracurricular activities such as the Pre-Law Society.
Residence Requirement for the Minor: Four upper-division courses required for the minor must be successfully completed at UCI. Two of the four may be taken through the UC Education Abroad Program, provided course content is approved in advance by the appropriate department chair.
Interdisciplinary Minor in Asian Studies
http://www.humanities.uci.edu/asianstudies/
5285 Social Science
Plaza B; (949) 824-7521
Dorothy J. Solinger, Co-Director
259 Murray F.
Krieger Hall; (949) 824-6521
Anne Walthall, Co-Director
Participating Faculty
Victoria A. Beard, Department of Planning, Policy, and Design
Tom Boellstorff, Department of Anthropology
Vinayak Chaturvedi, Department of History
Chuansheng Chen, Departments of Psychology and Social Behavior and of Education
Chungmoo Choi, Department of East Asian Languages and Literatures
Edward Fowler, Department of East Asian Languages and Literatures
James Fujii, Departments of East Asian Languages and Literatures and of Comparative Literature
Michael A. Fuller, Department of East Asian Languages and Literatures
Susan Greenhalgh, Department of Anthropology
Qitao Guo, Department of History
Hu Ying, Department of East Asian Languages and Literatures
Martin W. Huang, Department of East Asian Languages and Literatures
Kyung Hyun Kim, Departments of East Asian Languages and Literatures and of Film and Media Studies
Susan B. Klein, Department of East Asian Languages and Literatures
Karen Leonard, Department of Anthropology
Alka Patel, Department of Art History
Kenneth L. Pomeranz, Department of History
Kamal Sadiq, Department of Political Science
David A. Smith, Department of Sociology
Dorothy J. Solinger, Department of Political Science
Yang Su, Department of Sociology
Serk Bae Suh, Department of East Asian Languages and Literatures
Robert Uriu, Department of Political Science
Anne Walthall, Department of History
Jeffrey Wasserstrom, Department of History
Wang Feng, Department of Sociology
Bert Winther-Tamaki, Department of Art History
Roberta Wue, Department of Art History
Mei Zhan, Department of Anthropology
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.
Requirements for the Minor
Students choose one country and language of specialization. At the present the Asian Studies minor focuses on China, Japan, or Korea.
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). Students may petition to substitute other History courses that focus on Asia.
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; other sequences in Asian languages as available. 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 Asian Studies Office in 443 Humanities Instructional Building and online at http://www.humanities.uci.edu/asianstudies/.
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 (and only one may be lower-division if any combination of 2A-B-C/3A-B-C is used for the language required above).
NOTE: A maximum overlap of two courses is permitted between this minor and a student's major.
Residence Requirement for the Minor: Four upper-division (or graduate) courses must be successfully completed at UCI. Two of the four may be taken through the UC Education Abroad Program, provided course content is approved in advance by the appropriate department chair.
Interdisciplinary Minor in Jewish Studies
200 Murray F.
Krieger Hall; (949) 824-6521
http://www.humanities.uci.edu/jewishstudies/
Matthias
Lehmann, Director
Participating Faculty
Marc Baer, Ph.D. University of Chicago, Associate Professor of History (history of religion, Ottoman and Islamic history, Middle-East history, ethnicity and identity, gender, Jews of the Ottoman Empire)
Erwin Chemerinsky, J.D. Harvard Law School, Dean of the School of Law and UCI Distinguished Professor of Law and Political Science (Constitutional law, federal practice, civil rights and civil liberties, appellate ligation)
James T. Chiampi, Ph.D. Yale University, Professor of Italian (Italian Renaissance literature, Dante, Italian-Jewish literature)
Touraj Daryaee, Ph.D. University of California, Los Angeles, Associate Director, Dr. Samuel M. Jordan Center for Persian Studies and Culture, Professor of History, and Howard Baskerville Professor in the History of Iran and the Persianate World (ancient and medieval Iranian history, Iranian languages and literature, Zoroastrianism, numismatics, world history)
Kai Evers, Ph.D. Duke University, Associate Professor of German (twentieth-century literature, film, and theory, Holocaust)
Sarah Farmer, Ph.D. University of California, Berkeley, Associate Professor of History (Modern French history, twentieth-century Europe, political and cultural history, World War II and Holocaust in France)
Alexander Gelley, Ph.D. Yale University, Professor Emeritus of Comparative Literature (eighteenth- and nineteenth-century European novel, critical theory, German Jewish literature and culture)
James B. Given, Ph.D. Stanford University, Professor of History (Medieval Europe, social and political history, heresy, Inquisition, medieval anti-semitism)
David Theo Goldberg, Ph.D. City University of New York, Director of the UC Humanities Research Institute and Professor of Comparative Literature and of Criminology, Law, and Society (South Africa, race and racism, social and political theory, legal studies, Jewish identity)
Sara Goodman, Ph.D. Georgetown University, Assistant Professor of Political Science (citizenship, immigration, integration, Western Europe, ethnicity)
Ruth Klüger, Ph.D. University of California, Berkeley, Professor Emerita of German (Kleist, nineteenth-century literature, Stifter, Holocaust literature)
Matthias Lehmann, Ph.D. Freie Universtät Berlin, Director of the Interdisciplinary Minor in Jewish Studies, Associate Professor of History, and Teller Family Chair in Jewish History (early modern Jewish history; Sephardic studies; religious history; Jewish nationalism)
Glenn S. Levine, Ph.D. University of Texas, Austin, Faculty Director of the Center for International Education, Director of the Humanities Language Learning Program, German Language Program Director, and Associate Professor of German (applied linguistics, theoretical linguistics, foreign language pedagogy, German-Jewish literature, Yiddish language and literature)
Mark A. LeVine, Ph.D. New York University, Professor of History (Middle East history, cultures and religions of the modern Middle East, Palestine and Israel)
Julia Reinhard Lupton, Ph.D. Yale University, Professor of English, Comparative Literature, and Education (Shakespeare, Renaissance literature, religious studies, public sphere, Renaissance literature and the Jews)
Seymour Menton, Ph.D. New York University, Research Professor of Spanish and Portuguese (Latin American novel and short story, Hebrew language, Jews and Latin American literature)
Robert G. Moeller, Ph.D. University of California, Berkeley, Professor of History (modern Germany, European women, Holocaust in post-World War II Germany)
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 (political theory, political psychology, political economy, rationality, altruism, genocide)
Maria C. Pantelia, Ph.D. Ohio State University, Professor of Classics and Director, Thesaurus Linguae Graecae® (Greek epic, Hellenistic poetry, digital technologies in the humanities, ancient Judaic literature)
James I. Porter, Ph.D. University of California, Berkeley, Professor of Classics and Comparative Literature (philosophy, literary and cultural criticism and aesthetics, history of the classical disciplines, reception of Homer, Jewish thought and anti-Semitism)
Patricia Seed, Ph.D. University of Wisconsin, Madison, Professor of History (modern dance, the history of cartography, Iberian Jewish science)
Jacobo Sefamí, Ph.D. University of Texas at Austin, Professor of Spanish (modern and contemporary Latin American poetry, Mexican literature, Spanish American literature, Latin American Jewish literature)
Irene Tucker, Ph.D. University of California, Berkeley, Associate Professor of English (Victorian literature, history and theory of the novel, history of medicine and technology, Hebrew literature, literature and philosophy)
The minor in Jewish Studies is an interdisciplinary program which introduces students to the many facets of Jewish cultures through the study of the history, philosophy, art, literature, languages, and social and political institutions of Jews from ancient to modern times. The minor provides students with grounding in areas of fundamental importance to the Humanities and Social Sciences, supporting and enriching the students' majors. The minor may be taken in tandem with any major and prepares students for graduate programs in Jewish Studies. The interdisciplinary approach of Jewish studies exposes students to a wide range of disciplines, and like other established liberal arts fields, provides a foundation for pursuing a range of careers.
Requirements for the Minor
A. History 18A.
B. At least four upper-division courses from the following list: German 104 (Linguistic Introduction to Yiddish); German 130 (Twentieth-Century German-Jewish Literature and Culture); German 150 (Holocaust Literature and Film); German 150 (History and Culture of the Jews); History 122B (Hitler and the Germans); History 130A (Jewish History from Ancient to Early Modern); History 130B (Modern Jewish History); History 130C (Jews and Muslims); History 132 (Israel and Palestine); History 183 (Imagining the Future: Israel and Palestine in the Twenty-First Century); History 190 (Medieval Heresy); History 190 (Comparative Religious Conversion); History 190 (The Holocaust); History 190 (Jerusalem: Religion and Conflict in Middle Eastern History); Spanish 110A (Medieval Iberia: Christians, Muslims, and Jews in Medieval Spain).
C. Three additional courses from the list above and which may include Hebrew 1A-B-C, Hebrew 2A-B-C, Religious Studies 5A.
Students should consult an academic counselor or check the program Web site (http://www.humanities.uci.edu/jewishstudies/) for currently approved courses. With the approval of the Director, other relevant courses may satisfy the requirements for the minor.
Residence Requirement for the Minor: At least four upper-division courses required for the minor must be completed successfully at UCI. By petition, two of the four may be taken through the UC Education Abroad Program, providing course content is approved in advance by the appropriate department chair.
Interdisciplinary Minor in Latin American Studies
143 Humanities
Instructional Building; (949) 824-5132
http://www.humanities.uci.edu/latinamericanstudies/
Faculty
Ana María Amar Sánchez, Department of Spanish and Portuguese
Stanley Bailey, Department of Sociology
Frank D. Bean, Departments of Sociology and Economics
Catherine Benamou, Department of Film and Media Studies
Alex Borucki, Department of History
Susan K. Brown, Department of Sociology
Belinda Campos, Department of Chicano/Latino Studies
Leo Chávez, Department of Anthropology
Louis Desipio, Department of Chicano/Latino Studies
Cynthia Feliciano, Department of Chicano/Latino Studies
Raúl Fernández, Department of Chicano/Latino Studies
Robert Garfias, Department of Anthropology
Ivette N. Hernández-Torres, Department of Spanish and Portuguese
Winston James, Department of History
Adriana M. Johnson, Department of Comparative Literature
Diana Kapiszewski, Department of Political Science
Rodrigo Lazo, Department of English
Horacio Legrás, Department of Spanish and Portuguese
Viviane Mahieux, Department of Spanish and Portuguese
William M. Maurer, Department of Anthropology and School of Law
Michael J. Montoya, Departments of Anthropology and Chicano/Latino Studies and Program in Public Health
Alejandro Morales, Departments of Chicano/Latino Studies and of Spanish and Portuguese
Rachel O'Toole, Department of History
Jaime E. Rodríguez, Department of History
Ana Elizabeth Rosas, Departments of History and Chicano/Latino Studies
Vicki L. Ruiz, Departments of History and Chicano/Latino Studies
Rubén Rumbaut, Departments of Sociology and Education
Nancy Lee Ruyter, Department of Dance
Armin Schwegler, Department of Spanish and Portuguese
Patricia Seed, Department of History
Jacobo Sefamí, Department of Spanish and Portuguese
Caesar D. Sereseres, Department of Political Science
Etel Solingen, Department of Political Science
Luis Suárez-Villa, Department of Planning, Policy, and Design
Heidi Tinsman, Department of History
Steven C. Topik, Department of History
Deborah Vargas, Departments of Chicano/Latino Studies
Luis P. Villarreal, Department of Molecular Biology and Biochemistry
Douglas R. White, Department of Anthropology
Latin America is a complex cultural and historical region created by Spanish and Portuguese colonization in the New World and which encompasses territories and peoples from the southernmost tip of South America to the Caribbean Islands and the United States. As an area born out of a series of conquests, migrations, contacts, and conflicts, it is transcultural, multi-lingual, and multi-ethnic. It has been a vital part of the formation of the modern world even as it has continued to function as a source for the expression of economic, political, and cultural alternatives to dominant Western formations. The minor provides deeper knowledge and expertise in this region for students interested in a variety of careers. It complements the disciplinary training of a students' major field by asking that students engage with Latin America through a variety of disciplines and by working with faculty across different schools at UCI.
Requirements for the Minor
Requirements for the minor are met by taking eight courses (of which no more than three may be lower-division) as specified below. No more than four courses may be taken in any one single department.
A. Humanities 100 (Latin America and the Caribbean).
B. One course from each of the following three categories—History, Culture, and Social Sciences—selected from the approved list at http://www.humanities.uci.edu/latinamericanstudies/.
C. Four additional courses selected from the approved list at http://www.humanities.uci.edu/latinamericanstudies/.
With the approval of the director, other relevant courses also may satisfy the requirements for the minor.
Residence Requirement for the Minor: Four upper-division courses required for the minor must be completed successfully at UCI. Two of the four may be taken through the UC Education Abroad Program, provided course content is approved in advance by the appropriate department chair.
Additional Interdisciplinary Minors
Information about the following two minors in available in the School of Social Sciences section of the Catalogue.
The minor in Conflict Resolution provides skills in conflict analysis and resolution and a useful understanding of integrative institutions at the local, regional, and international levels.
The minor in Chicano/Latino Studies 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 in the Chicano/Latino communities.
Information about the following minors is available in the Interdisciplinary Studies section of the Catalogue.
The minor in Civic and Community Engagement seeks to provide students with the knowledge, skills, attitudes, and values to engage as citizens and active community members in the twenty-first century. The minor is distinguished both by what students learn, and by how they learn it.
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.
Concentration in Medieval Studies
174 Murray Krieger
Hall; (949) 824-5441
http://www.humanities.uci.edu/medieval/courses.html
Elizabeth
Allen, Coordinator
The concentration in Medieval Studies allows undergraduate students in the Schools of Humanities and the Arts to augment their major by completing a coherent program of courses in the area of medieval studies. The concentration is available to students in any major offered by the Schools and is particularly well-suited to majors in English, Comparative Literature, European Studies, History, Philosophy, and the Arts.
Students in the concentration must complete at least two quarters of Humanities 110, the Core Course in Medieval Studies. Students may substitute Art History 114 or History 110A, 110B, or 110C, when topic is appropriate for Humanities 110. These courses are interdisciplinary examinations of such topics as Medieval Cities, The Dark Ages, Medieval Liturgy and Theater, Medieval Women, and The Plague. In addition, students must complete at least four additional courses in medieval studies selected from an approved quarterly list. One of these four courses may be satisfied by completing a senior essay in some area of medieval studies.
Academic English/English as a Second Language Program
443 Humanities
Instructional Building; (949) 824-2227
http://www.humanities.uci.edu/esl/
Robin Scarcella, Ph.D. University of Southern California, Director of the Academic English/English as a Second Language Program and Professor of Academic English and English as a Second Language and of Education (linguistics, language development emphasis)
Humanities 20A-B-C-D through 29 are for students who have been admitted to UCI and whose scores on the Academic English placement test indicate the need for additional work in Academic English/English as a second language. Students may receive up to 12 baccalaureate credits for AE/ESL course work. Students may receive workload credit for courses taken beyond this 12-unit limit but will not receive additional credits applicable to the bachelor's degree.
Humanities 20A-B-C-D Essentials of Academic Writing (4-4-4-4). Course 20C may be offered online. Grammar, sentence structure, paragraph and essay organization of formal written English. Pass/Not Pass only. Corequisite: Humanities 22A, if indicated by results of the AE/ESL Placement Test. Prerequisite for 20A: Placement Test. Prerequisite for 20B: Placement Test or passing 20A; for 20C: Placement Test or passing 20B; for 20D: Placement Test or passing 20C.
Humanities 22A Essentials of Academic English Reading and Vocabulary (2). Intensive reading exercises with occasional practice in extensive reading, focusing on comprehension, development of vocabulary, syntax, rhetorical features, reading strategies, and study skills. Pass/Not Pass only. Corequisite: concurrent enrollment with Humanities 20A-B-C-D if indicated by results of AE/ESL Placement Test. Prerequisite: AE/ESL Placement Test.
Humanities 22B ESL Reading and Vocabulary (2). Extensive reading and discussion with emphasis on journal articles, textbook chapters, notetaking, and the interpretation of charts, diagrams, tables, and figures. Primarily for graduate students. Pass/Not Pass only. Prerequisite: consent of instructor.
Humanities 23A ESL Basic Pronunciation I (2). Designed for international graduate students with basic oral English communication skills. Listening and speaking skills in five fundamental areas: pronunciation, intonation, word stress, listening comprehension, and informal campus communication. Presentations of personal experiences and reports on campus services. Pass/Not Pass only. May be taken for credit three times.
Humanities 23B ESL Intermediate Conversation II (2). Designed for international graduate students with intermediate oral communication skills. Further development of listening and speaking skills: review of English sounds, sentence stress, and rhythm. Oral reports, debates, and reports on graphs and surveys. Pass/Not Pass only. May be taken for credit three times.
Humanities 23C ESL Advanced Communication III (2). Designed for international graduate students with advanced communication skills. Further development of listening and speaking skills: review of minimal pairs, consonant blends, intonation, stress and rhythm. Oral presentations on graphs, syllabi, academic terms, and a video presentation on academic work. Prerequisite: Humanities 23A or 23B, or consent of instructor. Pass/Not Pass only. May be taken for credit three times.
Humanities 24 ESL International TA Workshop (2). Designed for advanced-level international students preparing to be teaching assistants. Extensive practice in oral and written communication skills associated with teaching introductory-level college courses and participating in academic presentations and discussions. Review and analysis of language problems. Prerequisite: Humanities 23B or 23C, or consent of instructor. Pass/Not Pass only. May be taken for credit three times.
Humanities 29 Special Topics in ESL (2). Course may be offered online. Directed and individualized work in English as a second language not covered in the Humanities 20, 21, 22 sequence. Pass/Not Pass only.
Humanities 139 Advanced Academic Writing Across the Curriculum (4). Designed for transfer students who speak English as a second language. Focuses on developing academic reading and writing skills including essay content, organization, vocabulary, and grammar. Academic content also covered. Prerequisite: satisfactory completion of the lower-division writing requirement.
(Schedule of Classes designation: Human)
LOWER-DIVISION
1A-B-C The Humanities Core Course (8-8-8) F, W, S. This course is restricted to students who are beginning their first year of college-level work. Each year it deals with problems of concern to the humanistic disciplines including interdisciplinary perspectives on major themes in history, literature, and philosophy. Focuses on major texts and works of art from a range of different cultural traditions. A writing program is integral to the course and counts for half the grade each quarter. Students are taught to think, speak, and write clearly about the issues raised in the texts and addressed in lectures. Students held for the UC Entry Level Writing requirement will earn an additional two units of workload credit, and must take the course for a letter grade. 1A is prerequisite to 1B, and 1B is prerequisite to 1C. (1A-B-C: I, IV; 1C: VII)
7 Introduction to Humanities (1). Introduces students to UCI School of Humanities majors through weekly speakers from departments and programs representing their field of study. Students will gain an understanding of UCI Humanities majors, fields of study, research, and career opportunities. Prerequisite: lower-division standing or consent of instructor. Pass/Not Pass only.
10 Masterpieces of Literature (4). Students closely read major works of world literature that are significant (1) in their own right, (2) for a specific literary tradition, and (3) because of their reception in other cultural contexts. Literature written in English and English translation. May be repeated for credit as topics vary. (IV, VIII)
55 What is the Origin of Language? (4). Teaches symbol-based logic and universal grammar in human language as tools to investigate the origin of language. Does language originate with reason? Is language inherently universal or diverse? Does it begin as something literal or figurative? (III or IV; Vb)
UPPER-DIVISION
100 Latin America and the Caribbean (4). This foundational course in Latin American and Caribbean studies begins with discussions of the social, cultural, economic, and political process tracing the events from Pre-Conquest to present which have circumscribed the insertion of this region into the world economy.
110 Core Course in Medieval Studies (4). A seminar in selected topics in medieval studies. Interdisciplinary. Open to all students, and designed especially for those electing the concentration in Medieval Studies. May be taken for credit four times as topic varies.
H120 Honors Proseminar (4) F, W, S. Interdisciplinary Honors courses organized each year around a single topic or problem designed to compare and contrast modes of analysis in history, literary studies, and philosophy. Required of participants in the Humanities Honors Program. Prerequisites: consent of instructor and the Humanities Honors Program Committee. May be taken three times for credit as topics vary.
H140 Senior Honors Seminar (4) F. Directed by the Humanities Honors Thesis Advisor and required of students in the Humanities Honors program and Humanities majors in the Campuswide Honors Program. Designed to facilitate the exchange of ideas and research strategies among Honors students and to begin the process of writing the senior honors thesis. Prerequisites: senior standing and consent of the Honors Program Committee.
H141 Senior Honors Thesis (4) W. Directed independent research required of participants in the Humanities Honors Program and Humanities majors in the Campuswide Honors Program. Prerequisites: Humanities H140; consent of Honors Program Committee.
H142 Senior Honors Colloquium (4) S. Completion, presentation, and discussion of Senior Honors Theses. Satisfies upper-division writing requirement. Prerequisites: Humanities H141 and consent of Humanities Honors Program Committee.
149 Rhetoric and Public Speech (4) F. A course in public speaking as rhetorical practice. Key concepts include situation, audience, public, argument, persuasion, style, and ethics. Includes analysis of significant speeches by public figures from a range of social positions, and practice in composing and delivering speeches. Prerequisite: satisfactory completion of the lower-division writing requirement.
183A International Studies Forum (2). A faculty-student forum featuring lecturers from a variety of institutions with discussion issues related to international studies. May be taken for credit four times. Same as International Studies 183A, Social Ecology 183A, and Social Science 183A.
183B Seminar in Mediation (4). Students develop mediation skills and refine knowledge in the practice and theory of conflict resolution. Students who complete this course may serve as mediators in the Campus Mediation Program. Course is a prerequisite to completing Independent Study as an intern practicing mediation with the OC Human Relations Commission in small claims court. Same as Social Ecology 183B, International Studies 183B, and Social Science 183B.
183C Seminar in Conflict Resolution (4). Designed for students who are pursuing the minor in Conflict Resolution and/or International Studies major. Provides a forum in which students refine skills and theory in the study of cooperation and conflict, from local to global arenas. Students write a research paper. Prerequisite: satisfactory completion of the lower-division writing requirement. Same as Social Ecology 183C and Social Science 183C.
195 Humanities Out There (H.O.T) Practicum (0 to 4) F, W, S. H.O.T. sponsors five-week workshops on selected topics in the humanities. Each workshop sends out a team of undergraduates to a K-12 classroom to develop college skills for Santa Ana students. Requirements: five training sessions; five tutoring sessions; two electronic journals; short paper. Pass/Not Pass only. May be taken for credit for a total of eight units.
197 Individual Field Study (varying credit) F, W, S. Individually arranged field study. Prerequisite: consent of instructor.
198 Directed Group Study (1 to 4) F, W, S. Directed group study on special topics. Prerequisite: consent of instructor. Pass/Not Pass only. May be repeated for credit as topics vary.
199 Directed Research (1 to 4) F, W, S. Directed research for senior Humanities students. Prerequisite: senior standing and consent of instructor. May be repeated for credit as topics vary.
GRADUATE
Graduate courses in Humanities are under the direction of the School's Associate Dean for Graduate Study and are designed for all graduate students in the School of Humanities.
Humanities 200 and 220 introduce study in various disciplinary areas, either to students planning a degree in history or one of the literature departments or to those seeking familiarity with disciplines other than their own.
200A, B, C History and Theory (4, 4, 4) F, W, S. Introduction to role of theory in historical writing, focusing on several major theorists, their relation to their setting, the structure of their thought, and its application to significant historical issues. Same as History 200A, B, C.
220A, B Studies in Literary Theory and Its History (4, 4) F, W. Introduction to criticism and aesthetics for beginning graduate students. Readings from continental, English, and American theorists. Restricted to graduate students only. Same as English CR 220A, B.
260A-B-C Critical Theory Workshop (4) F, W, S. A year-long Critical Theory Workshop, conducted by a team of instructors, conceived as a reading group, and developed with the input of all participants, where significant texts are discussed and analyzed in class.
270 Advanced Critical Theory (4) F, W, S. Seminars on various topics in critical theory. Students should have taken introductory courses before enrolling in these seminars. May be repeated for credit as topics vary.
298 Group Study (4) F, W, S. Open to four or more students. Prerequisite: consent of instructor. May be repeated for credit as topics vary.
399 University Teaching (4) F, W, S. Limited to Teaching Associates in the Humanities Core Course. Satisfactory/Unsatisfactory grading only. May be repeated for credit.
Humanities Language Learning Program
http://www.humanities.uci.edu/hllp/
Glenn Levine, Director
The learning of languages other than English is a crucial component of humanistic inquiry and essential to fostering global literacy in students and to internationalizing the University of California, Irvine. The mission of the Humanities Language Learning Program (HLLP) is to support the learning and teaching of languages other than English on the UC Irvine campus, provide instruction in languages not associated with undergraduate or graduate degree programs, foster intellectual and pedagogical connections between the fields of applied linguistics and the humanities, and provide local and national leadership in raising the profile and prominence of language learning as part of a university education in a rapidly changing, globally interconnected world.
The following languages are offered through the HLLP: Arabic, Persian, Hebrew, and Vietnamese.
Language Other Than English Placement and Progression: See pages 259-260.
Arabic 1A-B-C Fundamentals of Arabic (5-5-5) F, W, S. Course 1A and 1B may be offered online. Designed for students with little or no exposure to Arabic. Using real world texts, course provides a firm foundation in the orthography, grammar, syntax, and vocabulary of Modern Standard Arabic. Introduces students to Arab world cultures. Prerequisites: for 1B, Arabic 1A with a grade of C or better or the equivalent; for 1C: Arabic 1B with a grade of C or better or the equivalent. (1C: VI)
Arabic S1AB Fundamentals of Arabic (7.5) Summer. Course may be offered online. First half of first-year Arabic. Designed for students with little or no exposure to Arabic. Provides students with firm foundation in orthography, grammar, syntax, and vocabulary of written and spoken Modern Standard Arabic. Arabic S1AB overlaps with Arabic 1A and the first half of 1B during academic the year. Students may not receive credit for both.
Arabic S1BC Fundamentals of Arabic (7.5) Summer. Course may be offered online. Second half of first-year Arabic. Continuation of S1AB, or for students with limited exposure to Arabic. Provide firm foundation in orthography, grammar, syntax, and vocabulary of written and spoken Modern Standard Arabic. Prerequisite: Arabic 1B or S1AB with a grade of C or better, or the equivalent, or placement into 1B or 1C. If a student already received credit for 1B or 1AB, only 5 units will be awarded for S1BC. Arabic S1BC overlaps with the second half of Arabic 1B and all of 1C during the academic year. Students may not receive credit for both. (VI)
Arabic 2A-B-C Intermediate Arabic Language and Culture (4-4-4) F, W, S. Designed for students to advance with their Arabic language skills to intermediate level. Students learn the standard Arabic writing system and grammar. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy. Prerequisites: for 2A, Arabic 1C with a grade of C or better, placement into 2A, or equivalent; for 2B: Arabic 2A with a grade of C or better, placement into 2B, or equivalent; for 2C: Arabic 2B with a grade of C or better, placement into 2C, or equivalent. (VIII)
Arabic S2AB-BC Intermediate Arabic Language and Culture (6-6) Summer. Second-year Arabic in a time-intensive form. Equivalent to Arabic 2A-B-C during academic year. For description see Arabic 2A-B-C. Prerequisites: for S2AB, Arabic 1C with a grade of C or better or equivalent; for S2BC: Arabic S2AB with a grade of C or better or equivalent. (VIII)
Arabic 150 Modern Arabic Literature in Translation (4). In English. Major works in Arabic literature and culture in context. May be repeated for credit as topics vary.
Arabic 199 Independent Study (4) F, W, S. Research paper required. Prerequisite: consent of instructor.
Hebrew 1A-B-C Fundamentals of Hebrew (5-5-5) F, W, S. Designed for students with little or no exposure to Hebrew. Introduction to modern Israeli Hebrew. Students learn the writing system and basics of grammar via latest pedagogical materials and real-world texts. Topics in Jewish culture and Biblical Hebrew are included. Prerequisites: for 1B, Hebrew 1A with a grade of C or better or the equivalent; for 1C: Hebrew 1B with a grade of C or better or the equivalent (1C: VI)
Hebrew 2A-B-C Intermediate Hebrew (4-4-4) F, W, S. Designed for students to advance their Hebrew language skills from introductory to intermediate level. Emphasizes development of meaningful communicative skills and critical study of Hebrew culture. These courses help students develop reading, writing, speaking, listening, grammatical, and cultural skills. Prerequisite for 2A: Hebrew 1C with a grade of C or better, three years of high school Hebrew, or equivalent; for 2B: Hebrew 2A with a grade of C or better, or equivalent; for 2C: Hebrew 2B with a grade of C or better, or equivalent. (VIII)
Hebrew 199 Independent Study (4) F, W, S. Research paper required. Prerequisite: consent of instructor.
Persian 1A-B-C Fundamentals of Persian (5-5-5) F, W, S. Designed for students with little or no exposure to Persian. Students learn the modern writing system and grammar of Persian. Facilitates basic reading, writing, and speaking skills and fosters college-level literacy in Persian culture. Prerequisites: for 1B, Persian 1A; for 1C, Persian 1B. Persian 1A-B-C and Persian S1AB-BC may not both be taken for credit. (1C: VI)
Persian S1AB Fundamentals of Persian (7.5) Summer. First half of first-year Persian. Designed for students with little or no exposure to Persian. Students learn the modern writing system and grammar of Persian. Facilitates basic reading, writing, and speaking skills. Fosters college-level literacy in Persian culture. Persian S1AB overlaps with Persian 1A and the first half of 1B during the academic year. Students may not receive credit for both.
Persian S1BC Fundamentals of Persian (7.5) Summer. Second half of first-year Persian. Continuation of S1AB, or for students with limited exposure to Persian. Students learn the modern writing system and grammar of Persian. Facilitates basic reading, writing, and speaking skills. Fosters college-level literacy in Persian culture. Prerequisite: Persian S1AB or 1B, with a grade of C or better, or the equivalent, or placement into 1B or 1C. If a student already received credit for 1B or 1AB, only 5 units will be awarded for S1BC. Persian S1BC overlaps with the second half of Persian 1B and all of 1C during the academic year. Students may not receive credit for both. (VI)
Persian 2A-B-C Intermediate Persian Language and Culture (4-4-4) F, W, S. Designed for students to advance their Persian language skills from introductory to intermediate level. Students learn the standard Persian writing system and grammar. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy. Prerequisite for 2A: Persian 1C with a grade of C or better, placement into 2A, or equivalent; for 2B: Persian 2A with a grade of C or better, or placement into 2B, or equivalent; for 2C: Persian 2B with a grade of C or better, or placement into 2C, or equivalent. (VIII)
Persian S2AB-BC Intermediate Persian Language and Culture (6-6) Summer. Students learn the modern Persian writing system and grammar. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level literacy in Persian culture. Prerequisites: for S2AB, Persian 1C with a grade of C or better, or equivalent; for S2BC: Persian S2AB with a grade of C or better, or equivalent. (VIII)
Persian 3A-B Advanced Persian (4-4) W, S. Students improve their Persian language skills and grammatical knowledge. Explores tenth- to twentieth-century Persian poetry and prose (e.g., Rudaki, Ferdowsi, Bahar, Nima Yushij). Prerequisite for 3A: Persian 2C with a grade of C or better, or equivalent; for 3B: Persian 3A with a grade of C or better, or equivalent. (VIII)
Persian 50 Persian Culture (4) F, W, S. Study of varied topics in Persian culture, area studies, and society, both in the present and in historical perspective. Topics are not normally repeated for a two-year period. May be repeated for credit as topics vary. (IV, VIII)
Russian. See the Department of European Languages and Studies.
Vietnamese 1A-B-C Fundamentals of Vietnamese (5-5-5) F, W, S. Designed for students with little or no exposure to Vietnamese. Natural approach with emphasis on four fundamental skills of listening, speaking, reading, and writing. Conducted in Vietnamese. Prerequisite for 1B: Vietnamese 1A with a grade of C or better, or equivalent; for 1C: Vietnamese 1B with a grade of C or better, or equivalent, or S1AB with a grade of C or better. (1C: VI)
Vietnamese S1AB Fundamental Vietnamese (7.5) Summer. First half of first-year Vietnamese. Designed for students with little or no exposure to Vietnamese. Emphasis is on mastery of the basic language skills of understanding, speaking, reading, and writing. Vietnamese S1AB overlaps with Vietnamese 1A and the first half of 1B during the academic year. Students may not receive credit for both.
Vietnamese S1BC Fundamental Vietnamese (7.5) Summer. Second half of first-year Vietnamese. Designed for students with little or no exposure to Vietnamese. Emphasis is on mastery of the basic language skills of understanding, speaking, reading, and writing. Prerequisite Vietnamese S1AB or 1B with a grade of C or better, or the equivalent, or placement into 1B or 1C. If a student already received credit for 1B or 1AB, only 5 units will be awarded for S1BC. Vietnamese S1BC overlaps with the second half of Vietnamese 1B and all of 1C during the academic year. Students may not receive credit for both. (VI)
Vietnamese 2A-B-C Intermediate Vietnamese (5-5-5) F, W, S. Designed for students to advance their Vietnamese language skills from introductory to intermediate level. Designed to develop writing and reading skills and communicative skills in authentic situations. Students are introduced to aspects of Vietnamese culture as related to lesson topics. Prerequisite for 2A: Vietnamese 1C or S1BC with a grade of C or better, or equivalent; for 2B: Vietnamese 2A with a grade of C or better, or equivalent; for 2C: Vietnamese 2B with a grade of C or better, or equivalent. Placement test required. (VIII)
Vietnamese 3A-B-C Advanced Vietnamese (4-4-4). Focuses on the development of effective speaking, reading, and writing with an emphasis on correct syntax and appropriate word usage in spoken language. Prerequisite: Vietnamese 2C or equivalent. (VIII)
Vietnamese 115 Vietnamese Literature: Advanced Texts (4). A reading course for students with near-fluency in reading Vietnamese. Readings may include both literary and more broadly culturally significant works by important writers, but emphasis is literary texts and writings that interpret those texts. Prerequisite: Vietnamese 3C or consent of instructor. May be taken for credit three times as topics vary.
Vietnamese 143 Linguistic Structure of Vietnamese (4). Detailed analysis of essential grammatical aspects of Vietnamese. Comparison with other languages. Course not designed to teach Vietnamese per se but to study the language from the perspective of theoretical linguistics. Prerequisite: Linguistics 3 or equivalent. Formerly East Asian Languages and Literatures 143.
Vietnamese 150 Vietnamese Literature and Culture in Translation (4). In English. Major works in Vietnamese literature and culture in context. May be repeated for credit as topics vary.
179 Humanities
Instructional Building; (949) 824-6720
http://www.hnet.uci.edu/cte/
Participating Faculty
Ackbar Abbas, Departments of Comparative Literature and of Film and Media Studies
Dina Al-Kassim, Department of Comparative Literature
Luis F. Avilés, Department of Spanish and Portuguese
Stephen Barker, Department of Drama
Ermanno Bencivenga, Department of Philosophy
Thomas Boellstorff, Department of Anthropology
Ellen S. Burt, Departments of English and Comparative Literature
Juli Carson, Department of Studio Art
Vinayak Chaturvedi, Department of History
Chungmoo Choi, Department of East Asian Languages and Literatures
David Theo Goldberg, Departments of Comparative Literature and of Criminology, Law and Society
Daniel M. Gross, Department of English
Laura H. Y. Kang, Departments of Women's Studies, Comparative Literature, and English
Arlene R. Keizer, Department of English
Kyung Hyun Kim, Departments of East Asian Languages and Literatures and of Film and Media Studies
Horacio Legrás, Department of Spanish and Portuguese
Felicidad "Bliss" Cua Lim, Department of Film and Media Studies
Julia Reinhard Lupton, Departments of English, Comparative Literature, and Education
William M. Maurer, Department of Anthropology
J. Hillis Miller, Departments of Comparative Literature and English
Yong Soon Min, Department of Studio Art
Carrie J. Noland, Department of European Languages and Studies
Margot Norris, Departments of English and Comparative Literature
Laura O'Connor, Departments of English and Comparative Literature
Kevin Olson, Department of Political Science
Rachel O'Toole, Department of History
David T. Pan, Department of German
Kavita Philip, Department of History
James I. Porter, Department of Classics
Mark S. Poster, Departments of Film and Media Studies and History
R. Radhakrishnan, Departments of English and Comparative Literature
Fatimah Tobing Rony, Department of Film and Media Studies
Annette Schlichter, Department of Comparative Literature
Gabriele Schwab, Departments of Comparative Literature and English
Martin Schwab, Departments of Philosophy and Comparative Literature
Jared Sexton, Department of Film and Media Studies and Program in African American Studies
David W. Smith, Department of Philosophy
John H. Smith, Departments of European Languages and Studies and of Comparative Literature
James Steintrager, Departments of English and Comparative Literature
Ulrike Strasser, Department of History
Rei Terada, Department of Comparative Literature
Brook Thomas, Department of English
Andrzej Warminski, Department of English
An emphasis in Critical Theory, under the supervision of the Committee on Critical Theory, is available for doctoral students in all departments at UCI upon approval of the student's faculty advisor or associate dean in accordance with departmental policy. Ph.D. students may, with Committee approval, complete the emphasis in addition to the degree requirements of their graduate program. Although there is no change in the existing Ph.D. program requirements or procedures, if the student wishes to have a letter (signed by the Dean and by the Director of Critical Theory) testifying that the student has satisfactorily added this theoretical dimension to the graduate program, then additional requirements must be met. Critical theory at UCI is understood in the broad sense as the study of the shared assumptions, problems, and commitments of the various discourses in the humanities. The faculty regards critical theory not as an adjunct to the study of one of the traditional humanistic disciplines but as a necessary context for the study of any humanistic discipline.
Admission to the emphasis may be granted by the Critical Theory Committee in response to the student's petition. The petition normally is submitted by the middle of the second year of graduate study, after completion of one Humanities 270 seminar, and upon the recommendation of the Workshop's instructor or a faculty representative of the student's department.
Requirements: (1) a three-quarter Critical Theory Workshop, conducted preferably by a team of instructors, conceived as a reading group, and developed with the input of all participants, where significant texts are discussed and analyzed in class. No term papers are required, and the course is graded Satisfactory/Unsatisfactory only. Students receive credit for this course only in the spring quarter. For the first two quarters, the course is 0 units with IP grading; (2) three Humanities 270 courses offered under the supervision of the Committee. At least three such courses will be offered each quarter; (3) participation in two mini-seminars (six-eight hours) offered by visiting scholars (and sponsored by the Committee) on the visiting scholar's ongoing research; and (4) a dissertation that reflects the students' preparation in critical theory; alternatively, a research paper written under the guidance of one or more of the Emphasis faculty and submitted to the Director.