INFORMATION FOR ADMITTED STUDENTS
ORIENTATION
Undergraduate Students
Each May, information about UCI's orientation programs, sponsored by the Office of the Dean of Students, is made available to admitted students who plan to enroll in the fall.
Summer Programs—Student Parent Orientation Program (SPOP). Freshmen are required to attend an orientation program (except for Summer Bridge and CAMP participants). SPOP provides the opportunity for freshmen and their parents to attend a comprehensive orientation program. Each program includes academic advising, program planning, and registration for fall classes. In addition, information on housing, financial aid, campus resources, student life, and more is included.
Transfer Success is a unique one-day program geared to the needs of transfer students. Held in early summer, the program provides information on campus resources, student life, and tours.
For more information about all of the orientation programs, visit http://www.dos.uci.edu/orientation; telephone (949) 824-5182; or send e-mail to orientation@uci.edu.
Welcome Week is held each fall a few days prior to the beginning of classes. A variety of academic and social activities for new and returning students are held during this time. For more information, visit http://search.dos.uci.edu/welcomeweek/.
Graduate Students
Incoming graduate students are strongly encouraged to attend the Campuswide New Graduate Student Orientation, held during the third week of September each fall. This orientation covers all aspects of navigating graduate education at UC Irvine, including graduate student services. It augments school/department-based orientations, and students should attend both. Information about the Campuswide New Graduate Student Orientation is e-mailed to incoming graduate students the summer prior to the event. Inquiries may be directed to gradorientation@uci.edu, and details are available online at http://www.grad.uci.edu/services/campus-wide-orientation/grad-orientation.html.
DIVISION OF UNDERGRADUATE EDUCATION
The core mission of the Division of Undergraduate Education is to support and enrich the academic experiences of undergraduate students so that they succeed and thrive. The Division provides campus leadership, programs, and services that enhance the quality of undergraduate education at UCI. An advocate and steward for educational excellence, the Division works with all academic units, programs, and members of the UCI community to foster a climate of learning, discovery, and engagement for every undergraduate student. Through its diverse and innovative programs and services, the Division provides support for student academic achievement, for a rich and coherent curriculum, and for outstanding teaching through the integration of teaching and research activities and the facilitation of effective pedagogy.
The Division of Undergraduate Education is responsible for the following programs and services: the Campuswide Honors Program; the Scholarship Opportunities Program; the Study Abroad Center, which includes the Education Abroad Program and the International Opportunities Program; the Peer Academic Advising Program and academic advising for Undecided/Undeclared and Pharmaceutical Sciences undergraduate students; the First-Year Integrated Program; the Undergraduate Research Opportunities Program; Student Support Services; the Academic Testing Center; the Teaching, Learning & Technology Center; Transfer Student Center; administration of the UCDC Academic Internship Program and the UC Sacramento Scholar Intern Program; the UCI Writing Center; and the organization of the campus's student orientation programs in cooperation with the Division of Student Affairs. The Division is also responsible for the Freshman and Transfer Seminar Program where students are introduced to the research university and encouraged to become active participants in intellectual interactions with their peers and professors. The Division's programs and services are described in detail below.
The Division is responsible for the administration of the Academic Honesty Policy (approved by the UCI Academic Senate; see the Appendix) as it relates to undergraduates, and for implementing the ASUCI UTeach program in which students propose, plan, practice and, finally, teach their own 1-unit seminar courses. For further information visit http://www.asuci.uci.edu/uteach.
The Division of Undergraduate Education also supports excellence in undergraduate education through assessment of student learning outcomes and a comprehensive program of research and evaluation. The Division coordinates the campus approach to educational assessment and provides data and information on undergraduate students, programs, and policies for use in decision-making by the Dean of the Division and other campus leaders. It also provides consultation and technical advice for faculty and staff on assessment of student learning, program evaluation, survey research, statistical analyses of student data, and development of new undergraduate majors and minors with a view to enhance undergraduate education at UCI. For further information visit http://www.assessment.uci.edu/.
Academic Advising
At the time of admission to UCI every undergraduate student is assigned to the school that offers the student's selected major. Students who have indicated "Undecided/Undeclared" as a major on their UC application for admission and scholarships receive assistance from the Undecided/Undeclared Advising Program until they select an academic major.
Jurisdiction over all questions of academic regulations and academic standing rests with the dean of the school to which a student is assigned or, in the case of undecided/undeclared majors, with the Dean of the Division of Undergraduate Education. Each academic unit provides academic advising for its students and processes requests to add or drop courses, waive or change graduation or other requirements, or change majors. Students are responsible for knowing the governing regulations of the school or program to which they are assigned.
While each academic unit is responsible for maintaining a system which provides academic advising, these systems differ from unit to unit. In some, all of the faculty serve as advisors; in others, only certain members of the faculty are designated as advisors. All advising offices include academic counselors, professionals who assist students in planning their program, selecting a major, and making progress toward a degree. Peer academic advisors (trained upper-division students) assist students in many of the same areas as academic counselors. In addition, they are able to answer questions relating to student life issues, providing a student perspective. Responsibility for informing students of the names of their advisors rests with the dean of the appropriate academic unit. This is done normally by letter; however, students may
obtain information by telephone from the office of the appropriate dean. Telephone numbers for academic advising offices are listed in the academic unit sections of the Catalogue.
New students are encouraged to plan their academic programs with an academic counselor shortly after being admitted. The optimum time to initiate contact with an academic counselor is before the student enrolls in classes. The academic counselor can help the student determine whether the classes the student wishes to take are appropriate to the student's level of preparation, whether the proposed classes fit within the student's educational goals, and whether the classes will help meet some of the requirements for graduation.
In some schools, consultation between students and their faculty advisors is mandatory. Regardless of whether or not consultation between student and advisor is required, students are responsible for initiating and maintaining periodic contact with their assigned faculty advisor. The actual frequency of these meetings will be determined by the desires of the student, the advisor, and the unit's governing regulations.
Each quarter, new students are required to go to the appropriate academic dean's office prior to registration for advice concerning class enrollment.
Finish-in-Four Advising
Many UCI entering freshmen graduate in four years, with appropriate planning. Students who wish to be assured of earning their degree in a timely manner should contact the academic counseling office for their major to receive information about Finish-in-Four Advising and assistance in developing a detailed curricular plan.
Undecided/Undeclared Students
Students who enter the University as freshmen or sophomores may be uncertain about which major they should choose and may not feel ready to declare their major or even to identify their interests with a particular school. Such students participate in the Undecided/Undeclared Advising Program, which is administered by the Division of Undergraduate Education. This program is located in 256 Aldrich Hall; telephone (949) 824-6987. The goal of the Undecided/Undeclared Advising Program is to help students make the best informed and most rational choice of a major that is possible. All students at UCI are required to choose their major by the time they reach junior status.
To make a good decision about which major to declare, students should know the range of programs UCI offers and have some experience with them, have a good knowledge of their own abilities and interests, have clear educational goals, and have a sense of their vocational goals and of the academic programs at UCI that will provide appropriate preparation. Students in the Undecided/Undeclared Advising Program meet with faculty and receive quarterly individualized staff counseling that helps them explore the variety of course offerings on campus, become more aware of their own interests and abilities, formulate sound educational goals, and learn how to prepare for graduate education and/or possible careers.
To assist students in choosing a major, the program offers a course designed to expose undecided/undeclared students to a variety of opportunities and resources available to them and to introduce students to each of the schools and majors offered. In addition, students learn about research and career opportunities within different disciplines.
The Division of Undergraduate Education's Undecided/Undeclared Advising Program is coordinating the undergraduate affairs activities and providing student advising for the Department of Pharmaceutical Sciences. For further information call (949) 824-6987.
(Schedule of Classes designation: Uni Stu)
University Studies 1 Freshmen Experience (2). An introduction to the freshman experience. An overview of the University's aims and resources. Exploration of skills necessary for academic success. Attention is also paid to questions of personal development and major choice. Pass/Not Pass only.
University Studies 2 UCI—Majors (2). A systematic exploration of UCI's undergraduate majors. Strongly recommended for Undecided/Undeclared freshmen and open to all freshmen as space permits.
University Studies 3 Mini-Seminars (1). Designed primarily for freshmen as an introduction to scholarly inquiry. Each section is taught by a faculty member from one of the academic disciplines and presents interesting and challenging topics representing the instructor's interest. Students participate in discussions, presentations, and projects. Some sections may be graded Pass/Not Pass only. May be taken for credit three times.
University Studies 4 Transfer Student Seminars (1). Designed primarily for transfer students during their first year at UCI. Each section is taught by a faculty member from one of the academic disciplines as an introduction to scholarly inquiry in their discipline. Students participate in discussions, presentations, and projects. Open to new students only; upper-division only until first week of classes. May be taken for credit two times.
University Studies 5 Freshman Seminar (2). Same description as University Studies 3.
University Studies 6 University Studies International Village Seminar (1). Seminars held in International Village that are specifically designed to either (a) introduce visiting international students to the U.S. and/or local area and institutions or (b) engage both international and U.S. students in discussion of topics of international interest.
University Studies 7 UTeach: Student-Taught Seminar (1). Student-taught seminar courses on selected topics. Topics vary each year according to the interest of the students teaching the classes. Prerequisites: University Studies 197B; consent of instructor; must be accepted into UTeach Program. Pass/Not Pass only. May be taken for credit two times.
University Studies 40 Personal Success and Global Perspective (0). Furthers students' understanding of crucial personal and global issues and develops skills necessary for success in applying for prestigious scholarships and in graduate/professional studies. Seminar course with oral presentations, discussions, and written statements receiving particular emphasis. Two units of workload credit only. Prerequisites: minimum 3.7 GPA, sophomore standing; must submit writing sample and receive consent of instructor. Pass/Not Pass only.
University Studies 41 Global Village Seminar (1). Issue-oriented course to engage students in examining perspectives and narratives surrounding current global issues. May be taken for credit three times.
University Studies 42 Sankofa Project (1). The purpose of this course is to strengthen intercultural understanding and cooperation among UCI students. May be taken for credit three times.
University Studies 81 University Success (0). Survey of attitudes and skills necessary for University success. Designed primarily for new students who are first generation and/or low income students. Focus on specific tools and proven methods to improve academic performance. Two units of workload credit only. Open only to students in Transfer Summer Bridge Program or Freshmen Summer Bridge Program. Pass/Not Pass only. University Studies 81 and ICS 92 may not both be taken for credit.
University Studies 82 Computer Literacy (0). Survey of computer skills and tools necessary for University success. Designed primarily for new students who are first generation and/or low income students. Focus on specific tools and resources used widely in academic programs. Two units of workload credit only. Open only to students in Transfer Summer Bridge Program or Freshmen Summer Bridge Program. Pass/Not Pass only.
University Studies 83 Pathways to University Success (2). Helps first-year students transition to UC Irvine and promotes a successful University experience. Students learn about academic resources and programs that support acclimation to the campus and enhance academic development through lectures, discussions, and a range of co-curricular activities. University Studies 83 and 84 may not both be taken for credit.
University Studies 84 Bridges to University Success (4). Helps first-year students transition to UC Irvine and promotes a successful University experience. Students learn about academic resources and programs that support acclimation to the campus and enhance academic development through lectures, writing laboratories, discussions, and a range of co-curricular activities. University Studies 84 and 83 may not both be taken for credit.
University Studies 93 Strategies for Success (2). Develops students' study skills for general education requirement courses through instruction, small group activities, and application assignments. Topics include goal setting, note taking, text reading, examination preparation, memory and concentration, and problem solving. Pass/Not Pass only. Formerly ICS 93.
University Studies 108 Introduction to Research (4). Introduces new transfer students to research culture of the University. Students learn about the importance of research and creative activities as they are framed in a broad range of disciplines and are introduced to general research methods and approaches. Open only to students in Transfer Summer Bridge Program.
University Studies 170 Advanced Internship in Undergraduate Education (1 to 2). Advanced interns have a year's internship experience and return to contribute to Undergraduate Education programs in a leadership position. Students work three-five hours per week in a DUE office to coordinate or lead less-experienced interns and/or events. Prerequisite: successful completion of three quarters of University Affairs 1. Pass/Not Pass only. May be taken for a total of six units.
University Studies 175 Methods and Application in Small Group Instruction (4). Explores various theories and methods of learning and development and their practical application in small group settings. Peer tutors receive instruction in the design, implementation, and evaluation of an effective learning environment for undergraduate students. Prerequisite: employment as a tutor for the Learning and Academic Resource Center. Formerly University Studies 198.
University Studies 184 UC Center Sacramento Research Seminar (4). Develops an understanding of policy analysis and the policy and political process in California. Students write a research-based policy analysis on a topic related to their areas of academic interest and/or issues addressed at their internship sites in Sacramento. Corequisite: University Studies 185. Prerequisite: selected for UC Center Sacramento Program. May be taken for a total of eight units.
University Studies 185 UC Center Sacramento Internship (4 to 8). Supervised internship (24-40 hours per week) in Sacramento government, nonprofit, or private institution consistent with student's interest. Corequisite: University Studies 184. Prerequisite: selected for UC Center Sacramento Program. Pass/Not Pass only. May be taken for a total of 16 units.
University Studies 186 Sacramento Elective (4). Elective course offered by the UC Center Sacramento Program. Topics vary each quarter. Prerequisite: selected for UC Center Sacramento Program. May be taken for credit twice.
University Studies 190 Teaching Seminar: Theory and Practice (2). For students selected to be discussion leaders for University Studies 2. Models of teaching, developmental theory applied to college freshmen, curriculum development. Practice of teaching techniques and group management skills. May be taken for credit twice.
University Studies 192 Group Project for Discussion Leaders (4). For discussion leaders for University Studies 2. Weekly discussion group training for leading effective groups in addition to evaluations of weekly discussion sections and completion of a special project on issues of freshman development. Prerequisite: consent of instructor.
University Studies 196 Directed Studies in Undergraduate Education (1 to 4). Students do directed study (research, readings, etc.) on a topic related to Undergraduate Education under the supervision of one of the faculty who serve as Deans or Faculty Directors in the Division of Undergraduate Education. May be taken for a total of 12 units.
University Studies 197A UTeach Special Study (2). Students accepted to teach a UTeach course in spring quarter enroll in Special or Independent Study with their faculty mentor during the preceding fall quarter to develop their detailed course syllabus. Prerequisites: consent of instructor; must be accepted into UTeach Program.
University Studies 197B UTeach: Teaching Theory and Practice (2). Students accepted to teach a UTeach course in spring quarter enroll during the winter to develop their teaching skills in preparation for teaching the following quarter. Prerequisites: University Studies 197A or approved 199 class with faculty mentor; consent of instructor; must be accepted into UTeach Program. Pass/Not Pass only.
University Studies 197C UTeach: Teaching Practicum (2). Students selected to teach in the UTeach Program teach their courses and meet weekly in a seminar to continue to develop and enhance their teaching skills. Prerequisites: University Studies 197B; consent of instructor; must be accepted into UTeach Program. Pass/Not Pass only. May be taken for credit two times.
University Studies 197D Study Abroad Experiential Learning (1). Study abroad on an approved program and complete a critical reflection (written paper, blog, etc.) which must be submitted no later than the end of the quarter following the completion of the study abroad program. Enroll while studying abroad or the quarter immediately following return. Pass/Not Pass only.
First-Year Integrated Program (FIP)
University Studies 11-17 are three-quarter multidisciplinary sequences for freshmen only. These integrated courses are designed to introduce students to the ways different disciplines approach similar problems and to provide a freshman learning community experience. Successful completion of all three quarters will satisfy several courses toward partial fulfillment of different general education (GE) requirement categories. These courses are designed to have a capstone research writing component in the third quarter which will satisfy the second quarter of the lower-division writing requirement—one of the four courses toward partial fulfillment of GE categories. To satisfy the second quarter of the lower-division writing requirement with an FIP sequence, students must concurrently enroll in Writing 39B either the fall or winter quarter and pass it with a grade of C or better, and also complete the FIP sequence with a grade of C (or Pass) or better in the third quarter of the sequence.
University Studies 11A-B-C Persuasion and Social Change I, II, III (5-5-5) F, W, S. Introduces students to the history, theory, and practice of rhetoric: the art of persuasion. Rhetoric is the ability to create and analyze effective communication in any medium, including speech, writing, visual arts, and others. The emphasis of this course is rhetoric for direct social change. Students read historical and contemporary texts about rhetoric and read and view noteworthy examples of rhetorical practice in a variety of forms: confessions, speeches, manifestos, films, and electronic texts. Students from any discipline will become critical consumers of rhetoric, learning how to recognize the tools of persuasion in everyday life, and will use rhetoric themselves for interpretation and research. The issue of effective speech will be approached from several different disciplines of the Humanities. Prerequisites: for 11A: satisfaction of the UC Entry Level Writing requirement; for 11B: 11A and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C) or concurrent enrollment in Writing 39B; for 11C: 11B and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C). (One course toward category I-equivalent of Writing 39C, and three courses toward category IV.)
University Studies 12A-B-C Computer Games as Art, Culture, and Technology I, II, III (5-5-5) F, W, S. An introduction to the study of computer games as art objects, cultural artifacts, gateways to alternate realities, and complex software. Students learn vocabularies, perspectives, tools, and skills from multiple disciplines necessary to create and critique computer games. Exposure to contemporary art practices utilizing game metaphors, design principles, and technologies is emphasized. Students design and create games by programming and utilizing content creation software. Prerequisites: for 12A: satisfaction of the UC Entry Level Writing requirement; for 12B: 12A and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C) or concurrent enrollment in Writing 39B; for 12C: 12B and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C). University Studies 12A-B-C and ICS 60 may not both be taken for credit. (One course toward category I-equivalent of Writing 39C, one course toward category III, one course toward category IV, and one course toward category Vb.)
University Studies 13A-B-C Environmental Studies I, II, III (5-5-5) F, W, S. Introduces students to the Earth as a system, the physical and biological resources on the planet, and the impact of humanity on those resources. Students become aware of the unique features of Earth that allowed the origin and evolution of life, the intrinsic values as well as the resource values of species and ecosystems, the extent of damage from historical and current overexploitation, efforts to restore endangered species and ecosystems, and the difficulties of reaching a sustainable relationship with the resources available in the face of increasing human population numbers compounded by increasing economic activity. Intended to help students become more informed citizens and decision makers, and will be ideal preparation for participation in relevant majors in the natural sciences, social sciences, and humanities. Prerequisites: for 13A: satisfaction of the UC Entry Level Writing requirement; for 13B: 13A and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C) or concurrent enrollment in Writing 39B; for 13C: 13B and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C). (One course toward category I-equivalent of Writing 39C, two courses toward category II, and one course toward category III.)
University Studies 15A-B-C Consciousness I, II, III (5-5-5) F, W, S. Introduces students to the theory of consciousness in the disciplines of cognitive science, philosophy, literature, psychoanalysis, and fine arts as represented in the genres of poetry, fiction, and film. Students are introduced to debates about the mind-body relationship and how it figures in discourse about the nature of consciousness. Students will become better skilled in analyzing scholarly works in the represented disciplines and genres, and in writing and revising analytic essays. Additionally, provides students with new concepts and vocabulary with which to understand their own experience of consciousness. Prerequisites: for 15A: satisfaction of the UC Entry Level Writing requirement; for 15B: 15A and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C) or concurrent enrollment in Writing 39B; for 15C: 15B and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C). (One course toward category I-equivalent of Writing 39C, one course toward category III, and two courses toward category IV.)
University Studies 16A-B-C How Race Is Made I, II, III (5-5-5) F, W, S. Introduces students to an examination of how race is "made" in America and the consequences of this construction through a variety of lenses: historical, legal, anthropological, sociological, artistic, and pop culture. Prerequisites: for 16A: satisfaction of the UC Entry Level Writing requirement; for 16B: 16A and completion of Writing 39B with a minimum grade of C (or a Pass or Credit grade equivalent to C) or concurrent enrollment in Writing 39B; for 16C: 16B and completion of Writing 39B with a minimum grade of C (or Pass or Credit grade equivalent to C). (One course toward category I-equivalent of Writing 39C, one course toward category III, one course toward category IV, one course toward category VII, and one additional course toward either category III or IV.)
University Studies 17A-B-C Water I, II, III (5-5-5) F, W, S. The sequence begins in fall by addressing water from an scientific and engineering perspective (global issues, land-sea interactions and urban water), then moves in winter to an historical case study of the Himalayan watershed and its impact on Asia's water, and culminates in spring quarter by exploring water policy with the overall theme of water as a contested resource across space, time, and peoples. Wherever possible, examples are drawn from the local environment. Prerequisites: for 17A: satisfaction of the UC Entry Level Writing requirement; for 17B: 17A and completion of Writing 39B or Humanities 1B with a minimum grade of C (or a Pass or Credit grade equivalent to C) or concurrent enrollment in Writing 39B or Humanities 1B; for 17C: 17B and completion of Writing 39B or Humanities 1B with a minimum grade of C (or Pass or Credit grade equivalent to C). (One course toward category I-equivalent of Writing 39C, one course toward category II, one course toward category III, and one course toward category IV.)
Placement Testing
UCI's Academic Testing Center administers placement tests to new and continuing students to ensure correct placement in selected introductory courses and to help students assess their readiness for University-level work. These tests are selected or developed by UCI faculty who also determine the grading criteria for each test. Results from placement tests are used by students and their academic counselors to formulate a plan of study which is best suited to the students' learning needs and career goals and to determine enrollment in introductory courses. Additional information, such as entrance examination scores, Advanced Placement (AP) scores, and high school work, also may be used to determine course placement.
Placement tests are given in the areas of physics, calculus, Chinese, French, German, Japanese, Korean, Spanish, Vietnamese, and Academic English/English as a Second Language.
1. Physics Placement Test. Students who plan to enroll directly into Physics 7C are required to take this test; students who plan to enroll in Physics 2 do not need to take this placement test.
2. Calculus Placement Test. Students who score 600 or higher on the Mathematics section of the SAT Reasoning Test will be authorized automatically for Mathematics 2A. Students scoring below 600 may take the ALEKS Pre-Calculus Assessment to establish eligibility for Mathematics 2A.
3. Chinese Placement Test. Students who plan to enroll in Chinese 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, or 3C are required to take this test. The score from this test and completion of a faculty oral interview will place students in the appropriate course.
4. French Placement Test. Students who plan to enroll in French 1A, 1B, 1C, 2A, 2B, 2C, or 3A are recommended but not required to take this test unless otherwise exempt.
5. German Placement Test. Students who plan to enroll in German 1A, 1B, 1C, 2A, 2B, 2C, or the 100 series are recommended but not required to take this test unless otherwise exempt.
6. Japanese Placement Test. Students who plan to enroll in Japanese 1A, 1B, 1C, 2A, 2B, 2C, or 3A are required to take this test. The score from this test and completion of a faculty oral interview will place students in the appropriate course.
7. Korean Placement Test. Students who plan to enroll in Korean 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, or 3C are required to take this test. The score from this test and completion of a faculty oral interview will place students in the appropriate course.
8. Spanish Placement Test. Students who plan to enroll in Spanish 1A, 1AB, 1B, 1C, 2A, 2AB, 2BZ, 2MD, 2B, 2C, 3A, or 3B must take this test.
9. Vietnamese Placement Test. Students who plan to enroll in Vietnamese 1A, 1B, or 1C are required to take the Vietnamese 1 test, unless otherwise exempt, followed by an oral interview. Students who plan to enroll in 2A, 2B, or 2C are required to take the Vietnamese 2 test, unless otherwise exempt, followed by an oral interview.
10. Academic English (AE) Placement Test. This test is required of students (a) whose native language is not English, (b) whose scores on the Writing section of the SAT Reasoning Test fall below a set level, (c) who have not satisfied the UC Entry Level Writing requirement, and (d) who have received a letter from the AE/ESL Program requiring them to take the AE Placement Test. Scores from the Test of English as a Foreign Language (TOEFL) and the Test of Standard Written English (TSWE) are not considered. The AE Placement Test also is required of students referred to the AE/ESL Program on the basis of their score on the UC Analytical Writing Placement Examination. See the section on Admission of International Students for additional information.
All newly admitted freshmen will be directed to information about summer orientation, placement testing, and registering for courses. Participation in summer orientation and advising is required of new freshmen. Freshmen will register for their fall quarter courses at orientation. Students are strongly advised, therefore, to take any required placement tests before their orientation program. Students may consult the Academic Testing Center's Web site at http://www.testingcenter.uci.edu for further information on placement testing and summer testing dates.
The Academic Testing Center also administers other language tests for exemptions from general education categories VI and VIII, and is responsible for the campus-based administration of the UC Analytical Writing Placement Examination.
Further information on placement and language testing may be obtained by calling (949) 824-6207 or by visiting the Center's Web site at http://www.testingcenter.uci.edu/. The Center is a unit of the Division of Undergraduate Education.
UC Analytical Writing Placement Examination
Results from the UC Analytical Writing Placement Examination are used to place students in UCI writing courses. There is a nonrefundable administrative fee associated with the examination. The fee payment process and waiver information are explained in materials students receive in April from Vangent. Students who receive admission application fee waivers will automatically have this examination fee waived. Refer to the section on Requirements for a Bachelor's Degree for complete information on the UC Analytical Writing Placement Examination and the UC Entry Level Writing requirement.
UCI Writing Center
Writing support services provided by the UCI Writing Center (through the office of the Campus Writing Coordinator) are available free of charge to all enrolled UCI students. Services include workshops about writing for different occasions and needs, individual conferences, online tutorials, peer tutoring, and assistance with developing research skills.
The Writing Center, in conjunction with the Campus Writing Coordinator and the Division of Undergraduate Education, also conducts research about best practices in the teaching of writing. The Writing Center, newly opened as of fall 2011, will become the central campus hub for developing a culture of writing and communication at UCI. For more information, see http://www.writing.uci.edu/writingcenter.html.
Student Support Services
Housed within the Division of Undergraduate Education, Student Support Services (SSS) is an academic support program dedicated to helping first-generation college, Pell eligible/low-income, and/or disabled students succeed and thrive at UCI. The goal of SSS is to help students successfully transition to UC Irvine and enhance their academic experience. SSS offers drop-in counseling and advising provided by professional staff, faculty, and student peers; organizes weekly workshops on academic and social opportunities at UCI; and coordinates summer academic programs for incoming students.
SSS supports the academic progress of its students and provides resources to help students achieve their academic potential. In an effort to best assist students, professional counselors maintain liaison relationships with academic departments and provide referrals to other campus support services as needed. In addition to weekly workshops, SSS provides graduate school preparatory resources for those students interested in graduate study.
SSS sponsors and oversees the Summer Bridge Program at UCI for eligible students who demonstrate the potential to succeed and the desire to start their academic career earlier in order to achieve their full academic potential. Summer Bridge is designed to provide opportunities for students to build social relationships with peers, engage with faculty, earn academic credit, and make a successful academic and social transition to the University.
Students are encouraged to make appointments with Student Support Services; telephone (949) 824-6234 or e-mail osss@uci.edu. Additional information is available at http://www.due.uci.edu/sss.
Transfer Student Center
Housed within the Division of Undergraduate Education, the Transfer Student Center (TSC) works with new and returning transfer students to facilitate their transition and overall success at UCI by directing them to appropriate sources of advice and campus services, weekly workshops, formal and informal mentoring, and providing a space for study. The Transfer Student Center strives to foster a sense of community among the transfer student population at UCI and advocate for transfer students in order to enhance their academic and social experience. The Transfer Student Center works closely with two student organizations, the Tau Sigma National Honor Society for transfer students and the Transfer Student Organization (TSO), providing guidance in these organizations' work to advocate and support transfer students at UCI.
Students are encouraged to visit TSC and meet with the staff; TSC is located in 2200 Student Services II; telephone (949) 824-1142 or e-mail transfer@uci.edu. Additional information is available at http://www.transfercounseling.uci.edu/.
Honors Opportunities
UC Irvine offers many challenging and enriching honors opportunities to its most accomplished and motivated students. These include a comprehensive Campuswide Honors Program, which enrolls outstanding students of all majors from the freshman through senior years; a variety of major-specific honors programs at the upper-division level; the Humanities Honors Program, also offered at the upper-division level, but open to all majors on campus; and several Excellence in Research programs.
These programs offer some of the advantages usually associated with selective liberal arts colleges: rigorous, small, personalized classes and the intellectual exchange that creates a community of scholars. The difference, however, is that UCI's programs are supported by and benefit
from the resources of a major research university, including renowned faculty, research opportunities, and the 35-million-volume University of California Library system.
Honors students are also encouraged to participate in the UC Education Abroad Program, the International Opportunities Program, or the UCDC Internship Programs during their junior or senior year. Qualified students are also encouraged to take advantage of resources available in the Scholarship Opportunities Program (SOP) and the Undergraduate Research Opportunities Program (UROP). These programs are described in other sections of this Catalogue.
Campuswide Honors Program
Founded in 1988, the Campuswide Honors Program (CHP) is available to selected high-achieving students in all academic majors and years of study. It maintains an active roster of approximately 700 students. Many CHP students have continued their studies after graduation from UCI at the most prestigious graduate and professional schools in the country.
The CHP provides talented and successful UCI students with a special honors curriculum consisting of small, seminar-style classes, close interaction with peers, mentorship by UCI's top faculty, and the opportunity to participate in undergraduate research. Enhanced academic advising provides students with assistance in planning a path to success, including course selection and preportion for graduate and professional schools, prestigious scholarships, and study abroad. Completion of the Campuswide Honors Program is noted on the student's transcript and baccalaureate diploma.
Admission. Admission to the program as an incoming UCI freshman is by invitation; all eligible candidates are reviewed and selected by faculty representatives from each academic unit. Transfer students may also apply prior to matriculation, and special admissions programs are offered through the Office of Admissions and Relations with Schools to students who have completed approved community college honors programs. Current UCI students are eligible to apply for admission to the CHP after completion of at least one quarter at UCI full time with a grade point average of 3.5 or better. Applications are accepted until the end of the first quarter of the student's junior year. The CHP seeks to admit students who have a demonstrated passion for learning, a willingness to explore and take risks, and an interest in pursuing academic excellence in a range of disciplines outside of their major area.
Curriculum and Research. CHP students pursue three, year-long, interdisciplinary honors core courses (one course per quarter), satisfying various categories of the general education requirement. Students in the Campuswide Honors Program must enroll in CHP core courses for a letter grade. Many of these courses provide an interdisciplinary approach to major subjects and issues. Faculty from a variety of disciplines are chosen for their outstanding teaching ability and scholarship. Participants engage in original research under the direct supervision of faculty members, culminating in the production of an honors thesis, creative project, or publication-quality paper. Many CHP students also participate in major-specific honors programs. The senior honors thesis that is developed and produced through these programs satisfies the CHP research and thesis requirement. Transfer students who join the CHP are generally required to take at least one core course sequence, unless they have successfully completed an approved honors program at a community college with a cumulative GPA of 3.5 or better. Transfer students must also complete the CHP research and honors thesis requirement.
1. Freshmen CHP students begin their course of study by taking honors sections of the Humanities Core Course (Humanities H1A-B-C). Team-taught by professors from a wide range of disciplines in the Humanities, the Humanities Core Course explores the ways in which humanists approach issues from philosophical, historical, and cultural perspectives. In small honors discussion sections, students engage with these perspectives, while developing and improving writing and research skills. Honors students are also invited to attend special honors forums held by faculty, visiting writers, or other special guests.
2. The Critical Issues in the Social Sciences sequence (Social Sciences H1E-F-G or Social Ecology H20A-B-C), usually taken in the sophomore year, is team-taught by professors from the Schools of Social Sciences and Social Ecology. Topics have included human vision; authority (dis)obedience, and human society; decisions and compromises and their rewards and penalties; learning and memory; urban studies; and exotic societies (including our own).
3. The Idiom and Practice of Science interdisciplinary sequence (Biological Sciences H90, Chemistry H90, Earth System Science H90, or Physics H90) explores the role science plays in addressing socially significant problems. Students develop the ability to understand scientific models and to judge the content, merit, and limitations of many issues of science in the modern world. The development of analytical and writing skills is emphasized. Topics have included global warming, earthquakes, biodiversity and conservation, genetic plant engineering, evolution, aging, diseases, the history of science, and the physics of music.
CHP students also engage in a research project with a faculty mentor and complete an honors thesis or creative project as the culmination of the CHP academic experience. Students work with primary materials, synthesize existing information and theory, and analyze the result of the experiment or study. The thesis should demonstrate the student's command of research techniques, conceptual frameworks, and intellectual skills appropriate to the field or fields within which the topic falls. A minimum of two quarters of research under the direction of an approved faculty advisor and successful completion of an honors thesis or creative project are required.
CHP students are eligible to participate in other lower-division Honors courses on the campus, along with other qualified students. These include Honors General Chemistry Chemistry (H2A-B-C), which covers the same material as Chemistry 1A-B-C but offers small class sizes, provides opportunities for increased interaction with faculty, and covers material in greater depth. Honors General Chemistry Laboratory (H2LA-LB-LC) is also offered. The small class size enhances access to outstanding faculty and peers.
Extracurricular Activities. CHP students are invited to participate in many social and cultural activities geared toward their interests. These include special weekly programs and social events, beach bonfires, trips to museums, concerts and plays, a quarterly creative works journal, an annual trivia bowl, and a camping retreat. The CHP office also offers workshops on a variety of academic topics and enhanced opportunities to meet and interact with faculty.
On-Campus Housing. CHP students are guaranteed on-campus housing, as long as they meet Housing deadlines and remain in good standing with the Honors program. Freshmen may choose to live in Middle Earth in "The Shire," or in Mesa Court in "Loma" or "Arroyo." Sophomores and upper-division students who wish to live in honors housing may also select one of the honors houses in Arroyo Vista. Honors housing offers a valuable living/learning experience with other CHP students, a variety of activities designed especially for honors students, and the community spirit that is a special feature of the Campuswide Honors Program. CHP students are encouraged to live in honors housing, particularly in the freshman year, but are not required to do so.
Other benefits include extended library borrowing privileges, honors study rooms in Langson Library and the Ayala Science Library, leadership and service opportunities, and close interaction with faculty and peers.
Additional information is available on the Campuswide Honors Program Web site, http://www.honors.uci.edu/, or by contacting the Honors office at honors@uci.edu or (949) 824-5461. The Honors office is located in 1200 Student Services II.
Major-Specific and School Honors Programs
Honors programs for qualified junior- and senior-level students also are available to Drama, Music, Music Theatre, and Studio Art majors in the Claire Trevor School of the Arts, and to all qualified junior- and senior-level majors in the following Schools: Biological Sciences, Humanities, Information and Computer Sciences, Physical Sciences, Social Ecology, and Social Sciences. The focal point of each of these programs is the development of analytical and research skills through the pursuit of research under faculty supervision. An honors-level thesis or creative project is required by most of the programs. CHP students are encouraged to participate in these programs as well as the Campuswide Honors Program. The honors-level thesis or creative project that is developed through these programs also satisfies the CHP research and thesis requirement. Additional information is available in the specific academic unit sections of this Catalogue.
Excellence in Research Programs
The School of Biological Sciences and the Departments of Cognitive Sciences and of Psychology and Social Behavior offer students the opportunity to pursue research through their Excellence in Research Programs. Students work on their research projects under faculty supervision and have the opportunity to present their results to peers and faculty and, in certain instances, to have their research papers published. Additional information is available in the specific academic unit sections of this Catalogue.
Honors Recognition
Students who graduate during the academic year with academic honors, and those who receive special school awards, are honored in school-based ceremonies. Some honors societies may also hold special ceremonies for selected students. Of the graduating seniors, no more than 12 percent will receive academic honors: approximately 1 percent summa cum laude, 3 percent magna cum laude, and 8 percent cum laude. The criteria used in selecting candidates for these honors are available at the counseling office of each school. One general criterion is that students must have completed at least 72 quarter units in residence at a University of California campus. The student's cumulative record at the end of the final quarter is the basis for consideration for awarding Latin Honors. Students who have on file recorded acts of academic dishonesty, as defined in University of California Policies Applying to Campus Activities, Organizations and Students, may be excluded by the Associate Deans from consideration for academic honors at graduation. For further information contact the academic counseling office of each school.
Phi Beta Kappa
Founded in 1776, Phi Beta Kappa is the oldest and most respected undergraduate honors organization in the United States. It supports and recognizes academic excellence and scholarly achievement in the liberal arts and sciences, and promotes the principles of freedom of inquiry and liberty of thought and expression. UC Irvine's Phi Beta Kappa Chapter (Mu of California) was founded in 1974. Phi Beta Kappa is UCI's most selective honorary society, with only 5 percent of graduating seniors and 1 percent of juniors invited to become members each year. An annual initiation ceremony for new members is held in June. For additional information, including selection criteria, visit http://www.phibetakappa.uci.edu/.
Scholarship Opportunities Program
UCI encourages high-achieving undergraduates to compete successfully for the most prestigious scholarships, grants, and graduate fellowships available, and to begin learning about the process as early as possible. The Scholarship Opportunities Program (SOP) organizes and disseminates information about 33 prestigious awards that are national and international in scope. They include opportunities for funded research and study at both the undergraduate and graduate levels. The SOP also facilitates UCI's processes for evaluating applications and endorsing candidates for awards requiring University nomination. Additionally, staff provide individual and group counseling, present workshops, assist students with curriculum vitae (CVs), and edit Statements of Purpose and research/project proposals.
Winner Tips. SOP staff help connect students with past UCI scholarship winners, who can share their experiences about the process and insider tips on becoming a successful candidate.
Comprehensive Workshops. SOP's two-day annual Merit Scholarships seminars present practical information and tips on applying for prestigious scholarships as well as firsthand experience from past UCI student winners and faculty. Additionally, the staff presents workshops in response to requests from academic units, clubs, and other campus groups.
Individual Scholarship Counseling is available by appointment.
Resource Materials. The SOP office maintains a library of past scholarship winners' applications; descriptions and selection process information for merit scholarships; examples of successful CVs, recommendation letters, Statements of Purpose, research and project proposals; and books on interview preparation.
SOP Services. The names and photos of students who have been awarded the prestigious national and regional scholarships and fellowships are featured on the Past Winners page of the SOP Web site at http://www.scholars.uci.edu/winners.asp. Additional information is available in the SOP office, 1200 Student Services II; (949) 824-5461; sklrship@uci.edu.
Undergraduate Research Opportunities Program
The Undergraduate Research Opportunities Program (UROP), in the Division of Undergraduate Education, encourages and facilitates research and creative activities by undergraduates. Research opportunities are available not only from every discipline, interdisciplinary program, and school, but also from many outside agencies, including national laboratories, industrial partners, and other universities. UROP offers assistance to students and faculty through all phases of the research activity: proposal writing, developing research plans, resource support, conducting the research and analyzing data, and presenting results of the research at the annual spring UCI Undergraduate Research Symposium. Calls for proposals are issued in the fall and spring quarters. Projects supported by UROP may be done at any time during the academic year and/or summer, and the research performed must meet established academic standards and emphasize interaction between the student and the faculty supervisor. In addition, all students participating in faculty-guided research activities are welcome to submit their research papers for faculty review and possible publication in the annual UCI Undergraduate Research Journal.
UROP also sponsors the following programs.
The Summer Undergraduate Research Program (SURP) provides funding for UCI undergraduates from all disciplines who are conducting summer research projects or creative activities under the guidance of UCI faculty members. The program offers students the opportunity to become immersed in a research topic for a full-time 10-week period or the equivalent of 400 hours. SURP is open to all non-graduating UCI undergraduates who are in good academic standing and who have been involved in a faculty-mentored research project or creative activity for at least one quarter.
The Edwards Lifesciences Summer Undergraduate Research Program (E-SURP) provides the opportunity for UCI undergraduates to become immersed in cardiovascular-related research projects under the guidance of UCI faculty mentors who are associated with the Edwards Lifesciences Center for Advanced Cardiovascular Technology. Students work on their projects full-time for 10 weeks.
The Inter-Disciplinary Summer Undergraduate Research Experience (ID-SURE) provides funding for continuing UCI undergraduates from all disciplines who are conducting interdisciplinary summer research projects or creative activities related to health promotion and disease prevention under the guidance of UCI faculty members. Students work on their projects full-time for 10 weeks.
The Integrated Micro/Nano Summer Undergraduate Research Experience (IM-SURE) provides an opportunity for non-graduating science and engineering juniors and seniors to become immersed in biomedical, physical, and engineering micro/nanotechnology research projects under the guidance of UCI faculty members. Students work on their projects for 10 weeks.
The Summer Undergraduate Research Fellowship in Information Technology (SURF-IT) provides the opportunity for non-graduating UCI juniors and seniors to become involved in information technology-related research under the guidance of UCI faculty members. Students work on their projects full-time for 10 weeks.
The Biophotonic Summer Undergraduate Program (B-SURP) at the Beckman Laser Institute and Medical Clinic (BLIMC) provides undergraduate and high school students with a nine-week immersion experience in biophotonics, biomedical optics, and medical translation technology. Participants receive a stipend for their time and efforts.
The Multidisciplinary Design Program (MDP) engages UCI undergraduate students from all disciplines in design teams mentored by at least two faculty members from different schools. Participants will have the opportunity to choose from a variety of innovative and creative design projects related to energy, environment, health care, and culture. Students work on their projects during the academic year.
For more information about UROP and complete details about any of the programs it sponsors, contact UROP, 2300 Student Services II; telephone (949) 824-4189; fax (949) 824-1607; urop@uci.edu; http://www.urop.uci.edu/.
UCDC Academic Internship Program
The UCDC Academic Internship Program supervises and supports students who pursue internships, elective courses, research, and creative activities in the nation's capital. This UC systemwide program, situated in the exciting environment of Washington DC, is open to students in all majors. Students may enroll for fall, winter, or spring quarter. While living in Washington DC, students are enrolled at UCI and earn 12-16 units of credit. Financial-aid eligibility is maintained. Students who meet financial need and other eligibility criteria may apply for a UCDC Scholarship to help cover costs associated with participation in the program.
Students live in the UC Washington Center building together with students from all of the participating UC campuses, which provides a social and intellectual community throughout the quarter. Internship opportunities are available in almost any setting including Capitol Hill, the White House, government agencies, nonprofit organizations, think tanks, art museums, educational institutions, media outlets, and scientific organizations, just to name a few.
Interested students with strong academic records are encouraged to apply; visit 1100 Student Services II; call (949) 824-5400; dccenter@uci.edu; http://www.dccenter.uci.edu/.
COURSES
(Schedule of Classes designation: UCDC)
UCDC 170 Washington DC Internship (4 to 8). Supervised internship (20-40 hours per week) in Washington DC government, nonprofit, or private institution consistent with student's interest. Corequisite: UCDC 180. Prerequisite: selected for Washington DC Center Program and consent of instructor. Pass/Not Pass only. May be taken for credit three times. Formerly University Studies 195.
UCDC 180 Washington Themed Seminar (4). UCDC Core course (multiple topics offered each quarter). Enhances students' experiential learning and imparts knowledge and skills to help them transition into public service/private sector positions. One Core course per quarter mandatory for all participants in Washington DC Center Program. Corequisite: UCDC 170 or Social Ecology 195 or Public Health 195. Prerequisite: selected for Washington DC Center Program and consent of instructor. May be taken for credit three times as topics vary. Formerly UCDC 183.
UCDC 190 Washington DC Elective (4). Prerequisite: selected for Washington DC Center Program and consent of instructor. May be taken for credit three times as topics vary. Formerly University Studies 198.
UC Center Sacramento Scholar Intern Program
The UC Center Sacramento (UCCS) Scholar Intern Program supervises and supports students who pursue internships, elective courses, research, and creative activities in the state capital. This UC systemwide program is open to students in all majors, and is currently available for the fall, winter, spring, or summer terms. While living in Sacramento, students are enrolled at UC and earn 12-16 units of credit. Financial aid eligibility is maintained. Internship opportunities are available for students in many different settings including the offices of Assembly Members, Senators, and the Governor, as well as with State agencies, nonprofit organizations, and lobbying organizations.
Interested students with strong academic records are encouraged to apply; visit 1100 Student Services II; telephone (949) 824-5400; dccenter@uci.edu; http://uccs.ucdavis.edu/.
Teaching, Learning & Technology Center
The Teaching, Learning & Technology Center (TLTC), a unit of the Division of Undergraduate Education, provides instructional support to the UCI teaching community through a variety of services and programs. This support includes teaching development, skills training, and instructional technology assistance.
Teaching development includes consultation with teaching professionals regarding instructional strategies, methods, and learning theory. Faculty members, lecturers, and Teaching Assistants (TAs) may request consultations. All services are free and confidential. Consultation can be further enhanced by being videotaped while teaching. Additionally, in order to obtain feedback from students before the end of the term, instructors can access a midterm feedback form through the Electronic Educational Environment's "Instructors' Toolbox" (http://www.eee.uci.edu/). To schedule an appointment for a consultation or other service, call the TLTC at (949) 824-6060.
Other programs and services include the Pedagogical Fellows Program; a multi-day TA Professional Development Program during Welcome Week; quarterly Teaching Colloquia; workshops specifically for new faculty, experienced faculty, and graduate students; and workshops and individual assistance with the compilation of Teaching Portfolios. The TLTC also co-hosts the annual "Celebration of Teaching," which honors teaching excellence. In addition, the TLTC offers University Studies 390A-B-C, Advanced Pedagogy and Academic Job Preparation, a three-quarter-long course for Pedagogical Fellows. Graduate Teaching Assistants who are not Pedagogical Fellows may petition to take University Studies 390A. Enrollment for non-Pedagogical Fellows, however, is subject to the instructor's approval.
The TLTC provides services related to computerized presentation technology, video-conferencing, distance learning, and video and multimedia production. The Center hosts a video teleconference center for distance learning and a media center where instructors can produce multimedia resources for their courses. Technicians and instructional specialists are available to advise instructors. Additionally, the TLTC has an experimental training room called the Learning Studio (Anteater Instruction and Research Building, room 1030) that is equipped with both Mac and PC computers, four screens that can display four different images, and Wacom Boards. To book the rooms for courses and/or events that require additional media, call (949) 824-6060.
The TLTC is located in the Anteater Instruction and Research Building on the corner of East Peltason and Anteater Drives, third floor, room 3000. Hours are from 8 a.m. to 5 p.m., Monday through Friday. Staff is available after hours and on weekends by special appointment. For general information, call (949) 824-6060 or visit http://www.tltc.uci.edu/.
The TLTC offers the following courses:
University Studies 390A-B-C Advanced Pedagogy and Academic Job Preparation (variable units). Service learning course for graduate students who serve as teaching mentors for other TAs. Satisfactory/Unsatisfactory only. Prerequisite: must have a concurrent appointment as a Pedagogical Fellow with the TLTC.
390A (2 to 4). Introduction to principles of good course design and instructional development. Students design and implement an integrated curriculum in the context of the fall TA Professional Development Program.
390B (2 to 4). Introduction to the Scholarship of Teaching and Learning literature within the students' respective disciplines. Students select or create several teaching methods stated or implied by the literature and translate these findings into workshops for other TAs.
390C (2 to 4). Prepares students for their future roles as faculty members and the academic job search. Covers job search skills; creation of CV, cover letters, statement of teaching philosophy; job interview and negotiation skills; types of higher educational institutions and professorial responsibilities.
Study Abroad Center
The Study Abroad Center includes the University of California Education Abroad Program (UCEAP) and the International Opportunities Program (IOP). It is a comprehensive resource and counseling center that helps students take advantage of the many worldwide opportunities that exist for study, work, internship, volunteering, research, and non-credentialed teaching that relates to their degree programs at UCI.
Studying abroad is an important resource for achieving the skills, knowledge, and understanding that will make today's undergraduates effective citizens and leaders in local, national, and global affairs once they depart the University. In today's political and business environment, college graduates must be informed decision-makers with a capacity to reflect on their own values while understanding the complex identities, histories, and cultures of others. Studying abroad provides students with the language skills and cultural competence necessary to meet the current demands of business, government, and educational institutions.
Professional staff and peer advisors, who have returned from an IOP or UCEAP experience, are available to guide students in making appropriate choices of international programs for their educational goals. Group and individual advising is available when UCI is in session. All UCEAP and IOP participants are provided with pre-departure and reentry orientations.
The Study Abroad Center is located in 1100 Student Services II; (949) 824-6343; studyabroad@uci.edu; http://www.studyabroad.uci.edu/.
UC EDUCATION ABROAD PROGRAM
The University of California Education Abroad Program (UCEAP) offers students the opportunity to experience a different culture while making progress toward degree objectives. UCEAP is an overseas study program which operates in cooperation with about 150 host universities in 35 countries throughout the world. Programs are available for students in every major. The wide variety of programs includes those offering general curriculum, intensive language study, and programs focusing on a specific academic subject area. Participation in UCEAP satisfies category VIII of the UCI general education requirement. UCEAP study locations are listed below.
Students are advised to plan early in their academic career in order to best match studying abroad with their major to graduate on time. Students are encouraged to study abroad as a sophomore or junior, allowing the opportunity to incorporate their international learning into their final year at UCI. Preliminary guidance is available at the Study Abroad Academic Planning Web site (http://www.studyabroad.uci.edu/academics/academicplanning.html).
The cost of studying abroad through UCEAP is often comparable to the cost of studying at UCI, while some options cost more and some cost less. The cost of each UCEAP option is listed online at http://eap.ucop.edu/. All UC financial aid (other than work-study), including grants, scholarships, and loans, is available to UCEAP participants who qualify. Both need-based and merit-based scholarships specifically for study abroad are also available. Information is available at http://eap.ucop.edu/Scholarships/Pages/Default.aspx.
On-site abroad, a UC professor, local faculty member, or administrative coordinator oversees local operations, including in-country orientation, student academic advising, and assistance with emergencies, large and small. Students interested in UCEAP should visit the Web site (http://eap.ucop.edu/) to review program options and visit the UCI Study Abroad Center Web site (http://www.studyabroad.uci.edu/), or come to the office for advising and to obtain an application. UCI EAP deadlines are available online at http://www.studyabroad.uci.edu/prospective/deadlines.shtml.
UCEAP Study Abroad Countries
Argentina, Australia, Barbados, Botswana, Brazil, Canada, Chile, China, Costa Rica, Denmark, Egypt, France, Germany, Ghana, Hong Kong, India, Ireland, Israel, Italy, Japan, Korea, Mexico, Netherlands, New Zealand, Russia, Senegal, Singapore, South Africa, Spain, Sweden, Taiwan, Tanzania, Thailand, Turkey, United Kingdom, Vietnam.
NOTE: Information is subject to change. Consult the Web site for the most current information.
INTERNATIONAL OPPORTUNITIES PROGRAM
UCI's International Opportunities Program (IOP) is the link between UCI students and any international educational experience that occurs outside the boundaries of the U.S. and is not a part of the UC Education Abroad Program (UCEAP) nor the UCI Summer Session Travel-Study program. Any UCI student (undergraduate, graduating senior, or graduate) in good academic standing, regardless of major, class level, or foreign language ability, may participate in IOP.
Study Abroad Center staff provide information and counseling to assist students in finding an appropriate program to meet their needs and interests. Students may choose from academic study (with transferable credit), paid work, paid or unpaid internships, unpaid or compensated volunteer service, field research, and paid teaching opportunities in nearly every country in the world. This includes all academic programs sponsored by U.S. institutions that occur on foreign soil or water (as in the case of the Semester at Sea program), direct enrollment at foreign institutions, summer session abroad programs through other UC campuses, and study abroad programs offered by private providers.
With careful planning IOP students participating in study programs can make progress toward their UCI degree by fulfilling major, minor, or general education requirements. Students may apply for transfer credit and UCI financial aid by completing the IOP Credit Contract. Many scholarships are also available. Information is available at http://www.studyabroad.uci.edu/prospective/finaid.shtml.
To acquaint students with opportunities abroad, the Study Abroad Center sponsors the annual Go Abroad Fair and hosts periodic visits from IOP providers. The Study Abroad Center also maintains a listing of opportunities abroad on its Web site. Interested students should visit http://www.studyabroad.uci.edu/ or come into the office for assistance.